Kung Essays - Abrahamic Mythology, Curses, Evil Eye, Eye, Folklore

Kung Fu As a six year old child, fighting like a Ninja was a necessary step in growing up. Since most of my six year old friends had hit this stage at about the same time as myself, we would fight each other like Ninjas. We would fight almost every day. At school, at home, on the playground, even on the gymnastic mats outside the gymnasium, where our story begins. Now after fighting day after day, we became tired of attacking each other with pretend punching and kicking. So, because I was the braniac of the group, I suggested we look for sticks shaped like swords and spears to throw at each other. Oh, and don`t forget to pick up lots of rocks to use as throwing stars, I yelled to everyone as we spread out through the large soccer field in search of our weapons. After a few minutes, we gathered back on the mats for our ultimate battle. Now we were real fighters, armed with dangerous weapons. We were bad. Hyung-Chai yelled one child, as he smacked another boy in the back of the head with a stick no thinner than his own arm. A loud Thwack was heard, followed by more cries and the swinging of weapons. Most children ran away with mild scrapes but finally the black Ninja (Michael Scott) and I were all who remained. Now I was pumped, throwing jump kicks and shouting gibberish Ninja words to intimidate my opponent. No one could catch me. I was invincible. I was Ki... Thwack. Stunned yet still conscious, I lay on my back, paralyzed by the fact that I had been defeated. Then, I tasted the blood in my mouth. And all went black. I slowly, cautiously, walked towards the mirror, my arms outstretched, inching my feet across the linoleum floor and blindly groping for objects that might be hidden inside the darkness of the small, stuffy room. Suddenly, a strange face appeared in the mirror. But it didn`t look like me. Sure it had my face, but it had one mutant eye that was glowing fluorescent purple. I stared at it... and the grotesque eye stared back at me. I waved to it... and the figure waved back to me. Astonished and scared, I slowly backed away from the savage face. The evil eye followed me, stared at me, laughed at me... Alright, that`s enough excitement for today, Spencer. With a flash, the lights came back on, blinding my eyes and jolting me back to reality, and safety. Im sorry Spencer, but I`m going to have to put a bandage over that eye of yours, said Dr. Kosh. Now remember, the gel on your eye will only last a few hours, so don`t try to take the bandage off to look at it again. Eye injuries can be very dangerous, you're lucky you were not hit harder or you might be blind. O.K. Dr. Kosh, I said. How long to I have to keep the bandage on? Only a few days Spencer. Now go outside and don`t get into anymore fights. I walked out of his office and into the lobby where my mother was waiting. Together we walked outside into the hot summer sun.

