Legal Implications :: Physician Assisted Suicide Medical Ethics Essays

Legal Implications â€Å"The social commitment of the physician is to sustain life and relieve suffering. Where the performance of one duty conflicts with the other, the preferences of the patient should prevail† (AMA). The case of Karen Quinlan extrapolated beyond the trivial cases of patient autonomy, in which the patient’s wishes are known or well communicated, and introduced us to a realm of patient autonomy that, at the time, had not been thoroughly explored. Although it was alleged that Karen had â€Å"on at least three occasions made statements that if she were in a hopeless medical condition she would not want her life prolonged by†¦extraordinary medical measures,† no concrete proof of these statements or wishes existed (Armstrong). Thus, Karen Quinlan’s physician could only assume an end-of-life decision from her surrogate decision-makers, her parents, was appropriate—an assumption he was not ready to make. In fact, the physician stated, â€Å"he c ould find no medical precedent with regard to such action (taking Karen off of medical support via the request of her parents)† (Armstrong). Albeit common tradition had seen â€Å"many (physicians) refuse to inflict an undesired prolongation of the process of dying on a patient in (an) irreversible condition,† most of these cases resulted from conditions in which the wishes of the patient were fairly clear (Supreme Court). The case of Karen Quinlan was not. Nevertheless, significant legal actions were taken—ultimately resulting in the legal illumination of an individual’s rights and responsibilities with respect to situations similar to Karen Quinlan’s. When her physician refused Mr. Quinlan’s request, he was told he would have to become legal guardian of Karen before his decision was considered. However, Mr. Quinlan’s plea was denied and a complete stranger received guardian status from the Superior Court of New Jersey. The State Attorney General intervened, and along with the hospital, treating physicians, and the county prosecutor, filed a suit against Mr. Quinlan. They argued that the Court had no jurisdiction to grant the Quinlan’s request, a person’s best interest is never served by allowing them to die, there is no constitutional right to die, the State’s interest in the preservation of life overrides the guarantees in the First and Eighth Amendments, granting the request would be against prevailing medical standards and ceasing treatment would be homicide if Karen died (Armstrong). The argument resulted in a ruling against the Quinlan family’s request.

Equipment and Books Essay

Use of persons name Specific dedication for person to know why he being recognized Public display of all awards Follow-ups Timely Manner If motivation is properly handled, employees will always be happy and the organization will retain their staff for longer time periods. Educational workplaces require books and equipment such as computers, laboratory equipments, and agricultural equipments for all staff and students. If equipment is not adequate, the staff may be strained and this may cause unnecessary delays in lectures and work. Some workplaces may lack current books because of proper funding and this may pose a major challenge to the staff. Cultural Differences Educational workplaces often are filled with people from different cultures. Cultural beliefs influence human behaviors to a great extent and as cultures differ it often makes it difficult to design an environment that is conducive to performance and satisfaction. An example would be a colleague who believes that women should not expose their faces. This cultural diversity will often make it difficult for women to associate with individuals who may find difficulty in relating to them. Cultural differences influences the following in educational workplaces Mode of dressing Food served; some people eat snakes and frogs while to others don’t Associations in the institution Language used Team work In any workplace, teamwork poses challenges to many people. This is because of attitudes, values beliefs and behavior. Some individuals may have bad attitude which may affect the goal being sought after by the team, thus affecting other group members. Others may exhibit behaviors that one may not wish to associate with. In order to find compatibility, educational workplaces should have working teamwork members who encourage all individuals to associate with others without consideration of their culture. Team work may result in positive consequences for competing teams and these instances may follow: Team members becoming more close and displaying greater loyalty from its members and some members who are close in rank may bury some of their internal differences. Team climate changes from informal, casual, playful and work and task oriented members as well, while concerns for member’s psychological needs decline while concern for task accomplishment is increased. Leadership patterns tend to change from more democratic toward more autocratic while the team becomes more willing to tolerate autocratic leadership Each team becomes more structured and organized Each team demands more loyalty and conformity from its members in order to be able to present a â€Å"solid front† What happens between competing team? Each team begins to see the other teams as the enemy, rather than merely a neutral object. Each team begins to experience distortions of perception and tends to perceive only the best outcomes while denying weakness and allows competing teams to perceive only negative assumptions of the other team members while denying their strengths, as each team is likely to develop a negative stereotype of the other such as saying, â€Å"They don’t play fair like we do. † Hostility toward the other team increases while interaction and communication with the other team decreases, thus it becomes easier to maintain negative stereotypes and more difficult to correct perceptual distortions. If the teams are forced into interaction, for example, or if they are forced to listen to representatives pleading their own and the other’s causes, in reference to some task that each team, they are likely to listen more closely to their own representative and not to listen to the representative of the another’s team member, except to find fault with his presentation, in other words, team members tend to listen only for that which supports their own position and stereotype. What happens to the winner? