Human Growth and Lifespan Development

Question: Discuss about theHuman Growth and Lifespan Development. Answer: Theory of Multiple Intelligence The theory of multiple intelligences proposes that a person has eight or more relatively autonomous intelligences. According to Gardner, intelligence is not dominated by a single general ability but rather different specific modalities (Gardner, 1983). People do draw on these intelligences on both individual and corporate levels in creating materials and also solving problems which are relevant to their situations. (Gardner, 2006: Gardner, 2007). The eight intelligences identified by Gardner were interpersonal, intrapersonal, linguistic, spatial, logical-mathematical, naturalistic, musical and bodily-kinaesthetic (Slavin, 2009: Gardner, 199). According to Gardner, these intelligences have to meet a certain criterion before making it to the list. As outlined by Gilman, (2001) and Katie Davis, Christodoulou, Seider, and Gardner, (2011), the intelligence had to fulfil this criteria: should have a distinct developmental progression, had a place in evolutionary history, could be supported by experimental psychology, could be seen in relative isolation in savants, prodigies and other exceptional individuals, had the potential for brain isolation by brain damage, could be encoded, should exhibit a distinct neural representation, and could demonstrate core operations. Despite detailing out the differences between the intelligences, Gardner opposes the idea that learners should not be labelled to a particular intelligence. He suggests that the theory ought to empower them and not confine them to a single form of education (McKenzie, 2005). Gardner further claims that only logical-mathematical and linguistic intelligences are held as of value and hence tested in current education systems. The multiple intelligence theory conceives intelligence as a multiple and not unitary in nature, hence outlining a different perspective of intelligence, different from those outlined in the 1900s, studied in detail by Piaget and other notable psychologist, and which are also measured in current times using IQ tests (Katie Davis et al., 2011). Some scholars have asserted that intelligence is influenced by environmental factors and for others, it is an inborn trait hence individuals have little capacity to change it. On the other hand, Howard conceives that intelligence results from a combinational of heritable potential and skills which undergo development in different ways as influenced by experiences (Gardner, 1983). This can be illustrated by an example whereby an individual could be born with outstanding intellectual potential in the musical-rhythmic sphere which enables him to quickly learn the elaborate steps of playing a musical instrument such as a piano on a much easier scale. Whereas, for the second individual, to attain such expertise, he has to study and practice for a much longer duration. Both individuals have the potential of exemplary performance in playing the piano, which is a sphere that draws on their musical-rhythmic intelligence, the paths are taken by either to make it to good performers differs both qualitatively (the process), and also quantitatively (speed). Educational pedagogies are tapping into multiple intelligence as a way of understanding the specific abilities and uniqueness of every person. As such, this draws on the idea that in the process of growth and development, each person is capable, and also has a purpose. Comparing the Theory of Multiple Intelligence with other Concepts of Intelligence in Middle and Late Childhood Different form Howard Gardners definition of intelligence as a multiple and not unitary in nature,Robert Sternberg's Triarchic Theory of Intelligence state that intelligence is defined in an individual's capability of succeeding in life based on his/her individual values and within a particular sociocultural context (Sternberg, 1987). According to Sternberg, an individuals ability to be successful depends on his or her ability to capitalise on his or her strengths, whereas compensating for his or her weakness. The theory proposes that success is as a result of balancing analytical, creative and practical abilities. For a start, this differs from the multiple intelligences theory which posits that an individual can attain success in whatever sphere as it all depends on the level of efforts put into refining a particular trait. Contrary to Gardners eight components of intelligence, the triarchic theory proposes only three aspects. They include analytical intelligence, creative intelligence and practical intelligence (Sternberg, 1988). Analytical intelligence is involved with an individuals ability perform an analysis, conduct an evaluation, judge, or conduct a comparison and contrast. Creative intelligence is applied in creating, designing, inventing, originating and imagining. Whereas, practical intelligence entail those components applied when an individual implements, and puts ideas into practice (Haghighi, Zemestani, Samavi, 2013). Multiple intelligences theory offers a better way of understanding intelligence in human beings. The theory tends to address vital elements of intelligence not captured by other theories such as triarchic theory and emotional intelligence. It emphasises on the domains and not just the process as outlined in triarchic theory, and it also does not view emotions as a distinct intelligence. Implications of the Intelligences on my Personal Life Naturalistic intelligence has influenced my roles in functions relating to the natural world, such as being a chef or even a botanist. Further. This form of intelligence is applicable when discriminating products as a consumer. Enhancing my logical-mathematical intelligence has improved my ability to solve arithmetic problems, logic puzzles, strategy games and experiments. Likewise interpersonal intelligence and intrapersonal intelligence are applicable in my leadership roles. To be a fair dancer, I had to refine body-kinaesthetic intelligence. On the other hand, the sphere of linguistic intelligence has enabled my ability to appoint complex