Missing SAT Scores How to Check SAT Scores

Missing SAT Scores How to Check SAT Scores SAT / ACT Prep Online Guides and Tips I don’t know what the number one most stressful college application dramais, but a list of the top three has got to include missing SAT scores. You’ve invested time, energy, and maybe even a little of your sanity into reaching your SAT goal, so it’s totally reasonable to be rattled by this kind of curveball. But before you panic, read this article to troubleshoot some of the most common reasons that SAT scores go missing. I will talk about what to do if you yourself can't find your scores, as well aswhat to do if the college you're applying to says your scores are missing. Either way, most likely, you’re looking at a pretty simple problem with a pretty painless solution. How to Check Your SAT Scores Before we get into figuring out what to do about missing SAT scores, let's go over where your scores can be found if everything is going according to plan. Although usuallySATscores are ready 3 weeks after your test date, because of the test update,scores for next fewtest dates will take longer than usual. For example, the March 2016 SAT scores will take about 10 weeks to score, while theMay and June 2016 SAT scores will each take about 6 weeks to score. You can find your scores in theMy Organizer section of the College Board’s SAT website. For a detailed, step-by-step guide to using these online tools to find your score, read our guide to looking up your SAT scores. If you've tried finding your scores this way buthaven't had much luck, let's go through the possible reasons why. Well, of course this blue panda doesn't know. Why did we even ask it? What to Do If You Can't Find Your Scores There are a number of reasons why your scores might not be showing up on the College Board website. Let's investigate together. Are You Looking in the Wrong Place? If you can you see only your most recent SAT score, and are missing scores from earlier test dates, you might be on the wrong section of the SAT site. To see all the SAT tests you’ve taken recently: Go toMy Organizer. Click SAT Scoreson the left side menu. Click Access My Scores in the middle of the screen. Enter your username and password for the security check. Scroll down past the "My Test Registration" box to get to the "My Test Scores" box. Are Your Scores Not Ready Yet? If you are checking less than 3 weeks after your test date, you will most likely not see your score listed because it takes 3 weeks for the College Board to score your SAT. Also remember: if you took the test in March, May, or June 2016, your scores will only be available after 6-10 weeks. If it's been 3 weeks since your test, you didn't take the test in March, May, or June 2016, and you still don't see your scores, your test could have been flagged for more attention.Scores may be released later for all sorts of reasons, usually to do with resolvable answer sheet problems. For instance, your answer sheet could have arrived late to the College Board. Or it could have had either missing information or you could have filled it out slightly differently than your registration. If your test falls into this small group offlagged tests, you will see a message tellingyou to check back later. Just headback to the site on the recommended date- usually about a week later- to check again for your scores and to see your full score report. Wouldn't it be sweet if the SAT website responded to passive-aggressive watch-tapping and eye-rolling? Did Something Unusual Happen at Your Testing Site? Think back to the day of your test: did anything weird occur? Scores can also be delayed if something out of the ordinary happened. For example, if inclement weather closed the test site or if you were sick or need to reschedule your test, your scores will be released after the test day scores. Or maybeyou or someone else reported a complaint about testing conditions or the test center itself. If the College Board got a complaint about something that went wrong on the day you took the test, your scores could be delayed while thecomplaint is investigated. Well, we did have to complain about the noise from that one kid's art-copter... does that count? Are Your Scores From a Long Time Ago? If you're out of high school and your test scores are more than a year old, they won't show up online any more. Instead, you have to request them from the College Board's archives for a fee. You can order scores by mailby sending anArchived Score Report Order FormtoSAT Program, P.O. Box 7503, London, KY 40742-7503. You can also call Customer Service at(866) 756-7346. What to Do If Your College Doesn't Have Your Scores Sometimes it's not you, but your college, that can't find your SAT scores. Soif you've gotten the alarmingletter, email, or phone call telling you that your application isn't complete, let's work through the possibilities. Did You OnlySend in Earlier SAT Scores? If you choose to use the 4 free score reports you get with SAT test registration, you have to re-select the colleges you want the reports sent to each time. Otherwise, they won't get the more recent scores. In other words, if you retake the SAT this fall, the 4colleges you named on last year's registration wouldn't automatically get your new results unless you listed them again. Are Your Scores Missing From Your Application? Imagine the immense amount of paperwork and electronic records that admissions offices deal with during application time. Because of this sort of chaotic atmosphere,colleges may have alreadyreceived your scores but just haven't processed and logged them yet. Filing your scores in with your application can take as long as a week! To see if this is the case, you should feel free tocall the college’s admissions office and calmly and respectfully ask them to double-check whether they've gotten your scores. Just remember that it's best to wait about three weeks after you send your scores before calling. Still, sometimes things doget lost in the mail, misfiled, or electronically derailed. If the admissions office really can't find your SAT score report, don't lose your head. Instead, order a new score report from the College Board website as soon as possible so that you getit in as close to the application deadline as possible. Pro tip: whatever you do, don't simply sendthe collegea copy of your score report. This is not official and will not count as a score submission. Is it weird that this is how I picture admissions offices after application season? Disasters Do Happen, but Don't Panic! Now that we've gone through the most common, most likely, and most solvable scenarios, we can move on to the highly improbable and darn near unbelievable.Sometimes tests go missing because of sheer ludicrousness.But if such a freak incidentdoes occur, a reasonable and equitable solution (sometimes helped along by some press coverage) is sure to follow. For example, your testing site could have simply boxed upyour answer sheets and forgotten about them. This iswhat happened in Loudoun County Schools in Virginia for the test administered May 2nd, 2015. Luckily, the tests were eventually found and the College Board scored them through an expedited process. Or, your test booklet could have had a timing misprint that totally messed up the scoring process. That's whathappened to everyone in the country that took the SAT on June 6th, 2015. The College Board is offering to waive fees on retests for anyone who didn't make it through the incorrectly labeled sections. Just imagine the story you'll get out of it, if this happens to you. You'll be dining out on that nonsense for weeks! What’s Next? Curious whether you should retake the SAT now that you’ve found your missing SAT scores? Learn all about what's a low score, what's a good score, and what's an excellent score. Then, you narrow down what your own target SAT score should be. Want to know how to improve your SAT scores? Check out our guide to boosting your scores on the Critical Reading, Writing, and Math sections. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

What Creates the Tides and Determines Their Timing

What Creates the Tides and Determines Their Timing The gravitational pull of the moon and the sun creates tides on the earth. While tides are most commonly associated with oceans and large bodies of water, gravity creates tides in the atmosphere and even the lithosphere (the surface of the earth). The atmospheric tidal bulge extends far into space but the tidal bulge of the lithosphere is limited to approximately 12 inches (30 cm) twice a day. The moon, which is approximately 240,000 miles (386,240 km) from the earth, exerts a greater influence on the tides than does the sun, which sits 93 million miles (150 million km) from the earth. The strength of the suns gravity is 179 times that of the moons but the moon is responsible for 56% of the earths tidal energy while the sun claims responsibility for a mere 44% (due to the moons proximity but the suns much larger size). Due to the cyclic rotation of the earth and moon, the tidal cycle is 24 hours and 52 minutes long. During this time, any point on the earths surface experiences two high tides and two low tides. The tidal bulge that occurs during high tide in the world ocean follows the revolution of the moon, and the earth rotates eastward through the bulge once every 24 hours and 50 minutes. The water of the entire world ocean is pulled by the moons gravity. On the opposite side of the earth simultaneously there is a high tide due to the inertia of the ocean water and because the earth is being pulled toward the moon by its gravitational field yet the ocean water remains left behind. This creates a high tide on the side of the earth opposite the high tide caused by the direct pull of the moon. Points on the sides of the earth between the two tidal bulges experience low tide. The tidal cycle can begin with high tide. For 6 hours and 13 minutes after high tide, the tide recedes in what is known as ebb tide. 6 hours and 13 minutes following high tide is low tide. After low tide, the flood tide begins as the tide rises for the next 6 hours and 13 minutes until high tide occurs and the cycle begins again. Tides are most pronounced along the coastline of the oceans and in bays where tidal range (the difference in height between low tide and high tide) is increased due to the topography and other factors. The Bay of Fundy between Nova Scotia and New Brunswick in Canada experiences the worlds greatest tidal range of 50 feet (15.25 meters). This incredible range occurs two times ever 24 hours 52 minutes so every 12 hours and 26 minutes theres a single high tide and a low tide. Northwestern Australia is also home to very high tidal ranges of 35 feet (10.7 meters). Typical coastal tide range is 5 to 10 feet (1.5 to 3 meters). Large lakes also experience tides but the tidal range is often less than 2 inches (5 cm)! The Bay of Fundy tides are one of 30 locations worldwide where the power of tides can be harnessed to turn turbines to produce electricity. This requires tides greater than 16 feet (5 meters). In areas of higher than usual tides a tidal bore can often can be found. A tidal bore is a wall or wave of water that moves upstream (especially in a river) at the onset of high tide. When the sun, moon, and the earth are lined up, the sun and moon are exerting their strongest force together and tidal ranges are at their maximum. This is known as spring tide (spring tides are not named from the season but from spring forward) This occurs twice each month when the moon is full and new. In the first quarter and third quarter moon, the sun and moon are at a 45Â ° angle to each other and their gravitational energy is diminished. The lower than the normal tidal range that takes place at these times are called neap tides. Additionally, when the sun and moon are at perigee and are as close to the earth as they get, they exert a greater gravitational influence and produce greater tidal ranges. Alternatively, when the sun and moon as far as they get from the earth, known as apogee, tidal ranges are smaller. The knowledge of the height of tides, both low and high, is vital for many functions, including navigation, fishing, and the construction of coastal facilities.

The Changing World of Work Research Paper Example | Topics and Well Written Essays - 750 words

The Changing World of Work - Research Paper Example In the last ten years, jobs have been outsourced in large numbers and a dramatic change has occurred in the location and method of work. Another key driver of the modern and more importantly, the future age is diversity in the workplace. The transformation of the world into a global village has removed the cultural barriers. More and more people migrate to other countries every year for studies, work or both. This has made society multicultural in general and the workplace in particular. There is the diversity of age, gender, culture, language, ethnicity, religion and caste. All of these factors of diversity give rise to the variety of perspectives which are quite beneficial for organizations in the competitive environment, but at the same time, also expose the organization to a lot of risks. Some of the risks include racism and dysfunctional conflicts among the employees whereas benefits include larger market value because of a diverse population of customers. Managers have experien ced a significant increase in job responsibilities as they have to not only address the needs of the customers but also have to fulfill the increased demands of employees. According to (Heerden), research concludes that young employees fundamentally look for three things in the changing world of work. They are briefly discussed below: 1. Opportunities for learning and development: Young people seek jobs where work would be challenging, yet they want to be rewarded upon succeeding. Professional growth at work is the biggest attraction for young job seekers. People want to serve in different positions and perform different roles in order to gain maximum experience. 2. Selection in a renowned organization which would decide the career path: In order to keep employees satisfied and motivated for work, employers need to share their strategies with employees and explain to them how their strategies are consistent with the requirements of the business. Thus, employees need to be engaged in work for which the employee-employer rapport is extremely essential. 3. Flexibility in life: Having achieved a higher standard of living, one of the key priorities of all working people is to have increased control over their personal and social life. The conventional 40 hr week that has been so for long is now changing. People want the freedom of duty hours and employers often have no problem unless the work is affected. In today’s work environment, ways to communicate have altered a lot. The changing trends impact many industries and hence, the career plans. A look into the future: In light of the aforementioned preferences of employees in the work environment, the work environment in the future would be more complying with the employees’ desires as it has in the past. It is obvious that an electronic system would be increased in use in the future. Therefore, it makes sense to assess the future work conditions for employees keeping the electronic system into conside ration.  

Elusive Quest for Growth Essay Example | Topics and Well Written Essays - 1250 words

Elusive Quest for Growth - Essay Example Development that leads to growth has been impossible, in the way done. It’s really an illusion thinking that a rich country claiming to financial aid to undeveloped countries would lead real financial growth in the long run, starting from the short run. Economists and Marketing Sciences have been trying to defend the idea of real financial aid and support of the rich countries of the world, and we see in terms of statistics that this has not been achieved. On the contrary the way and perspective of this kind of aid, have led to even more poverty, and lack of true growth. A number of economists throughout last decade had tried to defend the idea, that investment in machines and technology, surplus labor, education and environment resources, have led to opposite results and do not promote revenues of countries. First of all there are other major factors affecting the possibility of growth, such as general climate changes all over the planet, local climate of course in each count ry, geographic position, and structure of natures as well as infrastructure and raw materials existing in each country along with all environment resources. ... ll over the planet, local climate of course in each country, geographic position, and structure of natures as well as infrastructure and raw materials existing in each country along with all environment resources. He also defends the aspect that nor even control of population can lead to any results due quick demographic changes and that this may not always be controlled. Despite the financial aid given to countries, one would clearly see, that it is not a true financial aid, but it’s based on interests of most wealthy people of the world to raise capitals on behalf of them, a disparity of income all over the world, with children starving in poor countries, social inequalities between men and women and of course between rich and poor. Poor countries may be supported in the short run, but in the long run, they are found in big debt, not being able to pay out the huge loans, and by not also being supported essentially for growth, the gap between rich and poor people all over the world is getting more and more big. The financial support is just on behalf of the rich countries to become wealthier, as some standards of the poor countries, such as environment, infrastructures, in terms of raw materials and resources, are not taken into account. Then poor countries are supported just partially and this leads only to a financial release and not to real financial growth. Doing investments in local level, and increasing employment in countries that suffer inflation, may solve the problem to an extent. Okay, employment is increased, people have jobs, thus more is invested in education, but in the end, just more wealth is added to rich ones, as they’ll invest the money from surplus labor and the difference in terms of inflation of their own currency and local currency, in

The Role And Importance Of Ethical Behaviour Philosophy Essay

The Role And Importance Of Ethical Behaviour Philosophy Essay Ethical behaviour as it relates to the Counselling and Consulting Psychologist is a matter of life and death. Good ethical decisions lead to life, vibrancy and growth of the psychological practice. On the other hand, if a psychologist continues to make unethical decisions, especially where the right choice is evident and fairly easy to make, it is almost certain that his practice will not continue for very long. The psychologist will often be faced with situations that require sound ethical decision making ability. Arriving at the appropriate course of action to take when facing an ethical dilemma, however, can be a real challenge. The American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct to assist the psychologist when faced with such dilemmas. The psychologist must ensure that the power and authority that comes with the profession are not misused, nor abused. It is also up to him/her to maintain boundaries and professional distance. Ensuri ng ethical behaviour is the responsibility of the psychologist, although he will not be alone in this venture, as psychologists seek to spur each other on to ethical behaviour. Suppose that as a psychologist during psychotherapy, a client disclosed that he was planning to kill a woman who had refused his advances. What should you do? This is clearly an ethical dilemma that you would be faced with. On one hand, you are well aware that the information a client supplies in therapy should be confidential, that is, the information is strictly between therapist and client, and should not be disclosed to anyone else. On the other hand, you also know this person well enough to worry that he might actually murder the woman in question. (Baron, 2001) What to do? Dictionary.com defines ethics as the rules of conduct recognized in respect to a particular class of human actions or a particular group, culture, etc.; hence the terms medical ethics, Christian ethics and professional ethics. Ethics span every arena of our lives, whether we are in the helping professions or not, and at some point, we will all face an ethical dilemma. An ethical dilemma is a situation in which there is mental conflict about a decision to be made, because obeying one imperative may lead to transgressing another. When one becomes engaged in a discipline, an organization, or a job, he/she usually seeks to find out what the parameters are for operating within the particular group what the boundaries are, what the expectations are. In other words, what the ethical guidelines are for performing the given task. The American Psychological Association (APA) has established an Ethical Principles of Psychologists and Code of Conduct, also referred to as the Code of Ethics, which serves as an ethical guide to members of the helping professions, especially psychologists. The Jamaica Psychological Society in its effort to advance psychology as a discipline and profession (Jamaica Psychological Society, 2007) has adopted this code with a few minor modifications. The APA Code of Ethics for psychologists is based on five general principles, from which all the standards are developed. The first principle is beneficence and nonmaleficence. This means that the psychologists aim is to benefit the persons with whom they work, while, in the process, does no harm to them. The psychologist needs to always be mindful of the clients needs. In essence, their job is to put the clients needs above their own. According to Corey (2005), our professional relationships with our clients exist for their benefit (p. 37), and so the Code of Ethics encourages the counsellor to strive to be aware of any possible effect that their mental and physical state may have on his/her ability to help the client, and take the appropriate steps to take care of themselves. The second principle of the Code of ethics is fidelity and responsibility. Fidelity speaks to the fact that the psychologist seeks to establish a trusting relationship with the clients, whether the client is an individual, a group or an organization. To this end, the counsellor is well aware that the information shared by the client in therapy is strictly confidential. Confidentiality is central to developing a trusting and productive therapeutic relationship, according to Corey (2005). He notes also that it is both an ethical and a legal issue. No meaningful therapy can occur without the clients trust in the privacy of their disclosures to their counsellors, and so professionals are responsible to define and determine the degree of confidentiality that can be promised. The therapist has an ethical responsibility to discuss with the client the nature and purpose of confidentiality early in the counselling process. The client should also be made aware that the counsellor may discuss c ertain aspects of the relationship with a counsellor or colleague. The counsellor would also be aware that confidentiality must be broken when it becomes evident that the client might do serious harm to either himself or others, and of course, the client would be so informed. This is what happened in the true case used to open this paper. The therapist chose to break confidence and inform his supervisor of the clients revelations. The client was arrested. However, after promising to stay away from the woman in question, he was released. Two months later, he stabbed the woman to death. The parents of the woman sued the therapist and the university where he worked for failing to protect their daughter. This was clearly a complex issue involving confidentiality. Here, ethics and the law were walking a thin line. Corey (2005) also notes that there is a legal requirement to break confidentiality in cases involving child abuse, abuse of the elderly and of dependent adults. (p. 41) Fidelity also speaks to the right of informed consent, which is also an ethical and legal requirement, and is an integral part of the therapeutic process. Providing individuals with necessary information so that they can make informed choices can lead to greater cooperation on the part of the client. Because the therapist takes the time to educate the client about his/her rights and responsibilities, the client is empowered while a trusting relationship is being built. Corey (2005) identifies some aspects included in the process of informed consent as the general goals of counselling; the responsibilities of the counsellor toward the client; the responsibilities of the client; limitations and expectations to confidentiality; legal and ethical parameters that could define the relationship, the qualifications and background of the practitioner; the fees involved; the services the client can expect; and the approximate length of the therapeutic process (p. 40). The psychologist is responsible, not only for himself or herself as a professional, but also for colleagues. As such, psychologists are concerned about their colleagues compliance with ethical standards as well. The practicing psychologist is mindful of his/her professional responsibility to the organization and community in which he/she works, and accepts responsibility for behaviour. Principle number three of the Code of Ethics stresses integrity. The code encourages the psychologist to do everything in his/her power to promote accuracy, honesty, and truthfulness in the science, teaching, and practice