Current Issues in Biomedical Ethics

Current Issues in Biomedical Ethics Requirements: 2 pages typed and double-spaced in standard 12 point Times New Roman font type and a bibliography. Should be formatted according to the
standard MLA formatting. You may use any resources that you find appropriate.

Directions: You are to select a current case (you may simply Google with search terms such as “current issues in biomedical ethics”; or the
like”;) and then write about the ethical issues that are presented by the case. Once you have identified the ethical issues found in your chosen case,
you are then to state how you would reason if you were the person tasked with deciding how to settle the particular issue. Note: your reasoning process
should show some usage of an ethical theory (utilitarianism, Kant’s ethics, or etc.)
One potential helpful hint: Who, What, Went, When, Where and Why.

My topic Current Issues in Biomedical Ethics

Family Members Disagree about Patient Care
the patient : Maverick Chenkus
The Greatest Happiness Principle:
Actions are right in proportion as they tend to promote happiness, wrong as
they tend to produce the reverse of happiness? ?John Stuart Mill
Happiness = pleasure, and the absence of pain
Unhappiness = pain, and the absence of pleasure
Happiness is the only thing that has intrinsic value
pleasure, and freedom from pain, are the only things desirable as ends…all
desirable things are desirable either for the pleasure inherent in themselves, or
as means to the promotion of pleasure and the prevention of pain.?
Maverick was born with a severe heart defect, and even after two surgeries was in heart failure. Doctors had discussed a heart transplant with Maverick’s
parents, but at the meeting, they said he didn’t qualify for a new heart because he had a rare genetic defect that put him at a high risk for tumors and
infections. A heart transplant would be too risky, they explained.
As Chenkus did her research on Maverick’s genetic condition, she couldn’t believe her eyes. Not one of the studies she read mentioned anything about an
increased risk for tumors or infections. She e-mailed one study’s author, and he confirmed she was right.
but the mother disagreed, she thought Maverick should get the transplant, but it didn’t matter because Maverick didn’t need the transplant.
If they went through with the transplant like the mother wanted Maverick would probably be dead.
There are few hard and fast rules to guide doctors as they select who will get a transplant, effectively selecting who will live and who will die.
And there’s no question some will die. Last year in the United States, 321 people, including 19 infants, lost their lives while waiting for a new heart.
Right now, some 3,500 people await a heart transplant, and the situation is only getting more desperate as the waiting list grows but the number of donors remains about the same.

Current Issues in Biomedical Ethics

In the face of such scarcity, doctors try to select the patients most likely to get the longest life, and the highest quality of life, from a new heart.
“We have to be stewards of a very valuable resource. We want hearts to go to people who we think will benefit the most from them”; said Dr. David
Taylor, immediate past president of the International Society for Heart and Lung Transplantation.
These decisions are, to some extent, subjective, as doctors sometimes disagree with each other about who should get an organ. Over the years, medical
ethicists and patient advocates have accused transplant physicians of discriminating against one group in particular: the disabled.

Current Issues in Biomedical Ethics

“We absolutely know this happens. It’s a huge problem”; said David Magnus, director of the Center for Biomedical Ethics at Stanford University.
“It’s real people sitting in a room making these tough decisions, and it’s not surprising their own prejudices and biases influence them”;
If I was the doctor I would’ve declined the heart transplant too, because it was too risky for the 5 month old. I would want the the best for my patient. I
would want my patient to be happy, and his parents too. If I’d done the heart transplant he would’ve been dead most likely in my opinion. In this case, the doctors did what was best.
when and where:
https://www.dailymail.co.uk/news/article-2516085/Parents-outrage-baby-son-denied-heart-transplant-disabled.html
or might need more research

Business Ethics and the Ethical Code

Business Ethics and the Ethical Code REQUIREMENTS FORMAT
Microsoft Word (.doc or .docx)?Double-spaced, page numbers? One inch margins, Times New Roman font, size 12 Headers may be bold and size 14 Top left corner of the 1st page should have this information (single-spaced):

o name?o Business Ethics?o Professor ?o Date
Place a title between the above and the beginning of your paper (centered, bold)
1/2 page per question? In certain places, you may use bullet points and these should be single spaced? Use parenthetical citations when quoting or putting
forth a point of view other than your own, using the following format. [i.e., author’s last name and page number]
THE QUESTIONS
1. What are the pros and cons of universalism (Kant), consequentialism (Bentham & Mills), and pragmatism (Dewey)? Ultimately, which philosophy do you believe holds the most merit and why?
2. What is your ethical code? How did you develop it? How do you decide what is right and wrong?
3. What would a utopian society of your making look like? What rights would people have (you may also refer to animals and/or the environment if you wish)
that would be protected by law? What would be illegal? What would be the cultural norms for right and wrong behavior?

Business Ethics and the Ethical Code for a Company

4. Create a “Code of Ethics” for a company that you would like to work for. These are the company’s values and guides for good conduct. Each value or
behavior should be briefly explained.
5. What are the pros and cons of cultural relativism as an ethical philosophy? Do you consider yourself a relativist? Why or why not?
Instructions: 3 Questions choose the best answer.
1. John argues that ethical decisions should be based on the consequences of those decisions. How many people will be helped or hurt by them? Sue rejects
that point of view pointing to slavery; a whole bunch of people benefited from it so would it then be considered an ethical system? Sue believes that it
is right and wrong in this world. There are righteous principles to which we all must adhere. For example, murder and stealing are wrong while generosity and
caring are good. Miguel sees it another way. There are certain rights that all people have and those rights cannot be violated: the right to property, free
speech, and liberty, for example.
a. John Locke would primarily agree with John
b. Miguel’s comments most resemble that of Bentham, Mills, and utilitarianism
c. Aristotle being a proponent of virtue ethics would side with John

Business Ethics and the Ethical Code and Arqument

d. Immanuel Kant would heartily agree with Sue.
2. Which of the following is an ethical argument?? a. Bernie Madoff stole billions of dollars of his investors’ money? b. It was wrong for United Airlines to reduce its pension obligations to its employees. c. Insider trading is an illegal practice on Wall Street.?d. Enron’s CEO, Kenneth Lay, should have gone to
prison for what he did.
3. On April 20, 2010, a BP oil well in the Gulf of Mexico started leaking hydrocarbons, causing an explosion on the Deepwater Horizon oil-drilling rig,
resulting in 11 deaths and 16 injuries. Nearly five million barrels of oil and gas discharged into the sea over 87 days. This followed an explosion at a BP
Texas refinery in 2005 that killed 15 people and a 2006 spill of 270,000 gallons from a BP Alaska pipeline. These events negatively affected the “green” the image that BP had been building since 2000 when it launched a $200 million rebranding campaign to position itself as an environmentally friendly company.
Given the above statements, which of the following ethical judgments is most sound?
a. BP is an unethical company. These events would never have happened had BP been led in a morally conscious way. It’s more concerned with branding than with protecting the environment and keeping its people safe.
b. BP cannot be blamed for these incidents. The entire passage focuses only on BP. What about the other actors that were involved? Certainly, there were other
companies and state and federal regulators that were involved. And must not the public with its insatiable desire for fossil fuel energy be implicated as
well?

Business Ethics and the Ethical Code for BP Company

c. BP is an ethical company. It cares about its image and it wants to do the right thing. These events are unfortunate bad luck and have nothing to do with
BP’s ethical conduct.
d. These events seem to point to ethical lapses on BP’s part but the facts themselves do not prove that BP was unethical. Yes, BP was deeply involved but
were not other organizations responsible too? Information is missing. The facts related here speak nothing to the ethical climate at BP and the safeguards in place or lack thereof.

Consumer Research and Ethical Implications

Consumer Research and Ethical Implications Order Instructions: Consumer Research and Ethical Implications focus on some aspect of reference groups and/or social class consumer behavior influence and ethical points with the purpose of integrating the individual research to provide a comprehensive understanding of the “killing of dolphins in Taiji Japan.”

Details regarding submission requirements are on the following page.
2.1 Briefly assess the unsustainable consumption issue identified in Stage 1 – “overconsumption/ killing of dolphins in Taiji Japan” more information about stage one could be found in the powerpoint attached.

o What are the main consumer behavior influences involved? Why investigate this specific
one? How can understanding this influence help businesses address the problem?
2.2 Provide a detailed theoretical critique of one Consumer Behaviour influence
o What theories are used to explain the issue? How does theory assist in understanding and
solving the problem?
2.3 Discuss and compare two relevant traditions of ethical thinking
o What consumer insights are gained from applying these different ethical perspectives?
How can these views support better decision making to improve sustainable consumption?

Consumer Research and Ethical Implications Sample Answer

CONSUMER RESEARCH AND ETHICAL IMPLICATIONS

Taiji Dolphin Drive Hunt

The Taiji drive hunt is the slaughtering of dolphins that take place in Taiji, Japan. The hunt takes place each year with the Japanese embracing it as part of their culture. Dolphins’ hunting in Japan involves driving the dolphins into coves where they are either killed and the meat sold in stores and supermarkets in Japan and other global countries or chosen alive to be sold to zoos, marine parks, and aquaria for purposes of entertainment to people especially the tourists worldwide. Unfortunately, some of the dolphins die of shock before they are driven away. Notably, the annual quotas for the Dolphins drive hunts run into several thousand and involve the taking away of the cetaceans of numerous kinds including striped dolphins, bottlenose dolphins, spotted dolphins, short-finned whales, and the false slayer whales.