meanings and also express them using language. Lastly, refining spatial intelligence skills have enhanced my ability to draw and paint through the enhancement of the dynamic imagination, image manipulation and spatial reasoning capacities. Parenting Styles According to Diana Baumrind The four parenting styles identified by Diana are based on two aspects of parenting; warmth and control. Warmth is the measure to which parents accept and respond to the childrens behaviours. control, on the other hand, control is the degree to which parents manage the childrens behaviours. Combining these two aspects results into four parenting styles. The styles are authoritative, authoritarian, permissive and involved (Baumrind, 1971). Authoritative parents are warm but firm. They encourage a sense of independence in their children, while at the same time controlling their actions and maintaining limits. Under authoritative parenting, parents do engage their children in discussions and debates, but the ultimate responsibility lies with the parents. Authoritative parents direct the activities of a rationally and in a manner thats issue-oriented. They do encourage verbal give and take, explains to their children the reasoning that accompanies the policies, and asks the childrens objections when they do not conform. The authoritative parent exerts firm control at points where he or she diverges with the child but also recognises a child's particular interests and ways (Kopko, 2007). Children raised under this style are bound to be autonomous, more responsible and socially competent. Under authoritarian parenting, parents are more controlling and display little warmth. Such parents are strict disciplinarians, and uses restrictive, punitive styles, and insists that the children follow their directions. No discussions are held between the parent and the children and family rules and standards are not debatable. The belief held by authoritarian parents is that children ought to accept, without question, the rules and practices that the parent establishes (Kopko, 2007: Baumrind, 1971). The main instrument for child discipline is threats and punishment. The parents attempts to shape, control and evaluate the childrens behaviours and attitudes according to an established set standard of conduct may lead to either rebellious or dependent children. Permissive parents are undemanding and also very warm. Parents are indulgent and passive, and they have a belief that giving in to the childrens wishes is a way of demonstrating love to them. They do not say no as they wouldnt want to upset their children. The result is that the children do make most of the decisions without the involvement of the parent. Under this style, parents perceive themselves as a resource which children may opt to seek their advice, and not as active participants in shaping the childs actions (Baumrind, 1967). Children brought up under this style often have difficulties in self-control and also exhibits egocentric tendencies. Lastly, uninvolved parents are neither warm nor do they exhibit any demands on the kids. The time in which the parents and children interact is quite is limited, and in other instances, they are uninvolved, with the risk of being neglectful. Such parents are indifferent to the childrens needs, whereabouts or experiences. These parents g ive minimal consideration to the child's input in decisions and often do not want to be bothered by them. As a result, children grow up to exhibit impulsive behaviours which are as a result of having issues with self-regulation. My Parents Parenting Style and its Impact on How Intelligence is Viewed/Valued at Home Brought up under authoritarian parenting style where the parents expectation was that as children we should adhere to a set rules, intelligence also had to be prescribed by the parent. Due to their dominating style and a great deal of control, whatever sphere that parent considered, as a child, that is what I had to develop. However, true to the multiple intelligence theory, there are multiple intelligences at home. So, whatever sphere that parent triggers is bound to nature a given intelligence. So, the parent ends up being right in choosing the capacity of intelligence that the children thrive. In most cases, it's more than one as the parent likewise expect the child to put in both qualitative and quantitative efforts to nature whatever sphere. References Baumrind, D. (1967). Diana Baumrinds (1966) Prototypical Descriptions of 3 Parenting Styles. Psychology, 37(1966), 19671967. https://doi.org/10.2307/1126611 Baumrind,D. (1971).Current patterns of parental authority. Richmond, Va.: American Psychological Assn. Gardner,H. (1983).Frames of mind: The theory of multiple intelligences. New York: Basic Books. Gardner,H. (1999).The disciplined mind: What all students should understand. New York: Simon Schuster. Gardner,H. (2006).Multiple intelligences: New horizons. New York: BasicBooks. Gardner,H. (2007).Five minds for the future. Boston, MA: Harvard Business School Press. Gilman,L. (2001). Human Intelligence: The Theory of Multiple Intelligences. Retrieved from https://web.archive.org/web/20121125220607/www.indiana.edu/~intell/mitheory.shtml Haghighi, S., Zemestani, M., Samavi, S. A. (2013). Study of Emotional Intelligence from Childhood to Middle Age. Journal of Life Sciences and Biomedicine, 3(3), 189192. Katie Davis, Christodoulou, J., Seider, S., Gardner, H. (2011). The theory of multiple intelligences. The Cambridge Handbook of Intelligence, 2138(617), 485503. https://doi.org/10.1007/BF02648057 Kopko, K. (2007). Parenting Styles and Adolescents. Cornell Univesity Cooperative Extension, 18. https://doi.org/10.2466/PR0.100.3.731-745 McKenzie,W. (2005).Multiple intelligences and instructional technology. Eugene, Or: International Society for Technology in Education. Slavin,R.E. (2009).Educational psychology: Theory and practice. Boston: Pearson/Allyn and Bacon Publishers. Sternberg,R.J. (1987).Beyond IQ: A triarchic theory of human intelligence. Cambridge [u.a.: Univ. Press. Sternberg,R.J. (1988).The triarchic mind: A new theory of human intelligence. New York, N.Y.: Viking.