of psychology (APA, 2010). The psychologist should not attempt to cheat, defraud or be dishonest in any way, especially if such behaviour may lead to the client being harmed. The fourth principle on which the Code of Ethics is based is that of justice. In other words, fairness is the name of the game. Kitchener (1984) points out that the formal meaning of justice is treating equals equally and unequals unequally but in proportion to their relevant differences (p.49). This means that if someone is treated differently by the psychologist, it is because there is a clear and appropriate reason for that treatment. For example, if a client is determined to be unable to make certain decisions as it relates to their therapy because of some mental challenge, then the psychologist would treat this client somewhat differently from how someone who is fully able to make such decisions is treated. In addition to treating clients fairly, the psychologist is also cognizant of the fact that everyone is entitled to access and benefit from psychology and its contributions o the society. According to the code of ethics, psychologists also ensure that they are just as it relates to their own limitations of expertise and their competence. They are not to portray themselves, or allow themselves to be portrayed as a specialist in areas that they are not. The psychologist must also be non-exploitative. There are many ways that a client may be exploited, but I think in particular now of sexual misconduct. Ethics codes do not condone this activity in any form. There are many reasons for this, including the fact that if the therapist surrenders to sexual attraction with the client, he/ she is making the needs of the client secondary to their own; the therapist who engages in such a relationship can no longer remain objective in making therapeutic judgments about the client; and some clients might not be able to make sound decisions about forming intimate relationships (Baron, 2001). The final principle underpinning the Code of Ethics is respect for peoples rights and dignity. This underscores the justice principle and recognizes the humanness of each person regardless of gender, race, social status and such other distinguishing factors. The psychologist is careful not to allow personal biases to impair his treatment as it relates to such persons. The psychologist is also responsible to be aware of, and respect cultural, individual and role differences, and treat individuals accordingly, where required, based on the group of which they are a part. The whole matter of ethics for the counselling and consulting psychologist includes a vast array of subtopics and little areas that sometimes may not even be thought of until they arise within the client-therapist relationship. In all honesty, while I sat in Professional Ethics class for the weekend of June 25-27, 2010, I was introduced to, and thought of, so many ways that a therapist can make mistakes and slip up in the profession. It appeared to me that the psychologist is required to be almost a perfect person and so much is demanded of this individual, because at every turn, he/she must be cognizant of how their behaviour can affect the client and the community in which they work. It appeared to me that there are so many instances in which the counsellor, if not very sensitive, can behave unethically. More than one lecturer mentioned that they have been to social events where they have been in the company of clients. The lecturer/psychologist felt that it would be safer for her to leave the social event rather than have the client be uncomfortable. One lecturer was careful to note, however, that it is not always possible to excuse oneself from such events. In such cases, if the therapist thinks that the client might need a reassuring word that although they are familiar with the same persons, there will be no discussion of the clients issues, then they would find some private time to talk with the client. I noted with interest, too, that in the Code of Ethics, under section one (1) that deals with Resolving Ethical Issues, the first loyalty of the psychologist lies with the code. For example, Section 1.02a Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority, the code states that: If psychologists ethical responsibilities conflict with law, regulations, other governing legal authority, psychologists make known their commitment to the Ethics Code and take steps to resolve the conflict. If the conflict is unresolvable via such means, psychologists may adhere to the requirements of the law, regulations, or other governing legal authority. (p.4) It would appear that the grounds on which most lawsuits are brought against psychologists is as it concerns unethical behaviour. This further underscores the point that the counselling and consulting psychologist needs to clarify his values, and take the ethical guidelines for both his organization and profession very seriously. The counselor will find that interpreting the ethical guidelines of the professional organization and applying them to particular situations demand the utmost ethical sensitivity (Corey, 2005). There will be times when the decision to be made is clear and easy; but there will be times when the decision is difficult, and has implications for further actions, and even for the counsellor, as in the mentioned case. The counsellor will struggle sometimes to decide how to act in ways that will further the best interests of the client. However, the psychologist is not operating, and should not operate in a vacuum. The psychologist has the option of consulting with other colleagues, and with supervisors. Corey (2005) notes that the counsellor should also keep à ¢Ã¢â€š ¬Ã‚ ¦ informed about laws affecting your practice, keep up-to-date in your specialty field, stay abreast of developments in ethical practice, reflect on the impact your values have on your practice and be willing to engage in honest self-examination. (p. 37) Various authors have posited ethical decision making models to assist the counsellor when faced with an ethical dilemma [e.g. Van Hoose and Paradise (1979), Kitchener (1984), Stadler (1986), Haas and Malouf (1989), Forester-Miller and Rubenstein (1992), Sileo and Kopala (1993) and Corey, Corey and Callanan, (2003)]. The steps to follow are generally the same and are listed below. Identify the problem or dilemma. Identify the potential issues surrounding the dilemma, e.g. legal issues Consult the relevant Codes of Ethics for guidance on the matter. Determine the nature and dimensions of the dilemma. This includes considering the general principles of the APA code of Ethics, reviewing relevant professional literature, consulting with experienced colleagues or supervisors and consulting your professional Board or Association. Generate potential courses of action. Consider the potential consequences of all options for both therapist and client. Choose what seems to be the best course of action, implement it, and follow up the outcomes and determine if further action is necessary. This all important matter of making sound ethical decisions in the counselling and consulting practice is not to be taken lightly by the psychologist. At every point along the practice, the counsellor is making some ethical decision. Consulting with the code of ethics and with colleagues and supervisors can help the psychologist to stay on track as he/she continues in the practice of helping.