Decisively, certain facts surround the hunting of the dolphins in Taiji, Japan. First, the hunting of the dolphins does not merely end with slaughtering the dolphins. There is a lot of money involved in the global trade in conscious dolphins that are used for purposes of entertainment. The operation of capturing the dolphins is quite expensive with the participants who take part in the business making up to $ 32,000 for every live dolphin caught with the trained dolphins trading for much more money (Butterworth, Brakes, Vail and Reiss 2013, p.200) However, the dolphins that are caught and separated from the families, as well as those that are born in custody, live and exist horribly in living conditions and environments similar to those in prisons. As a result, it is presently not legal to import wild-caught dolphins to the United States. Intuitively, most people do not know how the dolphins, as well as other small whales, are captured and used for purposes of entertainment or how the dolphins are butchered and their meat sold in stores in Japan and other countries.

Consumer Research and Ethical Implications and The Cove Documentary

In an effort to educate and provide more insight into the practice of dolphin hunt to the public, a documentary known as the Cove was filmed under the direction of Louie Psihoyos.

The Cove can be described as a 2009 documentary movie guided by Louie Psihoyos that investigates and questions the practices of hunting dolphins in Japan. Notably, the movie was recognized and bestowed the Academy honor for the top documentary piece in 2010. Besides, the movie demands action to stop the massive killings of the dolphins and modify the fishing practices in Japan. Also, the movie aims at creating awareness and educating the public about the threats and increasing risks of mercury poisoning as a result of consuming dolphin meat. Further, to epitomize the seriousness of the issue, the movie is articulated from the point of an opinion of an ocean conservationist (Newman 2015, p. 90). Moreover, the film emphasizes that the dolphins butchered in Japan are very many compared to the whales slain in the Antarctic. According to the movie, about 23, 000 dolphins as well as the porpoises are butchered in Japan each year by the whaling sector of the country.

Consequently, the documentary provides a synopsis of the process involved in the capturing of the Dolphins and other small whales. First, the islets, the rock spurs as well as the shallows in Taiji form a natural conduit exactly into the entry point of the cove. Moreover, there are numerous small boats used in fishing in Taiji that is fortified with metal rods on the edges. Every morning at leading light, the boats are directed into the ocean by the hunters and begin patrolling in dolphin migratory paths searching for pods of small whales or dolphins (Butterworth, Brakes, Vail and Reiss 2013, p.200). Also, the hunters look for the seabirds since the birds often trail the Dolphins expecting natural food from the fish chased by the Dolphins. As soon as a pod is found by the hunting boat, the operator signals the other operatives navigating other boats. Further, as soon as there are about five boats on site, the hunters will crowd the dolphins using the boats while banging on an extension on the top of the vessel which creates a sound that the dolphins and other small whales whirl away from. Next, the more bung boats drive the pod inside the bay and eventually into the cave’s entrance. When the Dolphins get past the entry of the cove, the other dolphin hunters shut off the entrance using nets.

Finally, once the Dolphins are in the cove, they are caught and slaughtered using knives and spears adjacent to the tiny boats used in fishing. Notably, the movie contends that the practice of hunting dolphins in Japan is unpleasant and unnecessary. However, since the movie was released, it has drawn hullabaloo over secret filming, neutrality and how it portrays the Japanese people (Butterworth, Brakes, Vail and Reiss 2013, p.200). However, regardless of the controversy brought by the documentary, the movie has played a very critical role in raising awareness about the inhumane acts of hunting dolphins.

Health Risks in Consumer Research and Ethical Implications

Intuitively, the hunting of the dolphins and the subsequent selling of the dolphin’s meat to the public should stop since it poses some severe health risks. Mercury severely stains small whales and dolphins. Mercury is the next most deadly poison after plutonium. It attacks the nervous and the brain system triggering terrible injury to hearing, eyesight as well as motor skills. Also, mercury interferes with the thought process and memory causing dementia and attacks fetuses in expectant women leading to terrible damage to the brain. In severe cases, mercury causes death. As such, No human should consume meat from small whales and dolphins. Further, the hunting of the dolphins adversely affects the marine biodiversity because of the bigger number of the small whales and dolphins that are killed during the hunt.

Moreover, there are other notable impacts of dolphins hunt in Japan. Dolphins hunt affects the numbers of the dolphins since about 23,000 dolphins are slaughtered each year. Also, about seventy percent of the population in the ocean is compromised due to the practice of hunting dolphins. Further, due to high levels of consumption of dolphin’s meat, the human population is at risk of developing serious health problems because of consuming meat that has a high content of mercury and other weighty metals (Newman 2015, p.90). To reduce the hunting of the dolphins, several strategies have been adopted. First, quotas have been instituted to edge the number of dolphins hunted. Secondly, through awareness about the dangers of eating dolphin’s meat, there has been a considerable reduction in the number of persons consuming dolphin’s meat.

Consumer Research and Ethical Implications and Consumer Behavior Influences

Consumer behavior influences can be described as the factors that impact the consumption patterns of a customer. In Japan, certain principal customer forces affect the overconsumption of Dolphins in Taiji. First, cultural factors are one of the influences in the killing of Dolphins in Japan. Cultural factors encompass a set of ideologies and values of a certain community or group of persons which controls the manner in which an individual behaves (Schibrowsky, Peltier and 2007, p.730). As such, what a person learns from the parents as well as the relatives as a youngster becomes his way of life. Notably, the killing of dolphins in Japan is significantly influenced by cultural factors since the Japanese take dolphins to hunt as a way of their life and a practice that should be performed by generations after generation. Besides, numerous attempts to end the practice of hunting of dolphins are met with hostility by the Japanese who claim and believe that hunting of the small whales as well as the dolphins is part of who they are. For example, during an interview with CNN, Yoshihide Suga, a cabinet secretary in Japan defended the slaughtering of the Dolphins by saying that the fishing of the dolphins was one of the conventional ways of fishing in Japan (Newman 2015, p. 90). Secondly, motivation also influences consumer behavior since it awakens and guides the customer in the direction of particular goals. Moreover, the consumers are also highly influenced by perception which involves sensing the circumstances as well as the environment around them and making a decision accordingly. Besides, the judging capacity and ability differ among individuals who contribute to varying perceptions about the world and eventually, different resolution making capabilities. That is why some people decide not to take part in the hunt because they perceive the practice as wrong while others take part in the hunt because they see nothing wrong with it. Further, the overconsumption of Dolphins in Taiji is highly influenced by economic factors since the hunters earn a lot of money from selling either the dolphins’ meat or the live dolphins that are used for purposes of entertainment globally. As such, the high earnings from the practice motivate individuals to participate more in the slaughtering of the dolphins.

Consumer Research and Ethical Implications and The relevance of understanding consumer influence

Understanding consumer influence is vital in helping the business address the problem of untenable consumption. First, understanding of the customer impacts enable the marketers to comprehend how customers think, feel and how they are influenced by reference groups, the environment, social class in the society and status (Leonidou and Leonidou 2011, p.80). Moreover, the consumption pattern of a consumer is affected by personal factors such as motivation and perception, social influences and particular cultural impacts. Majority of these influences cannot be reasonably controllable and as such, are beyond the control of the business, but their consideration and critical analysis are essential in the conduct of business. As such, careful analysis of the influences can help the business address the problem since the forces significantly determine the behavior of the consumer. Moreover, an understanding of the behavior of the customer can be applied in developing intelligent solutions to untenable consumption choices and practices. Ethics may be described as the standards of actions that guide the behavior of people in various circumstances the human beings may find themselves in. Besides, ethics is not the act of conforming to the law since the law can stray from what can be regarded as ethical. Also, ethics does not encompass following the norms that are culturally accepted in society (Newton, Turk and Ewing 2013, p.1430). Besides, while some cultures are ethical, others are not. For example, the killing of the dolphins in Japan is not moral at all. Therefore, in the solution to the many problems in the society such as unsustainable consumption behavior, it is essential that people embrace ethical thinking. Moral decisions and judgments are not based on the standards which may be arbitrary, subjective, or inconsistent with certain factors such as religion, law, own emotions or cultural traditions. The aim is to make ethical judgments on standards that are objective and which are universally valid. Consequently, the principal purpose of the ethical analysis is determining whether the action under consideration is in agreement with the welfare of those affected by the act (Newton, Turk and Ewing 2013, p.1430). Moreover, various traditions of ethical thinking describe an ethical action as the deed that offers the greater good or one that has the minimum harm to those that are affected such as the customers, environment and the community (Leonidou and Leonidou 2011, p.80). Other traditions postulate that ethical action is one that respects and safeguards the rights of the affected. Stimulating viable production and consumption is essential to edge adverse externalities to the environment as well as provide markets for goods that are friendly to the environment as well as the health and wellbeing of the people. Therefore, ethical thinking perspectives aid in the achievement of sustainable consumption since businesses will offer goods that are friendly to the environment and which satisfies the needs of the consumer

Consumer Research and Ethical Implications References

Newton, J., J. Newton, F., Turk, T. and T. Ewing, M., 2013. Ethical evaluation of audience segmentation in social marketing. European Journal of Marketing, 47(9), pp.1421-1438.

Butterworth, A., Brakes, P., Vail, C.S. and Reiss, D., 2013. A veterinary and behavioral analysis of dolphin killing methods currently used in the “drive hunt” in Taiji, Japan. Journal of Applied Animal Welfare Science, 16(2), pp.184-204.

Leonidou, C.N., and Leonidou, L.C., 2011. Research into environmental marketing/management: a bibliographic analysis. European Journal of Marketing, 45(1/2), pp.68-103.

Schibrowsky, J.A., Peltier, J.W. and Nill, A., 2007. The state of internet marketing research: A review of the literature and future research directions. European Journal of Marketing, 41(7/8), pp.722-733.

Newman, L., 2015. The Effects of the Cove and Bold Native on Audience Attitudes Towards Animals. Animal Studies Journal, 4(1), pp.77-98.

Ethical standards in allocation of healthcare resources

Ethical standards in allocation of healthcare resources among the elderly population and end of life care

Order Instructions:

This is a discussion post, I will send three articles that pertains to this paper. Thanks

SAMPLE ANSWER

Ethical standards in allocation of healthcare resources among the elderly population and end of life care

The number of elderly people (65 years) is expected to double to 80 million over the next 30 years. The share of the elderly population will increase 13% – 20% in 2030. This implies that soon, there will be a higher ratio of elderly people as compared children. The population aging is a huge force with political, economic and social implications to the society (Hayutin, Dietz, & Mitchell, 2010). For instance, the rapid increase of cost of healthcare in the past years has created ethical discussion on allocation of resources. The main ethical issue on allocation of resources among the elderly is not entirely based on the quantity of treatment provided, but rather establishing protocols that seek optimum care based on the patient needs (Milstead, 2016).The organization decision making model of healthcare resources among the elderly population and end of life care should be determined by the following ethical standards namely; a) need, b) right, c) merit and d) priority (Craig, 2010, p. 29).

The ethical standard of right highlights the fact that every person is entitled to equal access and consideration of care. As described by Thomas Jefferson in the Declaration of Independence (1776), equality in health care is inherent and inalienable. Therefore, every individual should be given equal opportunity so that they can access quality and safe care without regard to an individual’s capacity or ability to pay. The ethical standard of merit indicates providing care to people based on their needs and fitness. This involves assessing individual cognitive function, degree of illness progression, legal status among others. This ethical framework guides use of the limited resource to yield the most successful outcome (Craig, 2010, p. 29).

The ethical framework of need is based on evaluation of patient’s health status. In this context, an elderly patient who needs cosmetic surgery to repair scaring caused by burn have greater need as compared to another patient’s needs for the same healthcare procedure for rhinoplasty. In this context, the most sever painful conditions should receive preferential treatment during resource allocation (Pavlish et al., 2011). The ethical framework of priority is important especially when ranking patient’s group. In current settings, there lacks effective framework on priority of care, which makes the healthcare providers to use their own discretion to determine who receives care; in most cases, the wealthy receive care before the poor deserving patients. In an ethical resource allocation framework, the priority is always the needy patient, so the monetary gains of an organization must not outweigh the patient’s outcome (Craig, 2010, p.29).

Ethical implications of resource allocations

The shift towards high population rate of the older population has enormous economic, social and political implication to the society. This is because as people live longer, there will be many people above 65 years as compared to children. It is estimated that by 2032, 1 in 5 Americans will be above 65 years. This indicates that there will be fewer potential workers per every retiree, and the financial as well as social cost of the aging population will increase. This indicates that the fiscal burden on tax payers will skyrocket (Hayutin, Dietz, & Mitchell, 2010).

The shift towards population will also challenge resource allocation. Suburbs and traditional nuclear families will increasingly become single and will comprise mainly of the older couples. Diversity will increase among the older people where 60% of the older population will be from minorities. The cost of healthcare is likely to be propelled by increase in technological advancement. Therefore, it is likely that the current healthcare spending might crowd-out spending for other healthcare needs across the country. If no interventions are put in place, the current deficits will leave a high interest for principal payments for future generations (Hayutin, Dietz, & Mitchell, 2010).

Evidently, these unprecedented demographic development calls for an urgent and strategic action. This calls for a deeper understanding so as to effectively deal with the new realities of life. This discussion demonstrates that is appropriate measures are put in place; the high cost of care could be reduced and could free up some resources to reduce public deficits in the future (Crippen & Barnato, 2011, p. 126).

References

Craig, H. D. (2010). Caring enough to provide healthcare: An organizational framework for the ethical delivery of healthcare among aging patients. International Journal for Human Caring, 14(4), 27–30.

Crippen, D., & Barnato, A. E. (2011). The ethical implications of health spending: Death and other expensive conditions. Journal of Law, Medicine & Ethics, 39(2), 121–129. doi:10.1111/j.1748-720X.2011.00582.x\

Hayutin, A. M., Dietz, M., & Mitchell, L. (2010). New realities of an older America. Retrieved from http://longevity3.stanford.edu/wp-content/uploads/2013/01/New-Realities-of-an-Older-America.pdf

Milstead, J. A. (2016). Health policy and politics: A nurse’s guide (5th ed.). Burlington, MA: Jones and Bartlett Publishers.

Pavlish, C., Brown-Saltzman, K., Hersh, M., Shirk, M., & Rounkle, A. (2011). Nursing priorities, actions, and regrets for ethical situations in clinical practice. Journal of Nursing Scholarship, 43(4), 385–395. doi:10.1111/j.1547-5069.2011.01422.x

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Nursing Legal and Ethical Conduct

Order Instructions:

This is a discussion post. There is a video that pertains to this paper. I will record it and send it through an e -mail. We also have to include a nurse practice act from the state we live. I live in Texas. Thank you. If you have any questions, please don’t hesitate to call at 973-842-5512.

SAMPLE ANSWER

Nursing Legal and Ethical Conduct

The American Nurses Association (ANA) through its code of ethics recognizes the need for patient confidentiality by the nurses. It insists in the nurse’s responsibility for maintaining the confidentiality of all the information about the patient regardless of it being personal or clinical. The information should be kept a secret in the work setting or any other form of digital communications like the social media (Olson, 2016). Confidentiality and privacy form the basic components of human rights in our society. Safeguarding this right with concerns on the individual’s personal information on health records is not only an ethical but also a legal obligation required out of the health care providers. Doing so in today’s generation, however, is very tricky. Considering the scenario of Lena, she is faced with two critical decisions that are hard to make. After finding out that her sister’s boyfriend is HIV positive, her considerations would be two: 1. Go against the Health Insurance Portability and Insurance Act (HIPPA) that insists on patient confidentiality and save her sister from the situation through disclosing the information to her or uphold the patient confidentiality and avoid disclosing the information to her sister. Personally, the latter will take precedence (McGraw, 2013).

Upholding patient confidentiality is a sacred trust accorded to every nurse and thus taking a hard decision like the one above is mandatory. As clearly presented in the ANA’s Code of Ethics, the nurse should strive to advocate an environment that gives enough physical privacy to the patient needs as well as the auditory privacy. The maintenance of the patient confidentiality goes a long way in impacting the patients’ recovery as well as his/ her perspective towards the medical complication. The connection and the relationship that will exist between a nurse and a client will surely be dictated by whether the nurse upholds the privacy of the patient or not. According to the ANA code of ethics, the nurse is given a role in advocating, promoting and strive to protect the rights of the patient regardless of the situation at hand (Lachman, 2015).

According to the College of Registered Nurses in Colombia, the nurses are provided with an ethical obligation to safeguard the information that they receive in the context of the client-nurse relationship. This is because the clients disclose such information with confidence that it will not fall into the hands of wrong people. The possibility of a patient coming back for further consultations with regard to a new or previous complication is dictated by the nurses’ ability to keep the previous conversation a secret. The nurses are required to store the patient’s records in secure places taking great care when the information is being moved to various places; it also requires that the during electronic transfer of information, secure measures should be employed such as not using the client names or fax number (Bamford, 2013). Ensuring that the computer monitor displaying sensitive patient information is not left unattended to is also another security measure. In situations where a nurse is tempted to disclose information, then she must first find the consent of the patient with the best alternative being that the nurse encourages the patient to disclose the information alone. If I were Lena therefore, I would dedicate quality time to convincing my sister’s boyfriend to disclose the information about his HIV status in order to ensure that the life of my sister is safeguarded.

References

Bamford, M., Wong, C. A., & Laschinger, H. (2013). The influence of authentic leadership and areas of worklife on work engagement of registered nurses. Journal of nursing management, 21(3), 529-540.

Lachman, V. D., Swanson, E. O., & Winland-Brown, J. (2015). The new ‘Code of Ethics for Nurses With Interpretive Statements’(2015): practical clinical application, part II. MedSurg Nursing, 24(5), 363-368.

McGraw, D. (2013). Building public trust in uses of Health Insurance Portability and Accountability Act de-identified data. Journal of the American Medical Informatics Association, 20(1), 29-34.

Olson, L. L., & Stokes, F. (2016). The ANA Code of Ethics for Nurses With Interpretive Statements: Resource for Nursing Regulation. Journal of Nursing Regulation, 7(2), 9-20.