Social Loafing Tendencies Team Performance-Myassignmenthelp.Com

Question: Discuss About The Social Loafing Tendencies Team Performance? Answer: Introducation From a young age, I had always dreamt of developing an innovative idea that would help me venture into business and create employment opportunities for people in my country especially the youths. When I joined college, I knew I had a more exceptional operations to develop my dreams of being an innovative entrepreneur. In contrary to the first semester of the school all student were required during the second semester to focus on their central subject matters ( see the blog (1).July 2017). One of my chosen subject matter was on design thinking. I chose design thinking because I wanted to explore complex methods that I can use in solving entrepreneurial problems. Secondly, I also picked design thinking because I tried to find techniques for developing logic imaginations, systematic reasoning and intuitive imaginations that would enable me to build upon results not only to benefit my customers but also to satisfy their demands (Van et al. 2016). The increase developments in technology, have enabled me to understand that design thinking is far much beyond innovation and what an entrepreneur can offer people. Instead, design thinking primary focus is on technology and the effectiveness of the implemented innovation to impact on peoples life. One Of the primary reasons why most innovations fails is attributed to lack of proper research in developing an innovation. Design enterpreneurs should also not neglect the compatibility and sustainability fate of a design flexibility in the market (Dalsgaard, 2014). Design thinking process is not a one time process but rather a gradual process that expose individuals to different methods that in turn create learning opportunities for areas to be covered. At the start of our design thinking lesson, we were categorized into groups; In our groups, we were required to develop a design topic which we would later pass to other groups to draw pictures related to our topic choice ( See blog (1). July 2017). This would act as a genesis sample of ideology that our group intended to communicate. Design thinking requires innovators to develop a design protype that would help them monitor an innovative process. A protype is defined as model that is created with an intent of acting as a sample for the inniovative process (Reymen et al 2017). For instance, our group had developed a topic on home design which we again passed on another group to draw a picture on and again passed it to another group to do the same. The purpose of passing our design topic to othe r group was for evaluation purposes and analysis purposes of our chosen topic. Likewise, protyping is geared towards improving a design evaluation and sharpening designers knowledge and skills of the developed ideology. Protyping generally serves the purpose of providing information of the set expectations to the real working systems rather than providing a theoriticaal concept of the expectations. Prototyping also increases curiosity and individual interest in learning or working towards a target they desire to achieve. The design it learning session presented an element of proof of principle protype as it was draft of what was expected through out the learning session but not the actual content of the design that would be covered in future classes. The proof of principle prototype in design thinking, serves the role of substantianting main purposeful feature of the proposed design but does not contain final product functionality (Sandberg et al Holmstrm, 2015) Personal Development All the same, learning opportunity of the design period granted me the chance to discover that developing innovative designs requires individuals full concentration and awareness of what they inted to achieve. As an individual, I learnt that working in groups was paramount for any person that desired to succed. I develop team work skills that enabled me to easily collaborate with my group members and we were thus able to connect easily with other groups. Besides working with my group, my personal experience at the design experience classes enabled me develop a personal tolerance personality as I was required to work closely with members from other groups to ensure the stability of our design project. I discovered that design process had different methodologies that had to be followed in developing an innovative process (Norman Verganti, 2014). Brainstorming of the topic to base our design sharpened my creativity skills as I had to brainstorm of a topic over and over again; this enab led me to gain extensive knowledge of the basic concept of the design that I would later develop before commencing to settle for the concept. Individual development within a group is determined by an individual ability to collaboratively work with team members in fulfilling a group goals. Before beginning to work with a group the members should have better knowledge of what is expected of them; members can gain knowledge of the group expectation by brainstorming and developing a framework that would guide them through. Members should never settle for a certain project unless they are certain, sure and ready to withstand the consequences of the chosen design. For example at the first stage of the design thinking we brainstormed the topics over and over again with the help of other groups until our group was able to generate a topic picture. I felt that perspective of the group had been fulfilled and developed more interest to continually participate In the future projects. Knowledge Development Knowledge development is the process of acquiring external knowledge different from the internal experience that an individual already poses. Knowledge development process exposes an individual to crucial information that they may not obtain when restricted to one area. It promotes individual intellectual development as it involves cooperation and newer networks creations (Bellmann Melendez-Ortiz, 2013). Knowledge development encourages tolerance personality development and restricts dependence on an individual. Through knowledge development, individuals can attain vast knowledge and experience in their fields of concern thus promoting substantial development of individuals, organization or project agenda. Knowledge development requires an individual to be flexible to changes that come along with implementation process of an innovation and adapt to the changes whenever necessary. Knowledge development does not, however, imply inventing new ideas while ignoring the previous ones but it to a certain extent implies the adoption of new ideas while still putting into consideration and absorbing past ideologies that may be of help. Knowledge development discourages rigidity and widens an individual view of other undertaking perspectives that promote innovation and entrepreneurship development (Agyei Keengwe, 2014). For example, when I joined the design it class, my expectation after the course was to meet the lecturer the next lesson and exploit my learning interest (see the blog (1) July 2017). To my surprise, my previous class lecturer was not there in the "think new" class, and I had to see another lecturer to guide me through the course ( see the blog (2), August 2017), to my surprise, I found that lecturer to more exciting and friendly. I later realized that I had readily adapted to the changes due to my tolerance personality attitude, flexibility and desire to learn. In