Ana Code of Ethics Essay Example for Free

Ana Code of Ethics Essay The ANA code of ethics as described in the book of Conceptual Foundations as: ANAs Code of Ethics for Nurses, 2001 * 1. The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth, and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems. * 2. The nurses primary commitment is to the person, whether an individual, family, group, or community. * 3. The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient. * 4. The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurses obligation to provide optimum patient care. * 5. The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth. * 6. The nurse participates in establishing, maintaining, and improving health care environments and conditions of employment conducive to the provision of quality health care and consistent with the values of the profession through individual and collective action. * 7. The nurse participates in the advancement of the profession through contributions to practice, education, administration, and knowledge development. * 8. The nurse collaborates with other health professionals and the public in promoting community, national, and international efforts to meet health needs. * 9. The profession of nursing, as represented by associations and their members, is responsible for articulating nursing values, for maintaining the integrity of the profession and its practice, and for shaping social policy. (Ceasia, Friberg p. 285) Description In the broadest sense, ethics are the principles that guide an individual, group, or profession in conduct. Although nurses do make independent decisions regarding patient care, they are still responsible to the profession as a whole in how those decisions are made. From the earliest concept of nursing, the proper behavior and conduct of a nurse was closely scrutinized. Florence Nightingale wrote of specific issues of conduct and moral behavior. The Nightingale pledge that was composed in 1893 by nursing instructor Lystra Gretter includes the vow to abstain from whatever is deleterious and mischievous and will not take or knowingly administer any harmful drug. Over the last 100 years, nursing has evolved into a very complex professional field. Nurses are now faced with life and death decisions, sometimes on an hourly basis. Medical care has advanced to the point that new technology with its potential benefit or harm to a patient changes constantly. Although the private conduct of a nurse is no longer controlled by the employer, the effects of that lifestyle on the nurses ability to think and respond to patients in different situations. The study of ethics is actually a branch of philosophy. The word ethics is derived from the Greek term ethos which means customs, habitual usage, conduct, and character. The study of ethics has led to the identification of basic concepts including relation of basic concepts including rights, autonomy, beneficence, nonmaleficence, justice, and fidelity. Understanding these concepts assists the nurse with making decisions during difficult situations. Webster defines a right as something to which one has a just claim or the power or privilege to which one is justly entitled. Patient rights have evolved to the point that federal legislation has been passed in the United States to protect a patients individual rights. A Patients Bill of Rights was initially developed by the American Hospital Association in 1973 and revised in1992. All hospitals are now required by law to inform patients of these rights upon admission to the hospital. Autonomy comes from the Latin auto meaning self and nomy which means control. Individuals must be given the rights to assist in their own decision making. This ethical concept has led to the need for informed consent. Sometimes patients religious or cultural beliefs lead them to make decisions regarding their own care that may seem controversial or even dangerous. However, the concept of autonomy gives them the right to make those decisions unless they are mentally impaired. Beneficence means to do good, not harm, to other people. Nonmaleficence is the concept of preventing intentional harm. Both of these ethical concepts relate directly to patient care. In the American Nurses Association Code for Nurses, there is a specific charge to protect patients by specifying that nurses should report unsafe, illegal, or unethical practices by any person. Nurses are often faced with making decisions about extending life with technology, which might not be in the best interest of the patient. Often the concept of weighing potential benefit to the patient against potential harm is used in making these difficult decisions, along with the patients own stated wishes. The word justice is closely tied with the legal system. However, the word refers to the obligation to be fair to all people. In 2001, healthcare economics have hospitals and other providers stretching their resources to their limits. Economic decisions about healthcare resources have to be made based on the number of patients who would benefit. The potential of rationing care to the frail elderly, poor, and disabled creates an ethical dilemma that is sure to become even more complicated in the future. Fidelity refers to the concept of keeping a commitment. Although the word is more closely used to describe a marital relationship, fidelity is the concept of accountability. What is the nurses responsibility to his or her patient, employer, society, or government? Privacy and confidentiality are concepts that could be challenged under the concept of fidelity. If a nurse is aware of another healthcare giver who is impaired, but the circumstances are private or confidential, how is the conflict resolved? As a general rule, nurses are employed by a hospital, clinic, or private practice. Decisions that are made about patient care are not totally independent. Every decision creates a ripple effect and touches someone else in the health care field. One of the purposes of a code of ethics is to help nurses keep perspective and a balanced view regarding decisions. An example of violation of code of ethics is an 18yr old girl comes into the emergency room with her mother and has abdominal pain. The doctor or nurse does not ask the patient if it is ok for the mother to know the entire patient’s information since she is 18 yrs. old. The mother is under the impression that her daughter is not sexually active. When the urinalysis comes back the nurse explains that they are going to do further tests but the abdominal pain is probably due to her being pregnant. The mother is in the room when the news is told violating the patient’s rights. The professional nursing practices involves working towards the outcomes of safe, quality, evidence based practice and confidentiality. (Styles, A 2008). Overall, I think all nurses try to do the right thing on a daily basis and their decisions are based on a reflection of consequences and moral principles. The ANA helps professional nursing by supporting nurses and providing a framework within which nurses can make ethical judgments and decisions to fulfill their daily responsibilities. References: Styles, A. (2008) The professional nursing practice. http://www.buzzle.com/articles/ethics-in-nursing-jobs-and-profession.html Ceasia, Friberg. (2011) The ANA code of ethics. Conceptual Foundations p.285