Nursing and Health Care Foundations

Identify one area of nursing research that has improved patient outcomes. State the study and its impact on patient care. How have these findings changed your nursing practice? The American Association of Colleges of Nursing , believes that education has a major impact on the knowledge and competencies of the nurse clinician. AACN helps employers to get benefit on the education and experience provided by the different educational programs leading to the registered nurse description by using these nurses in different capacities.BSN graduates bring exceptional skills to their work as nursing clinicians and play an important role in the safe patient care. Researchers from the University of Pennsylvania found that surgical patients in Magnet hospitals had 14% lower chances of inpatient death within 30 days and 12% lower chances of failure-to-rescue compared with patients cared for in non-Magnet hospitals. These study states that these effects were creditedin large part to investments in highly qualified and educated nurses. You can read also Coronary Artery Disease Nursing Care PlanStudies have also found that baccalaureate nurses have stronger communication and problem solving skills and a higher ability to make nursing diagnoses and for nursing interventions. The federal government, the military, nurse executives, health care foundations, nursing organizations, and practice settings recognize the exceptional value of baccalaureate-prepared nurses and advocate for an increase in the number of BSN nurses across clinical settings. Nurses with Bachelor of Science in Nursing degrees are well organized to meet the demands placed on today's nurse.BSN nurses are valued for their expertise in critical thinking, leadership, case management, and health promotion, and for their ability to practice in inpatient and outpatient settings. Nurse executives, federal agencies, the military, leading nursing organizations, health care foundations, magnet hospitals, and minority nurse advocacy groups all accept the unique value that baccalaureate-prepared nurses bring to the practice setting. Reference The Impact of Education on Nursing Practice (2008). Retrieved from The American Association of Colleges of Nursing http://www. aacn. nche. edu/media-relations/Fact-sheets/impact-of-education