business and entrepreneurship trade, knowledge development serves the purpose of exposing an individual to newer opportunities while at the same time allowing people to learn from their experiences and that of other without necessarily having to design (Ingersoll et al.,2014). During my second class, we discovered on experimenting somethings to experience newer ideas (see the blog (2), August 2017). While in our third class we were exposed to a mind setting scenario where we shared our past experiences and developed and learned different problem-solving approaches from the solution (see the blog (3), August 2017). Adventures in the two classes enabled me to discover that knowledge development involved exploring newer opportunities, learning from your failures and that of others and developing a positive attitude. During three categories, I also discovered that the bottom-up design and structured design were paramount design methodologies for developing knowledge especially for ent erperneurs who desire to attract newer clients and retain their previous customers (Banfield, 2015). This is because the design class allowed us an opportunity to develop our topic thus helped in creating the work foundation which is a basis for bottom-up design. The think new, and the mindset up classes enabled me to identify outputs and inputs such as learning from others and developing problem-solving solutions which are structured design elements of design methodologies. From lessons drawn from first to third class, I learn that knowledge development in the business world has to be structured by entrepreneurs acknowledgement of what they want and entrepreneurs flexibility in creating newer opportunities for customers through learning and adapting different problem-solving techniques (Lee,2016). Our fourth class involved brainstorming and activities visualization which entailed finding a problem and using design thinking technique to solve the problem (see the blog (4), August 2017.). In our fifth class we carried out a journey mapping of our previous activities, compared it to our future plans and learnt on how to utilize our start and ending decisions (see blog (5), August 2017), while our sixth class was a reflection of our daily activities (see blog (6), September 2017). From which we were guided onto working with teams in the seventh class where we were given a dessert to prepare as a team ( see the blog (7), September 2017). From the fourth to the seventh class, I learnt tthat knowledge development is a process that required individuals to identify the different challenges to innovation, seek solution to such problems through reflecting on their past experiences and by weighing on the future implications of their solutions to the project design. From the fourth to the seventh class, I learned that knowledge development is a process that required individuals to identify the different challenges to innovation, seek the solution to such problems through reflecting on their past experiences and by weighing on the future implications of their solutions to the project design (Schein,2017). The eighth class involved getting feedback of our work process whereby we fetch input from our friends who are considered as customers. Each team discussed other group members work and developed possibly strategies for improving our products and customer service to clients (see the blog (8),13th September 2017), While the ninth class was based on personal development based on our derivatives from the last level. We later learned on developing a plan in our tenth class where we were introduced to marketing product presentation techniques (see the blog (10),22nd September 2017). From the experiences earned in these courses, I learned that gaining knowledge on clients feedback was essential as it helps entrepreneurs to research on better techniques for improving their businesses and to increase idea on persona creation. Persona creation boosts a product brand and thus prompting the need for better and improved product presentation technique which is an essential aspect of business devel opment. My learning reflection from the Design thinking and Entrepreneurial activity From the design thinking and entrepreneurial activity I have learned on the significance of participation in enhancing and promoting better design thinking and entrepreneurial developments. As an entrepreneur, I have determined to be dependent, reliable and accountable. A good entrepreneur is one who has been able to overcome all the odds of business challenges by believing in themselves despite the situation and working towards fulfilling their desired business goals (Ayala Manzano, 2014). During the second class, as an entrepreneur, I practiced dependence by consulting with another lecturer after I had missed my lecturer. As an entrepreneur and design thinker, I enhanced my teamwork ability by working and collaborating with other people to ensure the achievement of the organizations goals. My most significant milestone from the entrepreneurial activity was the ability to discuss our experiences with my group members and design solutions to solve the problems by developing problem- solving techniques and designs. Personal Weakness Nevertheless, the interactions during the learning activity ignored focusing on significant aspect of design thinking and entrepreneurship development such as looking for markets and expanding on customer niche after getting feedback from customers. More often than not, customers do exit from an organization either due to poor quality or due to better quality at a cheap or a more improved price (Sheu, 2014). Entrepreneurs can therefore not ignore the aspect of devising new products and customer service techniques after getting feedback from customers, creating persona alone is not enough to attract customers into a marketing niche. Secondly, the design thinking has ignored the marketing mix techniques in the design molding activity. Design thinking by entrepreneurship should be all rounded and focus on all aspects of business development. The entrepreneur activity has ignored the technological element in designing the business development plans which dramatically influences the inten sity of a b business development process. Another thing that the entrepreneurship has overlooked in design thinking is knowledge acquisition by involving external and more experienced professionals to guide and train people through advanced design thinking processes that will promote a globalized developed business. Another personal weakness portrayed form the entrepreneurship and design thinking activity is that people are not allowed chance to work alone as they are working in teams throughout the program. While teamwork is encouraged, people should also be encouraged to work dependently to avoid social loafing and prevent and over-dependence on other individuals. Areas That Need Development Training Technology advancement Independence Action Plan Of Key Developments And Activities Within The Next 6 Months Entrepreneurs should attend more training o design thinking to equip themselves with more knowledge and skills on significant design concepts development. Practice, exposes an individual to newer opportunities, expand their understanding of the design cycles and gives trainees a chance to learn from the failures of professionals (Millard Richardson, 2015). I will advocate for external training professionals in our college to assist to provide a better understanding of the design approach. Secondly ,I will conduct