Graduation Speech :: Graduation Speech, Commencement Address

Tonight marks the end of an era. Years of books, plays, dances and sports have all led to this gratifying moment. As we, the graduation class of 2006, sit here watching as the last of our high school careers fade into twilight and nervously awaiting what new adventure tomorrow will bring, it is important that we share a moment to reflect and appreciate the enormity of our fine accomplishment. For tonight's graduation marks not only our passage from the halls of Bears High School, but is also a declaration of our commitment and effort. This last year has been a tragic one for American high schools. With incidents such as the mindless shootings at Columbine, it often seems as though todays' youth are no longer capable of positively participating in and shaping the world. Media hype and the neat label of Generation X has branded us as incapable of achieving. We should be lazy and incompetent. Tonight we sit here as proof of hope for the future. We are the businessmen, the teachers and the parents of tomorrow. By our own dedication to our success in high school having qualified us to lead the future, tonight we rise above and shed those labels. For tonight's graduation is the culmination of our commitment, from efforts from that first day of kindergarten to now as we await the satisfaction of diplomas in our hands. While at times it may have been easy to have been drawn into the negative aspects of school, we have chosen to pursue and to accomplish. Worthy of pride, this is why I congratulate you. With the support of our parents, our teachers and our friends we made it to this day and to the beginning of a new stage of our lives. Where we go from here and what new frontiers we are meant to discover may remain unseen, but as we step out those doors tonight and stare into the first lights of what is to come and what is to be, always remember tonight's victory.

Public Education Financing Essay

In the present modern economics, public education financing is considered as one of the flourishing characteristics for the economy of any country. However, a wide variation has been observed in the financing practices related to the public education in the United States, as well as, across different parts of the globe. In this regard, differences and diversification can be observed in various economical activities that are considered especially for the public education system of a country. (Cubberley, 1916) For instance, the American educational system may also provide huge differences in terms of distribution and expenditures across the country. However, significant and noteworthy alterations have been observed in the public educational system of the United States. Over the last few years, the abovementioned theme has been a major concern of public debate at all levels. (National Association of Secondary School Principals, 1972) During the last few years, in order to get maximum funds for pubic education, different states of the US have made significant changes in public education funding system. In this regard, various experts believe that little analysis of the subject has been done in the past, and more considerations should be provided to the subject, which has an influencing effect on the education system of every country. (Rice, 1893) One of the biggest sources of public education financing is national funding system, as community wide funding system is implemented for the financing of educational activities across the country. In this regard, most of the public education financial expenses are funded at national level. In this funding system, all nationals of a country bear a substantial tax rates on income for pubic education financing. (Fitch, 1904) The important thing in this funding is that all the tax collected from individuals are funded and distributed equally among all the students, which is one of the major characteristics of a public education financing system. (Jordan, 1992) At community level, public education financing occurs at a certain community level and students receive sponsorship according to their requirements. Moreover, at community level education funding system, parents of the students support all the costs of their children’s education, which is same as private education funding. Nonetheless, at community level funding system, funding for public education is collected on behalf of communities and sorted randomly into communities contrary to perfect sorting. In this system, all contributors of the public education finance contribute same tax rate fixed by their community. Certainly, at community level, public education financing contributes a small share in overall education expenses, and this thing does not have a great impact on wide economic variable elements, such as social security benefits, etc. (National Association of Secondary School Principals, 1972) However, according to one of the experts in education, a rapid concern in the development sector has been observed in recent years, and a vital role has been played by the federal government. One of the reasons of expression of this concern is that more diversification has been observed in the capabilities of funding by the state governments. Moreover, steady increment has been observed in the mobility of these states. Lastly, the federal government has observed an important change in its perspective regarding the public education, and social welfare of the people has been given due importance during the recent years. On all the aforementioned public education-financing categories, finance education schedule is selected by agents through voting, which is carried out by either the community or federal government. It has been observed that balancing of the educational budget is performed by the provision of different taxation options to the voters by the government, and similar funding is provided according to the taxation level selected by the voters. However, it has been observed that young generation has not been given due significance by disallowing them from the voting, and education can be supported by only the voters who face the political decision.   