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Legal and Ethical Conduct Essay Paper

Legal and Ethical Conduct

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SAMPLE ANSWER

Legal and Ethical Conduct

References

McGraw, D. (2013). Building public trust in uses of Health Insurance Portability and Accountability Act de-identified data. Journal of the American Medical Informatics Association, 20(1), 29-34.

Olson, L. L., & Stokes, F. (2016). The ANA Code of Ethics for Nurses With Interpretive Statements: Resource for Nursing Regulation. Journal of Nursing Regulation, 7(2), 9-20.

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An ethical dilemma Case Study Assignment

An ethical dilemma Case Study

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Kindly view the attached

SAMPLE ANSWER

An ethical dilemma

Introduction

Ethical conflicts have been a subject of concern and in discussions in many science disciplines. Due to the advancement in medical practice and technologies, the healthcare providers often face challenges to make appropriate decisions especially in situations where complex situations may arise in practice (Fisher, 2011). This essay discusses ethical conflicts where the healthcare providers are torn between respecting patient’s rights and doing no harm ethical principle. The discussion helps one to understand healthcare ethics and law and their relevance in decision-making processes that ultimately uphold patient’s rights and protects them from danger (Beauchamp & Childress, 2013).

This paper explores Case Study 1 to identify the ethical conflict present in the case study. The essay will also explore the ethical and legal aspects of the identified ethical conflict in relation to ethical theories, principles of health care, professional code of ethics, professional standards of conduct as well as the national and international charters. The context analysis will be done so as to provide an appropriate solution to the identified ethical conflict.

Case study 1:

This case study is about an adult patient who has ended –stage cancer. Mr. Harry Nelson has exhausted all the treatment options and is currently receiving palliative care at his home, where he lives with his daughter. He has no advanced care directives. When his health deteriorates, he refuses to go to the clinic which forces his daughter and the paramedic’s team to transport Mr. Harry to the clinic forcefully (Paramedics Australia, 2011).

Through this case study, the impact of ethical principles autonomy, beneficence, nonmaleficence, and justice during decision-making processes is evaluated. In addition, the concepts of utilitarian and consequentialism ethical theory will be used to explore the impacts of Paramedics Australia professional code of conduct, Australian Nursing and Midwifery Council professional standards, national and international charters (Statute law and Common law, Australian Charter of Health Care, Universal Declaration of Human Rights (UDHR) in ethical decision making processes.

Ethical conflict

The ethical conflict central to this case study is autonomy vs. beneficence and nonmaleficence (save a life vs. respecting patient’s rights). In this case, the healthcare professionals intentionally used the paternalistic approach during the decision-making the process as they believed that this was the most beneficial approach to Harry and his family. Although the intervention seemed to be useful for the patient, it breached the ethical principle of autonomy by disrespecting the patient’s wish. Such situations require that the health care to critically analyze the benefits and risks associated with their decisions, along with the consequences associated with the decision making process. The decision made should be the one that promotes maximum beneficence and with the most minimal harm (Jones & Creedy, 2012).

Legally and ethically defensible approach that address the ethical conflict

Nursing profession in Australia is influenced by the four bioethical principles developed by Beauchamp and Childress including; a) autonomy- need to respect patients rights, b) beneficence – do good to prevent harm, c) non-maleficence – avoid causing harms and d) justice- fair distribution of resources to ensure equal and fair treatment to all clients (Banks & Gallagher, 2009). In this case, the principle of autonomy applies in terms of patient’s rights and obligations. Based on this principle, Harry has the right to make decisions about their medical treatment. According to Beauchamp and Childress, autonomy refers to as being “free from controlling influences or personal limitations such as inadequate understanding” (Beuchamp & Childress, 2013, p.56). Therefore, the healthcare provider is obliged to remain truthful (veracity) to their clients and to respect their choices. Relating to the case scenario, the healthcare team that transports Harry to the hospital against his will violates this ethical principle by not respecting the patient last wishes and therefore Harry has no choice to decide for himself which inhibits his autonomy (Kerridge, Lowe & Stewart, 2013).

Further analysis of the scenario, Harry’s daughter, and the medical team decision to forcefully transport his father to the hospital raises the questions about the family’s intention. Evidently, her intentions are good and this brings up the ethical principle of beneficence and no-maleficence. The ethical principle of beneficence mandates the healthcare professionals to treat their patients in a manner that is of maximum benefit to the patient (Australian Medical Association, 2004). On the other hand, the ethical principle of nonmaleficence assures that the actions of the healthcare providers do not cause harm. This basically implies that the main responsibility of the healthcare providers is to avoid doing any harm to their patients. This ethical principle correlates with the ethical theory of utilitarianism which argues that the healthcare professional’s actions should provide “highest good for a maximum number of people” (Berglund, 2012).

Utilitarianism theory supports the idea of taking actions that offer maximum benefits at minimized risks and costs (Tonti-Filipini, 2011). In this situation, the health care provider’s decision to transport Harry to the hospital for more treatment favors the intention of the family members but it does not favor Harry’s decision but it may positively impact the psychological well-being of the patient. This act outweighs the ethical principle of autonomy in regards to the nurse obligations to non-maleficence. However, this act may negatively affect the patient-physician relationship and may lose the trustworthy relationship with the patient. In addition, forcing the patient into treatment may make him depressed and could lead to serious mental complications such as suicidal attempts. In this case, the principle of beneficence may prove to be of benefits but the probability of causing harm is high (Doran et al., 2015).

The ethical principle of justice focuses mainly on equality and fairness in the distribution of the healthcare resources. There are different forms of justice including rights based justice and distributive justice. In rights-based practice, the principle states that every person has the right to access care plan (Catholic Health Australia, 2001). In this situation, the healthcare team violates Harry rights because he was forced to participate in care plan without his consensus. This is an ethical conflict because the patient had no limitations that he would not be able to make an informed decision. Based on the consequentialism theory, the healthcare provider’s action was appropriated as the consequences of taking Harry to the hospital was the choice that was likely to yield more net benefit as compared to loss (Tonti-Filipini, 2011). Therefore, this theory justifies the acts of overriding patient’s decision to refuse further treatment as Harry’s decision could have resulted into serious harm (Townsend & Luck, 2013).

Every nurse primary commitment is to the patient, and their main role is to advocate for the patient’s rights, with the aim of protecting patient’s health and safety. A nurse is expected to maintain professional’s integrity during care delivery. This is supported by Universal Declaration of Human Rights (UDHR) which mandates that healthcare providers should deliver care based on the patient’s needs and with unrestricted considerations of class, personal attributes, economic status, or the nature of the disease (AHPRA, 2012). Based on these nurse values, the healthcare provider decision to forcefully transport Harry to the hospital for further treatment was appropriate. However, on this value, the nurse owes the same duties to the patient including maintaining cultural competence and to preserve integrity when determining the appropriate action and consistent with their obligations to provide optimum care. This value was violated by the nurse actions as they are expected to practice with compassion and to respect patient’s dignity (Freegard, 2012).

Australian Charter of Healthcare states that healthcare providers are also expected to conduct themselves in accordance with the relevant laws relevant to the nursing practice. The professional standards nursing and Midwifery Board of Australia outlines the professional codes of conducts. Nurses are expected to deliver safe and with competence. In addition, the nurses are also expected to respect culture, dignity, values and beliefs of the person receiving care (Australian Nursing and Midwifery Council, 2008). They are expected to promote and to preserve the trust as well as the privilege the inherent in the relationship between the people receiving care and the nurses. In addition, healthcare providers are required to deliver care to any person who is need of the care and anyone who refuses to deliver it commits a crime and is liable to imprisonment. They are mandated to work in good faith and without any recklessness. This rule is established by the Medical Practitioners Act 1938 (NSW) and the current Health Practitioner Regulation National Law Act which states that it is illegal for any health care provider who fails to deliver satisfactory care without any reasonable cause, unless the healthcare provider proves that they have taken all reasonable steps to save the patient and within a reasonable time (Australian Health Practitioner Regulation Agency (AHPRA, 2012).

All treatment procedures normally require consent, but there are key legal factors that determine of a person can receive treatment without consent including; a) the patient’s mental health capacity, b) if there is advance care directives, c) the degree of urgency based on the patient’s health and situation and d) if there a substitute decision –maker (usually a relative) is present and is able or willing to make the decision (Forrester & Griffiths, 2015). Where the patient is unable to give consent or substitute decision is absent, this legal requirement is usually waived under the Statute law and Common law. In this situation, the principle of patient autonomy is outweighed by the Common Law (Atkins, de Lacey & Britton, 2014). This is because, Under the Common Law, a health care provider is expected to deliver urgent treatment to the patient, if the healthcare provider acts honestly and reasonably believes that the treatment provided is needed to prevent serious complications to the patient’s health. In addition, the healthcare provider’s decision is supported by the principle of necessity in Common Law. This principle justifies a healthcare provider actions of giving treatment even in the situation where the patient’s condition is not life threatening and also without the patient’s consent (Australian Commission on Safety and Quality in Health Care, 2012).

Analyzing context and proposing a solution

In my opinion, there is no perfect answer for the identified ethical conflict. It is not easy to reach a perfect situation, but the situation can be analyzed using ethical decision-making process and by applying the best possible principle. However, it is evident that two ethical principles conflict; beneficence or non-maleficence vs. autonomy (Fisher, 2011). Nurse’s action to respect patient’s autonomy implies that she or he is accepting the patient’s decision and in other words, increasing serious harm to occur. However, the healthcare in-charge carried out actions against Harry’s expressed wishes which would be expected to result in the ‘net benefit’ of improving his health condition and quality of life (Forrester & Griffiths, 2015).