further research on free online training sites and encourage my friend to join such sessions. I will also advocate for training of the various marketing mix as businesses entrepreneurs and innovators cannot prosper without considering the functionality of marketing mix principles in influencing business market and competition (Haynes, 2015) Technology Advancement I would encourage the use of technologically advanced techniques in guiding people through the design process. Some of the ways of applying technology are to teach people on how to make good use of the internet in researching and establishing networks. The world has gone digital, and we can't, therefore, ignore the benefits of globalization by being limited to specific fields. Technology advancement in the mode of presentation and learning will foster better skills atainance and improve an individual knowledge awareness of what is happening around the world. Encourage Independence Teamwork and team collaboration are important determinants of the group and organizational development. However, some members may take advantage of the team and exploit other person efforts in the organization. Members should be encouraged to do other functions solely rather than in a group ( Schippers, 2014).This will help people to think out of the box and also develop a broad and sharp means of solving conflicts. I intend to disperse group work, encourage students to work on some projects individually and share their experiences with colleagues. References Agyei, D. D., Keengwe, J. (2014). Using technology pedagogical content knowledge development to economics learning outcomes. Education and Information Technologies, 19(1), 155-171. Ayala, J. C., Manzano, G. (2014). The resilience of the entrepreneur. Influence on the success of the business. A longitudinal analysis. Journal of Economic Psychology, 42, 126-135. Banfield, R. (2015). Design Leadership: How Top Design Leaders Build and Grow Successful Organizations. " O'Reilly Media, Inc.". Bellmann, C., Melendez-Ortiz, R. (Eds.). (2013). Trading in Knowledge:" Development Perspectives on TRIPS, Trade and Sustainability." Routledge. Dalsgaard, P. (2014). Pragmatism and design thinking. International Journal of design, 8(1). Haynes, S. W. (2015). Combat mindset: the importance of training. Ingersoll, C., Jenkins, J. M., Lux, K. (2014). Teacher knowledge development in early field experiences. Journal of Teaching in Physical Education, 33(3), 363-382. lee, J. (2016).Deloitte. Retrieved from Deloitte.com:https://www2.deloitte.com/ca/en/pages/consumer-business/articles/consumer-driven-innovation.html Millard, K., Richardson, M. (2015). On the importance of training data sample selection in random forest image classification: A case study in peatland ecosystem mapping. Remote sensing, 7(7), 8489-851 Norman, D. A., Verganti, R. (2014). Incremental and radical innovation: Design research vs. technology management and meaning change. Design issues, 30(1), 78-96. Reymen, I., Berends, H., Oudehand, R., Stultins, R. (2017). Decision making for business model development: a process study of effectuation and causation in new technology?based ventures. RD Management, 47(4), 595-606. Sandberg, J., Holmstrm, J., Napier, N., Levn, P. (2015). Balancing diversity in innovation networks: Trading zones in university-industry RD collaboration. European Journal of Innovation Management, 18(1), 44-69. Schein, E. H. (2017). Organization development: A Jossey-Bass reader. John Wiley Sons. Schippers, M. C. (2014). Social loafing tendencies and team performance: The compensating effect of agreeableness and conscientiousness. Academy of Management Learning Education, 13(1), 62-81. Sheu, G. (2014). Price, quality, and variety: Measuring the gains from trade in differentiated products. American Economic Journal: Applied Economics, 6(4), 66-89. van Rens, B., van der Borgh, W. M., Reymen, I. I. (2016). DESIGN THINKING AND SALES.

The Person You Admire the Most free essay sample

We might have met up with a lot of people throughout our life, yet people leave and life still goes on as what it used to be. The person that I admire the most is none other than my mother. I admire her the most as she possesses most of the qualities that we should have in order to success in our life.I think one of the most endearing qualities she possesses is genuineness. When you meet a genuine person, they tend to look you directly in the eye and many times they touch you in order to connect. That’s how she communicates with others. She doesn’t have the average walls up that many people have in life. She seems to touch everyone in a way where one can immediately connect with her and for sure she has no false pretenses. She crosses all barriers and has the ability to connect with others and radiates great empathy to others. We will write a custom essay sample on The Person You Admire the Most or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It’s almost like she has an additional sense. She never pretended to be perfect or know all the answers but one thing is for sure anything she tells you is coming straight from the heart.She has been very patient with me and supports me in everything I do. She has done a lot to boost my self-confidence and self-esteem. She does not scold whenever I fail in something, instead she will console me and make me feel better by telling me stories about her own failures and achievements throughout life. She also makes all kinds of sacrifices, big and small for the sake of her children. She has always been my source of inspiration and pillar of strength. My mom is the one that is always there, the person I can count on, the one that will never turn her back on me. The one that supports, helps, hug, kisses, gives me confidence, comforts, listens, makes me laugh, cheers me up and wipes my tears. She will definitely be the one that I always admire and love the most.

Health Care Law and Ethics Essay Example | Topics and Well Written Essays - 1250 words

Health Care Law and Ethics - Essay Example The hospital has duties that it owes to the patients as well as the general public. These responsibilities are obtained from the regulations as well as principle of law that are developed by the court system. The duties are also governed by the internal rules of the organization. This means that in case a corporate fails to honor its duty as per the law, it also carry the liability of the injured party (Westlaw, 2015).. Corporate negligence is a policy that requires hospitals to be liable in case it does not exercise its duty of care to the patients that involves patient safety as well as their well-being in the hospital (Hall et al. 2003). Therefore, corporate negligence happens in the event a hospital fails to do the duties that it owes to the patients and the general public. In the event, the duty is breached and the patient is injured due to that breach, the organization will be responsible for that mess (Hall et al. 2003). Liability is also extended to the nonemployees who work in the hospitals to offer care to the patients. Duty to care The physician in the health care has a duty to provide care to the patient and failure to perform that duty he can be taken to court for legal measures (Picard, 1996). For example, in U.S a person is not required to assist any injured person without a defined relationship such as doctor-patient. In the event, a doctor is at a market and assists a person suffering from heart attack, he will be liable for any injury that the person might have during the assistance.