The level of taxation is represented by a tax rate and the tax is levied on capital and labor income of all agents residing in the relevant area. When setting up the tax schedule, policy makers care only about being elected, and so they maximize the number of votes. As a result, any party in office will follow the same policy and that policy is the one that is voted for by the greatest number of agents. (Garber, 1964) During the period 2001-2002, the US spent approximately four hundred and twelve billion dollars in both elementary, as well as, secondary levels of the public education system. This budget on public education was spent with a view to declaring it the biggest single field of direct public expenditures, even beyond the national defense figures. Approximately, in the educational ground, this fund benefited around forty seven million public school students and five million of private schools. (Ana, 2004) Interestingly, per student expenditure during that period was $8,685 yearly. It has been noted by most of the experts that aforementioned budget was collected from federal, state and local sources. However, the amount spent during the year 2001-2002 on public education finance was varied form one state to another. In this regard, Connecticut was the state, which got the highest per student education funding fund, and Utah got the lowest fund for public education. In the United States, the state and the local government are responsible for public education funds. In the fiscal year of 1999, forty-nine percent of the funds for public education financing came from state appropriations in which, forty-four percent came from domestic revenue and the US federal government contributed seven percent funds for public education financing. In this regard, domestic government raised funds for education mainly through property taxes. On the other hand, for public education financing state rely on numerous funding sources such as corporate & personal income taxes, sales & excise taxes. However, public education financing from the US federal government remained constant if compare to past figures. (Jordan, 1992)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Historically, with the passage of time, a constant rise has been observed in school funding from the perspective of states. In this regard, the state contributed thirty percent in 1940, which was raised by 40 and forty-nine percent in the year 1970, as well as, 1999 respectively. However, figures of each state observed substantial variations by one another. Throughout the history of public education funding, funding sources of each state varied from others, and most importantly, the tax rates such as personal and property tax rates were varied according to states. In this context, Hawaii’s funds for education mainly came from state sources, and New Mexico public education funds came from both state and domestic sources. In this regard, it has been believed by Richard W and Lindholm that the provision of education as a local responsibility has been closely related with the imposition of property tax as a local tax in the United States. Every year, all the states contribute hundreds of billions of dollars on education financing. In order to distribute collected funds among different territories, states have designed some ground elements that differentiate territories from one another, as well as, estimate the affect of those differences on the cost of furnishing educational services, and distribute funding consequently. Besides all the factors discussed above, territory wealth in school funding is one of the most important elements that distinguish one territory to another. In this context, it has been believed by some of the experts in education, such as Torres and Puiggros that overall capability for the maintenance of students, as well as, the promotion of higher education has been improved and enhanced by the public schools, in addition to increasing the equality of educational opportunities. Actually, some territories are wealthy as compare to others. In this regard, states have designed a number of fundamental funding systems that evaluate the estimation of school territories funding levels and distribute it in keeping different grounds, such as domestic differences of wealth element. Although, different states have designed different public education funding system, but one can found many similarities in school funding structure system. Under the flat grant approach, in spite of domestic particular context, every territory gets the same flat grant for each student entered in any educational institute. Obviously, in this public education funding system it ponders that the state must assure a minimal level of funding for all educatees and then gives domestic territory liberty to increase funding beyond that level as they think fit for it. During the period of 1960s and 1970s, the power equalization funding approach arose out of the work of education crusaders; actually, they were the people who observed the huge deviations among different territories in the ability to lift domestic funds ensued in education funding inequalities. (Ana, 2004) The solution was to assure all territories a standard amount of fund for each educatee for each unit of taxation. For instance, every state is liable to determine that all school territories must be able to increase hundred dollars on each student, per mill of property tax rate. In any case, where school territory’s tax base does not able to rise forty dollar per student, in this case, the state will fulfill territory’s education funds demand of equal to difference between 100 and 40, or sixty dollar per student, per mill. (Garber, 1964) However, all districts which are considered as wealthier districts and whose tax base rate rises seventy dollars per students, per mill, will only get thirty dollars per student, per mill from the state. â€Å"In this way, the state â€Å"levels the playing field† for school districts in terms of the ability to raise revenue, ensuring that funding disparities are a result of differences in taxpayer preferences, not taxpayer wealth.