Bshs305 R2 Ethical Scenario Essay Example for Free

Bshs305 R2 Ethical Scenario Essay Read the following scenario: Shannon is a juvenile probation officer with the Department of Juvenile Justice. Recently, she covered her coworker, Janet’s client load, while Janet was on vacation. Shannon met with several of Janet’s clients. After meeting with clients, she discovered a pattern in which the clients would report that they have not seen Janet in 2 to 3 months. However, the case files reflected face-to-face contact with all of her clients, despite what her clients stated. When Shannon investigated further, she found that the client notes were all at the same day and time, which is unlikely. Further, several of Janet’s clients needed referrals for counseling, but Janet never completed them and has not followed up to ensure her clients are receiving the necessary services. Janet is a close friend of Shannon. Shannon does not want to get Janet in trouble but realizes something must be done. Answer, in a 75- to 100-word response, each of the following questions: 1. What are the ethical issues involved in the scenario? Human service professionals are obligated to provide high-quality service to their clients. Most codes of ethics indicate that the helper’s first responsibility is to enhance and protect the client’s welfare. One of the ethical standard is the human service professional’s responsibility to clients. Standard 2: â€Å"Human service professionals’ respect the integrity and welfare of the client at all times. Each client is treated with respect, acceptance, and dignity†. Unfortunately in this scenario Janet failed to respect her clients’ welfare. She not only had issues of breaking several ethical codes she literally failed her moral responsibility. 2. What client rights are involved in the scenario? The client has a right to actively participate in their treatment plan. They are privy to view their personal chart which would show them the fabricated notes of the helper. The system failed this client and the client is able to request for a new helper. Although the client has a right to a professional disclosure statement as to see the qualifications of his helper, chances are this helper would not disclose their unethical behavior. 3. What, if any, client rights were violated? I feel the clients rights were violated by the misguided treatment of the helper. The client was not treated with dignity, respect or integrity. They were violated in a as â€Å"helpers are ethically obligated to provide quality services†. Also the helping professional is committed to helping clients develop to the best of their abilities. The helper was not even servicing the client and in that aspect the client has been violated on several different levels of ethical codes. Ethical Decision Scenario BSHS/305 Version 2 2 4. How you would use the ethical decision-making model to address or resolve the situation? First of I would identify the problem which are two issues, first one is the clients are not receiving necessary services. Second issue is Janet lied on legal documents. I would review the ethical guidelines and consult with a co-worker as to how I should proceed with the probable course of action. I would then select the course of action and follow through with my obligation to assure clients receive due services and I would make sure Janet does not make this mistake again. I would report Janet’s actions to my supervisor and hope Janet understands that I am just doing my job.

Character Situations in One Day in the Life of Ivan Denisovich :: One Day in the Life of Ivan Denisovich Essays

Character Situations in One Day in the Life of Ivan Denisovich In One Day in the Life of Ivan Denisovich, Aleksandr Solzhenitsyn creates many characters that are memorable to the reader because of both their personal situations and their responses to those situations. Through characters such as Ivan Shukhov Denisovich, Fetyukov, Aloyska the Baptist, and the two Estonians, Solzhenitsyn explores the varied reactions of the characters and the effect of these reactions on other characters' perceptions of them. Ivan Shukhov Denisovich is the protagonist of this novel. He is the character about whom the reader is told the most. The reader is told that Denisovich has had several serious health problems, has been imprisoned for nearly ten years, and is a skilled laborer. Through conversations and actions it is learned that Shukhov, though not the highest ranking member of the prisoner group, is respected and well liked. His fellow prisoners care enough about him to watch his food for him when he is not present promptly at mealtimes and to give him the occasional drag off a cigarette. Much of this respect has to do with his attitude. Shukhov is willing to do many things for his fellow prisoners and does more than his share of the work. "He faces his situation positively," and tries to make use of any opportunity to assist the group as a whole (Depoli 1). The two Estonians are similar to Shukhov in many ways. They try to look at their situation in a positive light. They are brotherly and share everything to help make life a little bit better for each other. They cling together "as though neither would have air enough to breathe without the other," and they are respected for this devotion to each other (Solzhenitsyn 44). At one point Shukhov states that he has met many Estonians, including these two, "and never run across a bad one" (44). Because the two men try to work together, they are more highly thought of among the work gang than is someone like Fetyukov. Fetyukov is the scavenger. Seeking only to better his own situation, he is shunned by the other members of the group. He is referred to as a scoundrel and stoops to using odds and ends tossed away by other prisoners because "he got no help from anywhere" (45). Fetyukov is looked down upon by almost everyone in the group because of his selfishness and unwillingness to work. Character Situations in One Day in the Life of Ivan Denisovich :: One Day in the Life of Ivan Denisovich Essays Character Situations in One Day in the Life of Ivan Denisovich In One Day in the Life of Ivan Denisovich, Aleksandr Solzhenitsyn creates many characters that are memorable to the reader because of both their personal situations and their responses to those situations. Through characters such as Ivan Shukhov Denisovich, Fetyukov, Aloyska the Baptist, and the two Estonians, Solzhenitsyn explores the varied reactions of the characters and the effect of these reactions on other characters' perceptions of them. Ivan Shukhov Denisovich is the protagonist of this novel. He is the character about whom the reader is told the most. The reader is told that Denisovich has had several serious health problems, has been imprisoned for nearly ten years, and is a skilled laborer. Through conversations and actions it is learned that Shukhov, though not the highest ranking member of the prisoner group, is respected and well liked. His fellow prisoners care enough about him to watch his food for him when he is not present promptly at mealtimes and to give him the occasional drag off a cigarette. Much of this respect has to do with his attitude. Shukhov is willing to do many things for his fellow prisoners and does more than his share of the work. "He faces his situation positively," and tries to make use of any opportunity to assist the group as a whole (Depoli 1). The two Estonians are similar to Shukhov in many ways. They try to look at their situation in a positive light. They are brotherly and share everything to help make life a little bit better for each other. They cling together "as though neither would have air enough to breathe without the other," and they are respected for this devotion to each other (Solzhenitsyn 44). At one point Shukhov states that he has met many Estonians, including these two, "and never run across a bad one" (44). Because the two men try to work together, they are more highly thought of among the work gang than is someone like Fetyukov. Fetyukov is the scavenger. Seeking only to better his own situation, he is shunned by the other members of the group. He is referred to as a scoundrel and stoops to using odds and ends tossed away by other prisoners because "he got no help from anywhere" (45). Fetyukov is looked down upon by almost everyone in the group because of his selfishness and unwillingness to work.