Cross Examination on complainant. Sexual offences. (law of Evidence) Essay

Cross Examination on complainant. Sexual offences. (law of Evidence) - Essay Example Section 41 establishes the shield and the exception. Section 42 defines what is relevant and generally deals with the interpretation and application of the shield in Section 41. Section 43 deals with the proper procedure for exercising the Section 41 discretion to remove or reduce the shield. Lord Steyn noted in R v A (No. 2) the freedom of cross-examination of rape complainants was based on stereotypes and generalizations that were exploited by defendants. The result was an excessively low rate of convictions and it unnecessarily put rape complainants under scrutiny and humiliation. Section 41 extends the shield to all sexual offences which by virtue of Section 62 include rape and all other sexual offences. In considering whether or not to grant leave to cross-examine on the complainant’s sexual behaviour, sexual behaviour under Section 42(1)(c) includes any sexual behaviour or experience unless it forms a part of the issues at trial relating to the accused. However, in R v T the court offered some flexibility with respect to defining what amounts to sexual behaviour which obviously challenges the concept that the shield goes too far and prejudices a fair trial. In R v T it was held that sexual behaviour would not include evidence of false complaints or failure to complain. This kind of evidence would not be evidence of sexual behaviour but is evidence of previous statements or previous omissions to lodge a complaint. Moreover, it was held in R v Garaxo that the judge had a duty to allow cross-examination on previous complaints against others where it could harm the complainant’s credibility. Nevertheless in R v White it was held that cross-examination of a complainant’s promiscuous behaviour such as prostitution, was not relevant to the complaint at issue. Regardless there are safeguards that attempt to create some balance between what is relevant and what is not and thus ensures the trial is not unfairly prejudiced. In this regard, a saf eguard was established under R v Martin as to what is relevant behaviour for the purposes of Section 41(3). In Martin it was ruled that it was wrong to exclude cross-examination of the complainant on her previous behaviour with the accused in circumstances where it was alleged that she had begged the defendant for sex and had performed oral sex on him. This kind of evidence goes to motivations for concocting allegations against the defendant. It would also appear that once leave is granted to cross-examine the complainant, the court does not have the discretion to restrict its admission. In R v F it was held that where the judge allowed the defendant to cross-examine a complainant on the nature of their adult consensual relationship he erroneously excluded cross-examination on evidence showing the complainant appeared happy engaging with the defendant. The evidence was relevant as it showed the actual adult relationship and thus relevant to the authenticity of a complaint about abus e childhood abuse. In R v Mokrecovas, Lord Woolf cautioned that Section 41(3)(a) should not be exploited for sole purpose of damaging the complainant’s credibility. The Court of Appeal ruled that where there was enough evidence before the court on the complainant’s state of mind further evidence that she had engaged sexually with the defendant’

Effects of the Children Act 1989

Effects of the Children Act 1989 The Children Act 1989 has put in place a set of principles which are designed to ensure that children’s needs in situations such as this are cared for appropriately. This means that children should be assessed speedily and have access to appropriate resources within the social services (Beckett, C. and Maynard, A. (2005) Ch. 1) (Greene, R. (1999) 1-5). This legislation means that the there are procedures in place for the assessment of the needs of children considered to be potentially at risk of various forms of abuse in the family setting. The legislation quotes that this abuse may manifest itself as emotional, sexual and physical abuse or may take the form of neglect. The local authority is given the responsibility for monitoring whether these issues may be arising and where this is so, the social services must intervene and impose the best course of intervention as is necessary (Beckett, C. and Maynard, A. (2005) Ch. 1) (Greene, R. (1999) 1-5).. Specifically, the legislation makes the following provisions: ‘Prevention of neglect and abuse 4.—(1)Every local authority shall take reasonable steps, through the provision of services under Part III of this Act, to prevent children within their area suffering ill-treatment or neglect.†¦..’. Schedule Two of the Act makes the following provisions: Part I, of Schedule Two of the Children’s Act 1989 provides: ‘Identification of children in need and provision of information (1)Every local authority shall take reasonable steps to identify the extent to which there are children in need within their area.†¦Ã¢â‚¬ ¦..’. One The most important assessment in this scenario is that of the social worker. The Children Act 1989 places duties upon the local authority to care for the children who are potentially at risk in this scenario (Beckett, C. and Maynard, A. (2005) Ch. 1) (Greene, R. (1999) 1-5). To a large degree the position of the social worker is to discharge this duty. Broadly the issues which are presented by this scenario are relate to poverty, social exclusion, poor parenting skills, mental health as well as child support issues. In this situation, each individual child’s needs must be assessed (Beckett, C. and Maynard, A. (2005) Ch. 1) (Greene, R. (1999) Ch. 1-2). The child’s mother’s ability to respond to the children’s needs must also be assessed. In the situation described, the children appear to have been neglected, and poverty seems to be a prevalent factor in the continuing neglect. The mother’s description of her own feelings of being miserable and isolated suggest that perhaps there is an issue of mental health difficulties on the part of the mother and that perhaps she may be suffering from depression. Perhaps the most significant factor in this scenario is that there is no child support being received by the children’s father. This matter should be referred to the Child Support Agency who may be able to trace the children’s father and secure child support payments. On a more positive note, the mother seems to be very cooperative and she has admitted that she is not coping appropriately. Due to this it is probably possible to ensure that the children remain in the care of their mother with more support from the social services to assist her in coping with the challenges of parenting. The Children Act 1989 makes provision for what is referred to as an emergency protection order which means that the children can be placed under the immediate protection of the local authority. However, given that the mother appears to be as cooperative as she is, there does not appear to be any need to consider such a drastic measure. A less serious measure which is potentially available to the social worker in this situation is the application for a care order. Such an order commits the children to the care of the local authority. Again, however, given that the problems which are resulting in the neglect of the children appear to be linked to issues which may be r emedied with appropriate support and interventions on the part of the social worker (Cambridgeshire and Peterborough Mental Health Partnership NHS Trust (2006) 3) (Jones, I. and Williams, D. (2000) 