† Undoubtedly, this approach shows the responsibility that all states all responsible for education funding according to their wealth and resources. The funding approach of foundation plans is presently use in almost forty states. This approach integrates components of the former described two approaches. Nonetheless, every state furnishes the deviation between the totals of revenue-raised form the domestic tax and the foundation funding level.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For instance, a state can found a foundation funding level of six thousand for each student. However, in a territory having one thousand students this will reflects a total funding of six million dollars. In this regard, if the state calculates a minimal domestic tax rate of two hundred mills increased two million in domestic property taxes, the states will have to furnish an extra fund, which will equal to the deviation between two million and six million. (Richter, 1986) In this approach, if employing the two hundred-mill lower limit tax rate in a wealthier territory with the same number of educatees increased five million, in this situation, the state is bound to furnish only one million in state’s education funds. In this regard, both territories ends up with the similar domestic tax rate and the similar combined state and domestic funding point for each student, though the proportional weight of those 2 sources is different to a great extent. It can be evaluated that this approach is designed to extenuate inequalities in domestic wealth. However, it takes the idea of equality in further steps; in this approach, typically, both outcome and opportunity are taken into consideration and rates are determined with respect of varying degrees of different states. (Williams, 1980) This foundation plan has designed to keep in mind that the domestic school territories must not enjoy limitless prudence while setting funding levels that are intolerably different from other states norms. The full state-funding plan is practically an uncommon approach for funding public education funds, in this approach of public education funding; the state is responsible for all education expenses. Hawaii is completely fit for this example; Hawaii within a single school territory combines full state funding. In suggesting or deciding public education funding policies, Hawaii is capable to eliminate, any deviations occur between domestic and state governance. Interestingly, in this public education funding system, domestic authorities have no control over levels of funding. (Ana, 2004) All the four aforementioned public education-funding categories show only the fundamental structure of public education funding plans. Nevertheless, in order to collect funds for public education most of the states use schemes that joint components of some or all of these funding plans. For instance, a state may distribute some funds through a flat grant education funding approach, or other may apply foundation plan to collect public education funding. In lieu, a state has an authority to give territories permit to raise tax rates in order to collect maximum funds for public education. It can be analyzed that the prime motive behind the public education funding is to get maximum funds, which can be used, effectively in public education. According to some public education funding reformers, public education funds schemes is just a technique to give equality among taxpayers at all levels such as property and other tax burdens. Domestic property taxes such as sales and income taxes are some of the main sources of California’s pubic education funds. In addition, these collection sources are supplemented with money from the California’s state lottery, federal government and other sundry public education funds collected domestically by school territories. The following diagram represents that how the public education funds were collected in California during the period of 2002-2003. K-12 Funding Comes From Five Sources (Ana, 2004) State Aid State aid collected mostly from California’s sales and income taxes. Property Taxes During the period of 2005-2006, property taxes were collected domestically and distributed to all schools through a formula determined by state.   Federal Aid Federal aid was appropriated for some especial purposes such as special children’s education, child nutrition programmes, child left behind programmes and so forth. Domestic Miscellaneous   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Domestic miscellaneous funds included, interest income, revenue generated from domestic parcel tax elections, communality contributions and so on. Lottery California state lottery funds were collected on behalf of public education funds on per student basis. Proposition 98 Proposition 98, the provisions of a voter initiative, this law define the responsibility of each state, under this rule every state is bound to contribute in K-12 community and education colleges. This public education funding contains both domestic property tax revenues and state monies. As far as amount of guarantee is concerned, it is determined by using a set of formulas dictated by law. Since the year 1988, one of the most crucial factors for the determination of amount of revenue received by the public schools is the calculation of the minimum guarantee, because of the passage of Proposition 98. In addition, proposition ninety-eight insures a minimal level of funding for public education. Proposition ninety-eight funds represents about eight dollar out of every ten dollar apportioned to K-12 education in California. As mentioned above, California’s public education funds, other sources include domestic sundry resources, federal government, and lottery, which shared twenty percent in Public education funds.   (Williams, 1980) Legally speaking, a minimum of thirty-four of the receipts from the California state lottery should have to be allocated to public educational institutes. Moreover, the apportioned money for each student basis, should have to be used only for instructional uses and not for research and development (R&D) purposes. In the year 2000, Proposition 20 was approved and accepted by the voters, which required that instructional materials should be considered and given due importance by half of any increment in the share of revenue collected from the lottery for the education. For the year 2005, as well as, 2006, approximately $146 per pupil was received by the districts from the above-mentioned source, from which, instructional materials were bought by roughly $25 from the total amount per student. The domestic sundry category of funds per annum shows about six percent of entire revenue collected for K-12 schools. Moreover, this public education funding was separate from domestic tax incomes the state control. It came from the sources that were domestically administered, that income generated from cafeteria sales, income from lease, income from sale of territory property and so forth. Interestingly, for less than twenty percent territory in the state, a significant source of domestic sundry income was the voter-approved domestic parcel taxes. In reality, these were some of the special types of property taxes, which were not related to the value of property. Nonetheless, according to some of the experts, one of the most important policies on the domestic level is the education system in the United States. The implementation of American ideology in the lives of American people is represented by the education system of the country, and due significance should be provided in this regard, which has been given in the past, and must be given in the coming years. (Hutchins, 1961) In the United States, both government and public are expecting a lot from educational institutions like school and colleges. In the past, educational institutes were being gainsaid to fit the demand of a country’s economy that is increasingly oriented towards knowledge in all respects and information skills. (Hutchins, 1961) At both federal and state level, present American legislative has made some changes in educational funding system and have created some new systems that will test educational institutes’ teachers’ and students’ performance. In the light of present ongoing changes in public education financing system, many experts have already said that these ongoing policies will advance education level. Conclusively, the paper has tried to study different aspects and perspectives of public education system across the world, and specifically, in the United States. It was noted during the paper that during the last few years, in order to get maximum funds for pubic education, different states of the US have made significant changes in public education funding system. Every year, all the states contribute hundreds of billions of dollars on education financing. Moreover, various features of the government financing on the federal, state, as well as, community level were discussed in the paper. Lastly, different characteristics related to the funding of the education system in the country were studied and evaluated during the paper, which will support the better understanding of its funding by the students, experts, and policy makers in the future.   References   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kenneth Forbis Jordan. (1992). Financing Public Education in an Era of Change. Phi Delta Kappa Educational Foundation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   National Association of Secondary School Principals. (1972). Financing Public Education. National Association of Secondary School Principals.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lee Orville Garber. (1964). The Law Governing the Financing of Public Education. Interstate Printers and Publishers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mary Frase Williams. (1980). The Public School and Finances. Pilgrim Press.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Clayton Darius Hutchins. (1961). Trends in Financing Public Education, 1929-30 to 1959-60. U.S. Department of Health Education.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Otto Santa Ana. (2004). Tongue-Tied. Rowman & Littlefield.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ellwood Patterson Cubberley. (1916). Public School Administration. Houghton Mifflin Co.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Charles Elliot Fitch. (1904). the Public School. J. B. Lyon Company Printers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Joseph Mayer Rice. (1893). the Public-School System of the United States. The Century Co.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Albert J. Richter. (1986). the Impact of the Rural Recession on Public School Financing and Programs. NEW Professional Library.

Personal Education of a Freelance Writer

Nature knows no pause in progress and development, and attaches her curse on all inaction. Johann Wolfgang Goethe We are shaped by what we do. And if we do nothing we remind of a formless substance, not able to create and perform. Writing is the area where you have no right to stay in one place. If you want to be always in demand, be productive and interesting, youve got to learn, develop and create. Thats why today we will offer you several ways for self-development. They are free, convenient and enjoyable. 1. Online courses Free, professional, informative, and convenient. Online courses provided by great college professors is a marvelous opportunity to get to know some new people, develop new skills, learn new facts and get updated altogether. Enroll to the course you are interested not necessarily because of work, but because you feel internal the irrevocable desire to explore the subject. 2. Reading The more you read, the more you develop. The more types of reading you indulge yourself into, the more aware you are in different spheres. Thus, make sure that your reading list includes something from: Fiction. Classics will always be classics. Do read it and appreciate it. News. Its important to be aware of the most important changes in the world and not only aware, but also be able to analyze and keep track of. Blogs of opinion leaders. Its a must for professional development, growth and contacts. Socialize. For fun. Who doesnt need to relax? So, do read something meaningless, some rumors, jokes. 3. Keep calm and run Or do some other activities. Remember Aristotle walking during his lectures? He knew for sure that physical activity stimulates brain impulses. (If you doubt, look at his writings.) 4. Communicate Its more common for women, yet works wonderfully for men as well: during conversations you can get even the most complicated and next-to-impossible-to-solve situations. Focusing on something else, you will get the answer in the moment you least expected. It happens quite often, so dont miss the chance. 5. Relax No way you can produce nice writing if you dont feel relaxed and full of energy. Sooner or later we all deflate and get terribly exhausted. Thus you need to feel the moment when you are about to give up and let yourself slow down and relax the way you want.