Reinforcing this action is nurse professional standards that emphasize that the primary nurse duty is to help and save lives (Fisher, 2011). Although the professional conduct of ethics asserts that the appropriate course of action should be chosen on behalf of the patient (with or lacking capacity) should be in line with the patient’s beliefs and values so as to promote their autonomy and to act in their best interests, but in this situation, the resulting consequences would have been harmful to the patient (Ozolins, & Grainger, 2015). Therefore, it would have been morally right to override Harry’s decision. However, one fundamental aspect of a nurse role is advocating for patient’s rights, making sure that they are adequately informed, supporting and respecting their decision (accept or decline treatment) and to involve them when making decisions about their care. In cases where there are disputes, then it would be advisable to obtain legal guidance from the courts. In a case where a decline of care would lead to serious harm to the patient, the professional guidance is crystal clear that the patient’s wish must be respected (Morrison, & Furlong, 2014).

Conclusions

The complexities of healthcare practice are increasing as the health care sector continues to evolve. This case study provides useful insights into the nature of ethical dilemmas faced by the healthcare providers in their daily practice. Therefore, it is important to understand the ethical and legal frameworks governing decline of treatment and capacity. This case study has helped me understand the role of nurses when making ethical decisions and the importance of upholding patient’s rights while preventing doing harm.

References

Atkins, K., de Lacey, S. & Britton, B. (2014). Ethics and Law for Australian Nurses (2nd ed.). Port Melbourne: CUP.

Australian Commission on Safety and Quality in Health Care (2012). Safety and quality improvement guide standard 6: Clinical handover ACSQHC, Sydney. Retrieved from <www.health.gov.au>

Australian Health Practitioner Regulation Agency (AHPRA). (2012). AHPRA definitions. Retrieved from <http://www.ahpra.gov.au/Support/Glossary.aspx#P>.

Australian Nursing and Midwifery Council (2008). Code of ethics for nurses in Australia. ACT: Australian Nursing and Midwifery Council. Retrieved from http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Codes-Guidelines.aspx

Australian Medical Association (2004). AMA Code of Ethics. Retrieved from: https://ama.com.au/position-statement/ama-code-ethics-2004-editorially-revised-2006

Banks, S., & Gallagher, A. (2009). Ethics in professional life: Virtues for health and social care. Basingstoke: Palgrave Macmillan.

Beauchamp, T. L., & Childress, J. F. (2013). Principles of biomedical ethics (7^th ed.) New York: Oxford University Press.

Berglund, C. A. (2012). Enter the patient. In C. A. Berglund (Ed.), Ethics for health care (4th ed.) (pp.71-97). South Melbourne, Vic: Oxford University Press

Catholic Health Australia. (2001). Code of ethical standards for Catholic health and aged care. Retrieved from http://www.cha.org.au.

Doran, E., Fleming, J., Jordens, C., Stewart, C. L., Letts, J., & Kerridge, I. H. (2015). Managing ethical issues in patient care and the need for clinical ethics support. Australian Health Review, 39(1), 44-50. doi: 10.1071/AH14034

Fisher, A. (2011). Catholic bioethics for a new millennium. Cambridge: CUP.

Forrester, K., & Griffiths, D. (2015). Essentials of Law for Health Professionals (4th ed.). Sydney: Elsevier

Freegard, H. (2012). Ethical practice for health professionals. (2nd ed.). Melbourne: Cengage.

Johnstone, M. (2016). Bioethics: A Nursing Perspective. (6th Ed.). Chatswood, NSW: Elsevier.

Jones, K., & Creedy, D. (2012). Health and human behavior (3rd ed.). South Melbourne, Vic: Oxford University Press.

Kerridge, I., Lowe, M., & Stewart, C. (2013). Ethics and Law for the Health Professions (4th ed.). Sydney: The Federation Press.

Morrison, E., & Furlong, E. (2014). Health Care Ethics: Critical Issues for the 21st Century. (3rd Ed.). Sudbury. MA: Jones and Bartlett

Ozolins, J. T. & Grainger, J. (Eds.). (2015). Foundation of healthcare ethics: theory to practice. Port Melbourne: Cambridge University Press

Paramedics Australasia (2011). Australasian Competency Standards for Paramedics. Ballarat, Vic. Retrieved from http://www.paramedics.org/content/2011/10/PA_Australasian-Competency-Standards-for- paramedics_July-20111.pdf

Tonti-Filipini, N. (2011). About bioethics: Philosophical and theological approaches. Ballan: Connor Court Publishing.

Townsend, R., & Luck, M. (2013). Applied Paramedic Law and Ethics: Australia and New Zealand. Chatswood: Churchill Livingstone.

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Ethics in and through Technology Research Paper

Ethics in and through Technology

Order Instructions:

Identify a current application for digital technology that you feel has social, moral, and ethical implications for teachers and/or students. Technology is broadly defined to include anything from a piece of hardware (laptop, gaming console, tablet) to software, apps, social media platforms, etc.

*Write a one paper framed to argue its point toward a particular audience. You must first decide who you are considering to be the audience of the paper.

After you write the one page paper, write an additional short policy brief that could be given to the school board, administration, or the legislature with practical recommendations.

SAMPLE ANSWER

Critical Assessment – Ethics in and through Technology

Technology plays a very vital role in the lives of students and the society who have multiple technological devices and use them frequently. Though technology could have negative effects on the students but overall it helps the students to make their schooling much easier. This can be greatly supported by several studies conducted.

A research that emphases on information technology adoption and use within the education sector has been conducted. They analyzed the impact on learning efficacy of technology-mediated learning environments such as characterized by the adoption of tablet based technologies as a radical complement to old-fashioned teaching/learning methods. The study also analyzes the effect or outcome of “Support Activities” on students’ grades. The “Support Activities” are well-defined as the set of concepts similar to “Classmates’ Encouragement”, “Technical Support Availability” and “Teachers’ Encouragement”. It is known that grades are used as a measure of learning efficacy. In this study, a sample of 370 students partook, being attendants of experimental classes by using tablets as a regular working device to obtain to digital resources. The conventional theory reference was established on the theoretical fundamentals of Technology Acceptance Model, by matching the perceived effect of those concepts between grade ranges. The experimental sample was correlated to classes where the same instructors practice traditional learning resources. This is to give a practical understanding of support factors that influence tablet-mediated learning effectiveness. So, the findings showed the dissimilarities between humanistic and scientific subjects. The study confirms that technology alone could not reform and revolutionalize learning and teaching; nevertheless, it contributes to a better-quality experience if there are a deployed support initiatives (Caporarello, Magni, & Pennarola, 2016).

On the other hand, another study was done which seeks to discover the degree to which technology interrupts and occupies the time of a university student and to determine the extent to which these disturbances contribute to superficial stress. The study is a 71-item survey to evaluate perceived stress, disruptions, technology use and social support was overseen to 299 undergraduate learners. The results indicated that 25% of participants have issues and problems with distractions from technology, and more disturbances from technology are associated with advanced levels of perceived stress. Experiencing disruptions from technology is a notable problem among college students and needs to be tackled by student affairs professionals (Gemmill, & Peterson, 2006).

Policy brief

Students of today are now very fond of using modern devices that somehow aid in their studies and the environment they live in.

The people live in a very fast-changing ‘runaway world’ where the economic, social, cultural and political fundamentals of society are being redefined on an incessant basis (Giddens 2000).

The utilization of technologies to improve educational outcomes and support social inclusion in education has two main forms.

The number one is the usage of technologies to endorse social inclusion in terms of educational outcomes and prospects. The Information and Communication Technology (ICT) have long been supported as a predominantly opposite means of permitting citizens to play active parts in improving educational prospects and crucially proposing ways in which the underprivileged individuals could participate in education (Schofield Clark, 2003). The decentralized, intrinsically equitable, and democratic systems of education could be expected by many critics, with individuals – particularly young people – technologically re-placed at its core instead of the periphery. And the number two could be the usage of education to guarantee social insertion in terms of technological outcomes and opportunities. So, in this sense, educational organizations such as colleges, schools, museums, and libraries are used to deliver access to ICTs which training in technology skills and proficiency are seen to offer the students with the info literacy mandated to make the most of the ICTs.

Perhaps the most dominant have been guidelines and policies pursuing to use education to make sure social inclusion in terms of technological outcomes and opportunities. This kind of policy campaign have been typically built around the augmented resourcing of municipal institutions and public like libraries, community centers, schools, subsidizing of IT equipment acquisitions by those students who belong to the low incomes families and the development of formal computer education and support programs.

Recommendations

Here are some recommendations which the school board may consider for the betterment of their students:

Use technology to enhance the knowledge and skills of all students including those who cannot afford to buy their own device or gadgets
Since technology could help close achievement gaps and improve learning, the students should be encouraged to use technology but in moderation in order not to disrupt their focus on their studies
Technology should be efficiently and effectively used in school and the social aspects of the students.
Efficiently use the advantage of technology especially to those students who are at risk of dropping out and failing courses. Use technology to search and build rather than to “drill and kill,” and the correct blend of technology and teachers.

References

Caporarello L., Magni M., Pennarola F. (2016). When Teachers Support Students in Technology Mediated Learning. In: Rossignoli C., Gatti M., Agrifoglio R. (eds) Organizational Innovation and Change. Lecture Notes in Information Systems and Organisation, vol 13. Springer, Cham

Gemmill, E., & Peterson, M. (2006). Technology Use Among College Students: Implications for Student Affairs Professionals. NASPA Journal, 43(2). http://dx.doi.org/10.2202/0027-6014.1640

Giddens, A.(2000). Runaway world: how globalisation is shaping our lives. London: Routledge, 2000.

Schofield Clark, L. (2003). Challenges of social good in the world of Grand Theft Auto and Barbie. New Media & Society, v. 5, n. 1.

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Ethical Standards and Ethics Response Form

Ethical Standards and Ethics Response Form Order Instructions: Dear Admin,

Please inform the writer to:

1. Read the instructions at the beginning of the ethic response form before answering the questions.

2. Answer the question number: 20 in the column: Researcher’s ethics self-check

3. Answer all 35 the question in the column: Researcher’s response to Ethics Reviewer.

Regards,

Ethical Standards and Ethics Response Form Sample Answer

ETHICS RESPONSE FORM

Researcher name (student): Mona Arafa	Faculty reviewer: Manh Hao Quach	Date of Review:16^th FEB 2017
Working Title of Proposal or summary of study scope: Impact of training and development on performance
Proposal attached?___ Yes	Academic Honesty Declaration signed?___Yes

Each of the ethical standards below must be adequately addressed by the researcher in order to obtain ethics approval.

In the blue column, the RESEARCHER (student) should perform a self-check using these 35 questions before submitting the ethics form to the faculty member supervising the study. In each row of the blue column, the RESEARCHER should enter YES, NO, or NA as well as a very brief explanation. The Academic Honesty Declaration must be attached and should be signed and dated. In the yellow columnthe ETHICS REVIEWER (supervising faculty member) will enter YES, NO, or NA to confirm or challenge the RESEARCHER’S self-check on each standard. With each NO, the ETHICS REVIEWER will indicate what revisions are required for ethics approval. The faculty reviewer will also render a decision at the end of this form and return the form to the RESEARCHER. If the ETHICS REVIEWER (supervising faculty member) is able to approve “as is” then the orange column is left blank. In the orange column, the RESEARCHER (student) will respond to each of the ETHICS REVIEWER’S concerns to explain where/how each of the reviewer’s concerns was met in the resubmitted materials.

	Researcher’s ethics self-check In each row, the researcher should confirm compliance with the ethical standard by entering “Yes,”“No,” or “N/A,”along with a brief defense of the response (i.e., stating keywords that point to how the ethical standard has been met).	Ethics Reviewer’s assessment: After the researcher has presented the evidence for compliance with each ethical standard, the Ethics Reviewer should either confirm by entering “Yes” or challenge with “No.” With each “No,” the reviewer must specify what revisions are neededto obtain ethics approval.	Researcher’s response to Ethics Reviewer Researcher must use this column to explain how and where each of the Ethics Reviewer’s concerns (in the yellow column) has been addressed.
Example: Will data be stored securely?	*Yes. Data files will be kept on a password protected computer.*	*No. Please also address how the paper surveys will be secured prior to being entered as electronic files.*	*Paper surveys will be in a locked file cabinet. Proposal has been updated.*
The first 11 questions apply to all studies (even when the researcher is not interacting with participants to collect new data). Hover the mouse over the blue footnoted words to view extra tips and definitions.
1. Are participant recruitment and data collection steps[i]adequately described, such that the study’s risks and burdens can be discerned?	Yes. The proposal has defined how data will be collected using interviews and questionnaires.	Yes
2. Will the research procedures ensure privacy[ii] during data collection?	Yes. Respondents will not be required to reveal details like their actual names.	Yes
3. Will data be stored securely[iii] with adequate provisions to maintain the confidentiality of the data?	Yes. Data will be encrypted and stored secured from exposure using Kaspersky antivirus.	Yes
4. Will the data be stored for at least 5 years?	No. the data will be discarded after the reasrch conclusions.	No – Explained	Since the data contains confidential information, sponsors to the research may require short periods of retention of the data.
5. If participants’ names or contact info will be recorded in the research records, are they absolutely necessary[iv]?	No. that is why the researchers will not ask for this type of information.	No – Explained	In order to observe ethical conduct in research, the research intends to observe confidentiality of participants through anonymity.
6. Do the research procedures and analysis/write-up plans include all possible measures to ensure that participant identities are not directly or indirectly[v] disclosed? For secondary data analyses, the proposal must clearly state when/how de-identification will occur.	No. The research will ensure respondents identity are not disclosed but not with a write-up.	No – Explained	The research will ensure that the ethical duty of maintaining confidentiality of participants is observed. Hence, for analysis of secondary data, anonymization will be used in preventing de-identification.
7. Have all potential psychological[vi],relationship[vii], legal[viii], economic/professional[ix], physical[x], and other risks been fully acknowledged[xi] and described?	No. The research has only described legal, economic risks.	No – Explained	The research has only described economic and legal risks because participants will be debriefed before participating in the research. Hence, there would be no psychological, relationship or physical risk involved.
8. Have the above risks been minimized[xii]as much as possible?		Please answer this question	Through debriefing of participants all the risks have been entirely minimized.
9. Has the researcher proactively managed any potential conflicts of interest[xiii]? Note that student researchers may not utilize research assistants to recruit participants or collect research data on behalf of the researcher.	No. the research will not utilize assistant to recruit participants.	No – Explained	The research is not willing to utilize assistants in the recruitment of participants since external forces influence the willingness of people in enrolling to participate in research.
10. Are the research risks and burdens[xiv] reasonable, in consideration of the new knowledge[xv] that this research design can offer?	Yes. The knwledge expected to be gained can have huge economic and social benefits.	Yes
11. Is the research site willing to provide an Authorisation Letter (or email) granting permission[xvi]for all relevant data[xvii] access, access to participants, facility use, and/or use of personnel time for research purposes?	Yes. The research will get legal authorization from Qatar authority.	Yes
The remaining questions only apply to studies that involve recruiting participants to collect new data (such as surveys, interviews, observations). ____Please place an X on this line if NONE of the questions in the next section are applicable to the proposed study.
12. Applicable for student researchers: Will this researcher be appropriately qualified[xviii] and supervised[xix] in all data collection procedures?	Yes. The researcher will be under supervisison from the learning institution invilveed in the study.	Yes
13. Is participant recruitment coordinated in a manner that is non-coercive[xx]? Coercive elements include: leveraging an existing relationship to “encourage” participation, recruiting in a group[xxi] setting, extravagant compensation, recruiting individuals in a context of their treatment or evaluation[xxii], etc. A researcher must disclose here whether/how the researcher may already be known to the participants and explain how perceptions of coerced research participation will be minimized[xxiii].	Yes. The participants will be redruited in a sound and ethical manner that dioes not include coercion. Tominmimize coerced study, the researcher will avoid unnecessary compensation and persuasive recruitment.	Yes
14. If anyone would be excluded from participating, is their exclusion justified? Is their exclusion handled respectfully and without stigma[xxiv]?	Yes. The exclusion criteria will include senior managers, non-employees, andemplyees who have worked for less than one year.	Yes
15. Where the researcher proposes to use an interpreter, has adequate consideration been given to the interpreter’s training regarding confidentiality and principles of informed consent, etc.?	Yes. The study will use a trained interpreter who understands the culture of the respondents and has mastered the art of communication.	Yes
16. Do the informed consent[xxv] procedures provide adequate time to review the study information and ask questions before giving consent?	Yes. Respondents will be given as much time as they want to understand the questions. Clarifications will be given when the need arises.	Yes
17. Will informed consent be appropriately[xxvi]documented?	Yes. Respondents will sign an agreement before taking part in thestudy.	Yes
18. Is the participant information sheet (PIS) written using language that will be understandable[xxvii] to the potential participants?	Yes. The information will be encoded using simple language that takes care of the respondent’s language skills.	Yes
19. Does the PIS include an understandable[xxviii] explanation of the research purpose?	Yes. The PIS will be presented such that the respondent understand the purpose and objectives of the research clearly.	Yes
20. Does the PIS explainthe sample’s inclusion criteria in such a way[xxix]that the participants can understand how/why THEY are being asked to participate?	X YES. The PIS will be written in simple language with guides being given for answering the questions. Hence, making prospective participants understand that their participation is voluntary.	X
21. Does the PIS clearly state that participation is voluntary?	Yes. Respondents will ndertsand that taking part in the study is voluntary.	Yes
22. Does the PIS convey that the participant has the right[xxx]to decline or discontinue participation at any time?	No. The researcher finds no need for presenting this information to the respondents.	No – Explained	The researcher has illustrated in the PIS that participants will be involved in the research voluntarily, furthermore, the PIS is written in simple language with guidelines being given for answering questions. Thus participants will automatically understand that they can discontinue participation or even decline participation.
23. Does the PIS include an understandable description of the data collection procedures?	Yes. The PIS entails a well formulatedexplanation of data collection procedures.	Yes
24. Does the PIS include an estimate of the time commitment[xxxi] for participation?	No. It is difficult to predict the time respondents will take to answer all the questions.	No – Explained	The research may involve repeated measures of collection of data hence it is difficult to generalize the time all participants will take in answering questions.
25. Does the PIS describe any thank you gifts, compensation, or reimbursement to participants (for travel costs, etc.) or lack thereof?	No. The research is vlunatary and therefore no gifts. Only a word of thank you will be used after data collection.	No – Explained	Since the PIS is written in simple language with guidelines being given for answering questions, then before getting involved in the research participants will understand that their involvement is voluntary hence they will not expect any form of compensation.
26. Does the PIS include a description of reasonably foreseeable risks[xxxii]or discomforts?	No. The researcher finds no foreseeable risk.	No – Explained	Since the researcher has debriefed participants, then the possibility of occurrence of risks is unforeseeable.
27. Does the PIS include a description of anticipated benefits to participants[xxxiii]and/or others?	No. There are no immediate and direct benefits to the participants.	No – Explained	Based on the view that participants understand that they are voluntarily involved in the research, there are no anticipated benefits for the participants.
28. Does the PIS explain how the participant can contact the researcher and the university’s Research Participant Advocate? (USA number 001-612-312-1210 or email address liverpoolethics@ohecampus.com)	Yes. The researchers’ contact information will be presented after dtata collection.	Yes
29. Does the PIS describe how privacy will be maintained[xxxiv]?	Yes. The PIS will guarantee that the information collected will be treated with utmost confidentiality.	Yes
30. Does the PIS disclose all potential conflicts of interest (specifying that this study is separate from the researcher’s other professional role)?	No. The stuidy has not predicted any potential conflict.	No – Explained	Since all participants will be debriefed before getting involved in the research then there would be no chance for occurrence of conflict.
31. Do the consent documents preserve the participant’s legal[xxxv]rights?	Yes. The participants have the right to refuse taking part in the study.	Yes
The remaining questions regarding sensitive content and vulnerable populations should be reviewed and addressed by the researcher (student) and faculty reviewer, but must also be confirmed by the International Online Research Ethics Committee before the study may go ahead. ____Please place an X on this line if NONE of the questions in the next section are applicable to the proposed study.
32. If vulnerable[xxxvi] individuals will be specifically sought out as participants, is such targeted recruitment justified[xxxvii]by a research design that will specifically benefit that vulnerable group at large?	No. the study will exclude vulnerable participants.	No – Explained	In the process of recruiting participants, one of the points to focus on is the recruitment of nonvulnerable participants in order to increase the efficiency of the research.
33. If the researcher happens to also serve in a trusted or authoritative[xxxviii]role to the participant (e.g., health care provider, teacher etc.), do the recruitment procedures ensure voluntary participation?	No. there wil be no recruitment procedures.	No – Explained	Since the recruitment exercise will not utilize assistants then no recruitment procedures will be required.
34. If the research procedures might reveal or create an acute psychological state that necessitates referral, are there suitable procedures in place to manage this?	No. the research will be limited to the goals and objectives of the study.	No – Explained	Due to the debriefing of participants, the possibility of occurrence of the state of acute psychology is erased, hence ensuring that the research only focuses on goals of the study, along with its objectives.
35. If the research procedures might reveal criminal activity, child/elder abuse, or employer policy non-compliance that necessitates[xxxix] reporting, are there suitable procedures in place for managing this? Are limits to confidentiality (i.e., duty to report) appropriately mentioned in the Participant Information Sheet?	No. however the researchers will infrom the law incase of criminal activity revelation.	No – Explained	Since the research intends to maintain anonymity of participants then levels of confidentiality are not mentioned in the PIS. However, in case that there is a revelation of any criminal activity from the research, then the researcher is mandated to inform the law authorities.