1-2) (Scottish Executive (2006) 1), this option, while it could be under consideration for the future is unlikely to be acted upon without attempts being made at less invasive remedies. An aim of the Children Act 1989 is to encourage what is referred to as a multi-agency approach (Beckett, C. and Maynard, A. (2005) Ch. 1) (Greene, R. (1999) Ch. 1-2) to the problems which may be presented to individuals such as the mother in this scenario. It is likely that the health visitor, the local GP and perhaps some charitable organisations such as the Citizens Advice Bureau may be contacted to assist her mother. Certainly it appears that she may be entitled to more financial support from the social security agency, and if she were willing to attend the local CAB she may be able to get a benefits check which is an assessment of the benefits which she may be entitled to. Two Peter’s needs in this situation are paramount and the local authority are obliged to evaluate how much danger he may be in of being subjected to further abuse (Beckett, C. and Maynard, A. (2005) Ch. 1) (Greene, R. (1999) Ch. 1-2). The care order which is in place means that Peter has been previously at risk of significant harm. If Peter is returned to the care of his family and suffers any further harm, there may be a case to be made that the local authority and the individuals involved in the assessment of his needs have acted negligently. A care order will usually last until the child is eighteen although applications may be made to the court to discharge care orders. The powers of the local authority, when a care order is in place are the same as parental responsibilities. This means that the local authority are allowed to make decisions about the welfare of the child, where the child lives and what is generally in the best interests of that child until the child reaches th e age of majority. Naturally, this situation brings a number of dilemmas to the fore. Some of these could include deciding whether it is in the best interests of Peter to be returned to his parents, deciding whether it is appropriate for Peter to be allowed contact with his father, and ultimately deciding whether Peter would be more damaged in the long term by separation from his parents or by being returned to his parents. Other dilemmas would include having the responsibility for separating a mother from her child. It appears that Peter’s mother is as much a victim in this situation as Peter is. However, the local authority have a duty to put the interests of peter first. Peter’s father and mother may apply to the court at any time to have the care order revoked but in the circumstances it appears that they may have some difficulty in showing that they will be able to provide a secure environment for the child to return to. Peter admits that he is intimidated by his father and his father has just been released from prison. The plans which Peter’s parents have to marry are a positive sign that they may be attempting to turn things around, however they would be required to show that Peter is no longer at significant risk and that they can maintain a secure home environment for Peter to be a part of. Peter’s parents, and indeed Peter’s father in particular would probably be entitled to have access to the child if Peter consents, but again the responsibility would be on them to show that such contact would be in Peter’s best interests. The Children’s Act 1989 requires the local authority to put the welfare of the child first and in this scenario doing so would involve placing the onus on Peter’s family to convince those caring for Peter and the court that they are in a position to care for him properly, and that they are likely to be able to sustain this for a considerable length of time. Three The Children’s Act 1989 in this situation places a legal duty upon the local authority to ensure that the risks to which this child may be being exposed to are appropriately assessed (Beckett, C. and Maynard, A. (2005) Ch. 1) (Greene, R. (1999) Ch. 1-2). If it transpires that the child is at significant risk the local authority are required by law to intervene and remove the child from the situation which places them at risk. Claire in this situation has bruising to her cheek, and this is likely to be considered to be extremely inappropriate because she sustained this injury at the hands of her father, who has admitted that it has happened before. Claire admits that she has been staying out late however, in the circumstances Claire’s parents need to be in a position to care for her and to discipline her without resorting to physical violence. In circumstances where a child is in immediate danger, the social services can apply for an emergency protection order which enables them to take the child into protective care for a maximum of eight days. This is an option open to the social worker here, however in reality it is far more likely that a care order would potentially be applied for. Before this happens, the social worker must consider whether the child may be able to be left in the care of her family, while being supported through appropriate channels and outside actors. In this scenario, the parents seem to be having some difficulty both communicating with Claire and with disciplining her. Perhaps out of frustration, they have resorted to physical violence as an expression for their inability to do these things appropriately. The situation is exacerbated by the fact that Claire continues to stay out late without her parents’ permission. The social worker in this situation should probably consider whether it is appropriate to make the option of family counselling available to the entire family, and Claire’s opinion that she has had enough of being with her family should be the cause of some concern. Perhaps, as a temporary measure Claire could be placed with other family members, thus putting her in a more neutral setting. Such a measure would give both parties some breathing space and time to evaluate a better solution to the problems, which does not involve physical violence to Claire. The parents could also benefit from training in appropriate parenting skills which will enable them to discipline her more successfully. If Claire continues to be at risk of this violence occurring, it is likely that she would be considered to be at significant risk. In these circumstances, a child protection conference will be held and the social services will be responsible for coordinating an inter-agency plan to ensure that the child is cared for appropriately. This involves liaising with third parties to ensure that Claire gets all the assistance she needs. Perhaps Claire’s teachers could be consulted to enquire whether this treatment is adversely affecting her education, and Claire may benefit from being referred to a counsellor on an individual basis. Bibliography Books Beckett, C. and Maynard, A. (2005) Values and Ethics in Social Work. Publisher: Sage Publications. Place of Publication: UK. Greene, R. (1999) Human Behavior Theory and Social Work Practice. Publisher: Aldine De Gruyter. Place of Publication: New York. Articles Cambridgeshire and Peterborough Mental Health Partnership NHS Trust (2006) Strategy for Social Work and Social Care. Publisher: Cambridgeshire and Peterborough Mental Health Partnership NHS Trust. Place of Publication: UK. Jones, I. and Williams, D. (2000) Preparing for Practice in Wales: The Social Work Process. Publisher: Care Council for Wales and the University of Bangor. Place of Publication: Wales. Scottish Executive (2006) The Need for Social Work Intervention. Publisher: Scottish Executive. Place of Publication: UK.