Oral Script About Titanic Essay

Good morning to my teacher and fellow friends. Today I want to talk about the sinking of Titanic. RMS Titanic was a passenger liner that sank in the North Atlantic Ocean on 15 April 1912 after colliding with an iceberg during her maiden voyage from Southampton to New York City. The sinking of Titanic caused the deaths of 1,514 people in history. She was the largest ship afloat at the time of her maiden voyage. One of three liners operated by the White Star Line, she was built between 1909-11 by the Harland and Wolff Shipyard in Belfast. Her passengers included some of the wealthiest people in the world, as well as over a thousand emigrants from Britain,  Ireland,  Scandinavia  and elsewhere seeking a new life in North America. The ship was designed to be the last word in comfort and luxury, with an on-board gymnasium, swimming pool, libraries, high-class restaurants and opulent cabins. She also had a powerful wireless telegraph provided for the convenience of passengers as well as for operational use. Though she had advanced safety features such as watertight compartments and remotely activated watertight doors, she lacked enough lifeboats to accommodate all of those aboard. Due to outdated maritime safety regulations, she carried only enough lifeboats for 1,178  people – a third of her total passenger and crew capacity. After leaving Southampton, England on 10  April 1912,  Titanic  called at  France  and Ireland before heading westwards towards New York. On 14 April 1912, four days into the crossing and about 375 miles south of Newfoundland, she hit an iceberg at 11:40  pm. The glancing collision caused  Titanic’s hull plates to buckle inwards in a number of locations on her  starboard  side and opened five of her sixteen watertight compartments to the sea. Over the next two and a half hours, the ship gradually filled with water and sank. Passengers and some crew members were evacuated in lifeboats, many of which were launched only partly filled. Just before 2:20  am  Titanic  broke up and sank bow-first with over a thousand people still on board. Those in the water died within minutes from  hypothermia  caused by immersion in the freezing ocean. The 710 survivors were taken aboard from the lifeboats by the  RMS Carpathia  a few hours later. The disaster was greeted with worldwide shock and outrage at the huge loss of life and the regulatory and operational failures that had led to it. Many of the survivors lost all of their money and possessions and were left destitute; many families, particularly those of crew members from Southampton, lost their primary bread-winners. They were helped by an outpouring of public sympathy and charitable donations. Some of the male survivors, notably the White Star Line’s chairman,  J.Bruce Ismay, were accused of cowardice for leaving the ship while people were still on board, and they faced social ostracism. The  wreck of the  Titanic  remains on the seabed, gradually disintegrating at a depth of 12,415 feet (3,784  m). Since its rediscovery in 1985, thousands of artifacts have been recovered from the sea bed and put on display at museums around the world. Titanic  has become one of the most famous ships in history, her memory kept alive by numerous  books, films, exhibits and memorials. That’s all. Thank you.

How Can Teachers Have Inclusive Language - 988 Words

How can teachers have inclusive language in the classroom? The Department of Education defines inclusive language as, â€Å" language that is free from words, phrases or tones that reflect prejudiced, stereotyped or discriminatory views of particular people or groups. It is also language that doesn t deliberately or inadvertently exclude people from being seen as part of a group.†Inclusive language in the classroom must consist of accepting terminology for all situations including students with special needs, students who are emergent bilinguals, and students from diverse cultures. Inclusive language regarding with students with special needs has had a huge spark in recent years. It is very common to hear people using person first language regarding students with special needs. By using person- first language, it is recognizing that the person comes first as a human and their disability is second. For example, instead of saying, ‘that special needs kid, Johnny’ it would be more inclusive to say, ‘ Johnny who has special needs’. Especially with more classes vering to inclusion settings, it is important to see the students first and their disabilities second. â€Å"Though the definition of the word varies, inclusion, as used by educators, generally means making a child with a disability a full part of the class† (Belkin, 42). To make every child comfortable whether they have disabilities or not, teachers need to have inclusive language and tactics. In the article about a New YorkShow MoreRelatedDtlls Unit 4 - Inclusive Practice132 8 Words   |  6 Pagesof learners Inclusive learning can be described as an integrated form of learning where learners with special needs are thought with those without special needs. 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It will show that through res earch, I have been able to demonstrate that I have an understanding of how planning and enabling learning relates to the practical and theoretical side of teaching. How I am able to cater for the individual needs and to continually improve the educational development of the learners