ETHICS APPROVAL DECISION
THIS DOCUMENT MUST BE POSTED IN THE GRADEBOOK AFTER THE SUPERVISING FACULTY MEMBER HAS RENDERED A DECISION. THE APPROPRIATE ETHICS PATHWAY(S) MUST ALSO BE ENTERED INTO THE MiTSA , eMiTSA,, EXPEDITED OR IOREC APPROVAL(S) The supervising Faculty Member will mark an X next to box A, B, or C. If box A or B is marked, then the supervising faculty member will also mark an X next to the applicable subcategory (1, 2, 3, etc.):
	A. APPROVED VIA EXPEDITED (LIGHT TOUCH) ETHICS REVIEW: · As the supervising faculty member, I confirm that all applicable criteria 1-35 above are met with either a “Yes” or “N/A.” · I understand my responsibilities as a supervisor, and will ensure to the best of my abilities that the student investigator abides by the University’s policy on Research Ethics at all times. · I affirm that the research activities fall entirely within the parameters of the design indicated with an X below (1,2 or 3) that the International Online Research Ethics Committee has authorized faculty members to approve via the expedited (light touch) review:
		1. analysis of publicdocuments, artifacts, behaviour or data;
		2. secondary analysis of existing data that is privately held but released for research purposes (with all identifiers removed);
		3. surveys or interviews ofnon-vulnerable adults on non-sensitive topics (i.e., no potential to participants of coercion, distress, loss of work/school time, damage to professional reputation). Vulnerable populations include children, clinic patients, prisoners, military personnel, facility residents, anyone over whom the researcher holds authority (e.g., students, subordinates), anyone who might feel undue pressure to participate in the study, and any individuals with severe enough mental disabilities to interfere with capacity to consent to the study.
	B. REFERRED TO ETHICS COMMITTEE: · As the supervising faculty member, I am referring this study to the full ethics committee (IOREC) because [mark 1, 2, 3, 4 or Other below]. · I will email the student’s ethics application and all attachments as a single zip file to the ethics committee vialiverpoolethics@ohecampus.com, copying the DOS (or Programme Director where this exists).The ethics committee accepts applications until 5 pm Liverpool timezone on the 3^rdThursday of every month.Decisions and feedback will be emailed to the student and DA within 5 business days after the 4^th Thursday of the month.
		1. the researcher proposes to collect data from vulnerable individuals such as children, clinic patients, prisoners, military personnel, facility residents, anyone over whom the researcher holds authority (e.g., students, subordinates), anyone who might feel undue pressure to participate in the study, and any individuals with severe enough mental disabilities to interfere with capacity to consent to the study.
		2. some (potential) participants may find the research topic or premise sensitive
		3. participants’ jobs or livelihoods may be placed at any risk by the study activities
		4. the participants’ culture and/or international location suggest that extra participant protections may be necessary
		Other: _____
	c. C. REVISIONS REQUIRED: The student needs to revise the proposal and ethics materials to address the concerns in the yellow column and resubmit to me before I can select A or B above.

Footnotes

[i] In order to weigh potential risks against benefits, the researcher first needs to plan and clearly articulate all of the following that apply:

how existing data or contact information of potential participants will be obtained,

format and context of the initial contact with potential participants,

informed consent procedures,

assignment to groups (if applicable),

description of any pilot activities,

data collection steps,

transcript review and/or membercheck (if applicable), and

how results will be shared with stakeholders.

[ii] Privacy risks might include unintended breach of confidential information (such as educational or medical records); being observed/overheard by others while meeting researcher or providing data; or intrusion on the privacy of others who are not involved in the study (e.g. participant’s family).

[iii] Secure data storage requires password protection on electronic files and locks for physical data.

[iv] Note that consent forms do not require signatures if the participant can indicate consent by some action such as clicking on a link, returning a completed survey, etc.

[v] Participant identities might be “indirectly” and unintentionally disclosed if a researcher’s final research report fails to withold demographic details or site descriptions that might permit a reader to deduce the identity of a participant. So the researcher needs to think about which demographic descriptors are most important to collect and report, while ensuring that the identity of individual participants is protected. Also, the name of the site/organization is typically masked in scholarly research though in some cases, the organization can elect to publicize their name along with the research results.

[vi] Psychological risks include stress greater than what one would experience in daily life (e.g., materials or topics that could be considered sensitive, offensive, threatening, degrading).

[vii] Relationship risks are present if the recruitment or data collection process are likely to alter the existing dynamics between the researcher and participant (who may be coworkers or have some professional relationship), among participants (if they know one another), or between the participant and the participant’s friends, coworkers, or family members.

[viii] Legal risks are present if data collection might result in a participant’s disclosure of a violation of laws.

[ix] Economic/professional risks are present if data collection could result in the participant disclosing a violation of workplace policies, disagreement with leadership decisions, poor work performance, or anything else that could be damaging to theparticipant’s position, professional reputation, promotability, or employability. Risks are acceptable but participants need to be made aware of professional risks during the consent process so they can make an informed decision.

[x]Physical risks are not common in social science research but would involve risk of serious physical injury to the participant or the researcher.

[xi]Minimal risks are acceptable but must be identified upfront. Minimal risk is defined as when: “the probability and magnitude of harm or discomfort anticipated in the research are not greater in and of themselves than those ordinarily encountered in daily life.”

[xii] The researcher is responsible for planning measures that will provide participants with reasonable protection from privacy loss, distress, psychological harm, economic loss, damage to professional reputation, and other possible harms.