Purinex Inc. Case Study Essay

Executive Summary 1. Statement of Problem This study is commissioned to analyze the Purinex, Inc. financing plan, which is related to determine the best financing alternative for the company in securing additional cash needed to establish a partnership with a large-capitalization pharmaceutical firm. Gilad Harpaz, Purinex’s chief financial officer believes a partnership deal could bring the company to execute its mission, developing drugs for the treatment of sepsis and diabetes. However, the problem facing Purinex is that—while there is a chance for Purinex to secure a partner in the next four to twelve months, Purinex just has available cash to last around 11 months; furthermore, there is still a very strong chance that a different partnership would occur about one year later. In short, Purinex is now facing the challenge of the lack of capital to reach the partnership deals. According to the case, Gilad Harpaz is considering three options for Purinex to solve the problem. To help identify the feasibility and attractiveness of these financing alternatives, this study is based on the decision tree approach to evaluate the options. 2. Discussion As described in the case, firstly, the partnership deal would entitle Purinex to receive a combination of up-front fees, milestone payments, and royalties for the treatment of either sepsis or diabetes (see Appendix 1 for the detailed information). Secondly, due to the lack of capital, there are three financing options: 1) raising a one-time round financing from a Venture Capital (VC) firm, 2) simply waiting in the expectation that either sepsis deal or the diabetes deal would come through, and 3) undertaking another one-time round financing from a number of angel investors. It is needed to note that when Purinex seeks external funding investments either from VC firm or angel investing, the investors will acquire certain equity in Purinex (see Appendix 2 for the expected ownership percentage). Nevertheless, if Purinex chooses to maintain 100 percent control, it would lose the opportunity to secure a third-party partnership which is anticipated to occur about one year later. The reason is that Purinex has only $700,000 cash on hand which is good only for around 11 months. It is important to note that this study is based on the following assumption—the  combination of monies for each partnership deal will be received once Purinex successfully secures a partner. In addition, the probability of establishing a partnership with a pharmaceutical company for the wait-6-months option is estimated to be 25% since the achieved partnership chance for the next four to twelve months is about 75% (see Appendix 3 for the calculation). Furthermore, the expected value (EV) for each financing option is derived from the calculation of the EV of the partnership deal, and it is based on the standpoint of the founder’s equity interest. As a result, the decision tree for Purinex’s financing plan is shown in Appendix 4. One can notice that based on the potential return and risk level, the financing alternative for waiting 6 months is ranked as the highest risk option in terms of offering the highest potential return. The reason is that Purinex does not have to share its earning with other parties. Thus, once the partnership agreement is reached, Purinex’s founders can obtain the entire EV of $325 million. However, the major risk associated with this option is Purinex has far less opportunity to secure a partner. While there is a 75% chance for VC and angel financing options to achieve the partnership deal, this option just has a 25% probability. Furthermore, the VC and angel financing options still hav e the other chance—a 95% probability—to secure a different partnership about one year later. With regard to the VC option and the Angel option, it seems like the VC option provides a higher return for the sources of cash since this option just takes 3 months to complete the process and could offer Purinex $10 million, which enables Purinex to survive another 15 years. In addition, the VC option will improve 10% for the terms of either drug deal. However, this study would consider financing from angel investors is more feasible and attractive for Purinex based on the analysis of decision tree. The decision tree shows the fact that VC firms would require 40 percent of the equity in Purinex, resulting in the situation of having less EV. Perhaps the most important factor is that there is a very strong chance—a 98.75% possibility (100% – [25% * 5%])—that a partnership deal will come through during the following two years, and thereby raising $2 million form angel investors is quite enough for Purinex to secure the partnership deal. In addition to the analysis of decision tree, there is still a qualitative consideration that has impact on structuring the decision. Indeed, with the external financing,  the existing owners share composition will be changed that would trigger the control power issue and impose a significant number of restrictions on Purinex, including preferences for board appointments, antidilution rights liquidity, participation, and negative covenants. Therefore, choosing the angel option would offset this negative impact because Purinex’s ownership percentage will still be 89.74%, which is much greater than a 60% for the VC option. 3. Recommendation Fundamentally, the goal of Gilad Harpaz is to seek the best financing alternative for Purinex in securing additional funds in order to accomplish the partnership deals and maximize the value of Purinex today. Based on the presented analysis of decision tree, a major finding of this study is that Gilad Harpaz should try to adopt and implement the angel financing strategy which has a maximum EV along with lower risk. However, with this strategy, the issue of dilution in the founder’s equity interest is still needed to be considered. In addition, in order to pursue the future growth, Purinex should try to employ the partnership strategy to generate more sales at a short period of time. Hence, this study believes, based on the decision tree approach, the best financing alternative for Purinex is financing with Angel investors along with the partnership strategy.