[xiii] A conflict of interest is caused when the researcher has some sort of dual role in the research context, such as being a teacher, therapist, investor, business-owner, manager, etc. Conflict of interest must be managed to ensure that the research reveals “truth,” not just the outcome that the researcher might desire to see due to their other role.

[xiv] All research activities place some degree of burden on the participants by asking the participants to share personal information, volunteer time, and assume risks.

[xv] Examples of “new knowledge” include: effectively addressing a gap in the literature, generating new theory, enhancing understanding of a phenomenon, assessing the effectiveness of a particular professional practice, addressing a local practical problem via data analysis.

[xvi] No documentation of permission is required (a) if the researcher will simply be asking organizations to distribute research invitations on the researcher’s behalf, or (b) if the researcher is using only public means to identify/contact participants.

[xvii] Note that when medical, educational, or business records would be analyzed or used to identify potential research participants, the site needs to explicitly approve access to data for research purposes (even if the researcher normally has access to that data to perform his or her job).

[xviii]Researchers must be able to document their training in the data collection techniques and the ethics committee might require the researcher to obtain additional training prior to ethics approval. For most student researchers, the research course sequence is sufficient but some research procedures (such as interviewing people with mental disabilities) may require additional training. For psychological assessments, the manual indicates specific qualifications required. Data collection from children requires a background check/clearance through a local agency.

[xix] Remote supervision is suitable for most studies but onsite supervision may be required for certain types of sensitive data collection (e.g., interviews or assessment regarding emotional topics).

[xx] For example, anonymous surveys and/or low-pressure communications such as email invitations permit potential participants to opt out with minimal fear of retaliation or other negative consequences.

[xxi] It is not ethically acceptable to invite a “captive audience” to participate in research on the spot (i.e., to ask an entire class or a group of meeting attendees to complete a survey during their session). Such a dynamic would not provide sufficient privacy or respect for their right to decline research participation. However, a researcher may use the last few minutes of a meeting to introduce a study and distribute materials, such that the potential participants can then take their time to decide later about participation.

[xxii] Generally, data collection cannot be approved during work hours or school hours unless a “free period” has been identified (e.g., lunch) so the research activities can be separated from the participants’ regular activities. It is important to maintain an “opt in” dynamic rather than implying that employees/students/group members are expected to participate.

[xxiii]Completion of the study directly benefits the student (allowing him or her to obtain a degree), and so the researcher should minimize the potential for either (a) conflict of interest or (b) perceived coercion to participate. Researchers who are in positions of authority or familiarity must take extra precautions to ensure that potential participants are not pressured to take part in their study. Examples: an instructor researcher may recruit her students AFTER grades have been assigned; a psychologist researcher may recruit clients from ANOTHER psychologist’s practice; a manager researcher may conduct ANONYMOUS data collection so that subordinates do not perceive their responses or [non]participation as being associated with their job standing.

[xxiv] When applicable, the exclusion criteria should be listed on the recruitment material (flyer, invitation email,etc.) or participant information sheet (PIS) to prevent situations in which the researcher rejects volunteers in a stigmatizing manner.

[xxv]Informed consent is not just a form; it is a process of explaining the study to the participant and encouraging questions before the participant makes a decision about participation.

[xxvi] While documenting consent via signature is common, note that anonymous surveys can obtain “implied consent” by informing the participant, “To protect your privacy, no consent signature is requested. Instead, you may indicate your consent by clicking here/returning this survey in the enclosed envelope.”) It is also acceptable to audiorecord verbal consent for interviews, in order to not have any record of the interviewee’s name.

[xxvii]The ethics committee encourages tailoring the language to the readers as long as a professional tone is maintained.

[xxviii] Minimal jargon should be used during the informed consent process. Everyday layperson language is most appropriate to help a participant make an informed decision about participation.

[xxix] People receiving the PIS should not be left wondering, “How did the researcher get my name?” or “Why am I being invited and not others?” or “Does the researcher already know private information about me?” The means by which the researcher has identified and contacted the potential participant needs to be made clear, if it is not already clear from the context. Sample explanations of inclusion criteria in PIS: (a) The human resources department has forwarded this invitation to all employees who meet the researcher’s study criteria (i.e., have been with the organization at least 2 years and have transitioned into a managerial role within the past year); or (b) The researcher is inviting all attendees of the past year’s XYZ professional conference to be in the study; or (c) The researcher will be randomly selecting possible participants by approaching the residents of every 5^th home in this neighborhood until 100 responses are obtained.

[xxx] When the researcher is already known to the participant, the PIS must include written assurance that declining or discontinuing will not negatively impact the participant’s relationship with the researcher or (if applicable) the invitee’s access to services.

[xxxi] Provide an estimate (in minutes or hours) of each component of data collection (e.g., survey, interview, memberchecking. etc. )

[xxxii] Describe only the possible harms that go beyond the risks of daily life.

[xxxiii] For most social science studies, it is appropriate to state that there are no particular direct benefits to the individual. In this case, just present the benefits to society.

[xxxiv]The PIS shouldexplain that the research report will not include names and that the data will not be used for any purposes other than research. It is not always clear to participants how a research interview is different from a journalistic interview, in which informants might be named.So the PIS should also describe any coding system that will permit the researcher to not use names. For sensitive interviews, the researcher might also want to assure participants that recordings will be destroyed immediately after transcription.

[xxxv]The consent forms/process should not ask a participant to waive any legal rights.

[xxxvi] Vulnerable participants include children, clinic patients, prisoners, military personnel, facility residents, anyone over whom the researcher holds authority (e.g., students, subordinates), anyone who might feel undue pressure to participate in the study, and any individuals with severe enough mental disabilities to interfere with capacity to consent to the study. Pregnant women (and their unborn children) are only considered a vulnerable population when a study involves physically risky data collection.

[xxxvii]Targeted recruitment of vulnerable participants can only be approved when the ethics committee determines that the study’s benefits justify its risks/costs.

[xxxviii] A researcher with a dual role must use anonymous surveys or some other method that permits potential participants to opt out without fear of negative consequences. Patients, students, and subordinates of the researcher need explicit assurance that their decision about participation will in no way impact their ongoing relationship with the researcher.

[xxxix] Any limits to confidentiality (i.e., duty to report) must be mentioned in the participant information sheet (PIS).

Work with Diverse People and Discrimination Legislation

Work with Diverse People and Discrimination Legislation Order Instructions: Determine the legal and ethical factors that need to be considered regarding discrimination, human rights and rights and responsibilities of workers, employers, and clients. Explain the impact of these factors on individual workers and explain the likely consequences of:

Breaches of discrimination legislation
Infringement of human rights including the universal declaration of human rights
Not supporting client, worker and employer rights and responsibilities in the workplace.

Work with Diverse People and Discrimination Legislation Sample Answer

Work with Diverse People

Introduction

Working with diverse people requires monitoring of involved activities using the law. Thus, this essay seeks to establish legal factors, along with ethical aspects that opt to be well thought-out as regards to discrimination, workers responsibility, employers’ rights, clients’ responsibilities, and human rights.

Task 1

Legal factors, along with ethical aspects for consideration

In employment, it is illegal to discriminate employees due to any form of disability they may be having. Additionally, all employees have the right to be offered reasonable accommodation and working place by their employer (Dezmar-Krainz 2015, pg 139). Notably, it is illegal to question a job applicant about being disabled, or subject the applicant to any form of medical examination in advance of making an offer for a job (Botha 2016).

Task 2 Work with Diverse People and Discrimination Legislation

Impact of Legal Factors Considered

When employees get discriminated due to disability, they tend to develop anxiety and deep sadness which may result in depression and eating disorders (Dezmar-Krainz 2015, pg 142). Additionally, when job applicants get questioned for their disability or get subjected to medical examination, it results in the applicant developing guilt and feeling empty. However, when employees offer reasonable accommodation and working place for their employees, the employees feel more valued and hence become more productive in the workplace (Botha 2016).

Consequences of breach of discrimination laws

When an employer breaches discrimination laws, he/she is likely to be issued with a police caution before being taken to a court of law to answer charges (Potocan, and Nedelko 2014, pg 232).

Consequences of violation of human rights

Violation of human rights by employers may result in governmental declarations or philosophical musings (Botha 2016). Thus, an employer may be subjected to persecution.

Consequences of failing to support legal responsibilities at the workplace

Failing to support client rights may result in the business being subjected to government agency conducted audits, which may eventually result in fines (Potocan, and Nedelko 2014, pg 235). Furthermore, failing to support worker rights and employer rights may lead to lawsuits and dissolving of the business entirely.

Work with Diverse People and Discrimination Legislation Conclusion

The law is an important tool to consider when working with different people. Some actions may result in discrimination. Notably, discrimination has legal consequences, such as police cautions, court charges, and heavy fines. Furthermore, extreme cases of failing to adhere to the law may result in the dissolving of business entirely.

Work with Diverse People and Discrimination Legislation Reference List

Botha, M. (2016). Responsibilities of Companies towards Employees. Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad, 18(2).

Dezmar-Krainz, K. (2015). Enhancing the wellbeing of employees through corporate social responsibility context. Megatrend review, 12(2), pp. 137-153.

Potocan, V. and Nedelko, Z. (2014). A New Socioeconomic Order: Evidence About Employees’ Values’ Influence on Corporate Social Responsibility. Systems Research and Behavioral Science, 32(2), pp. 230-239.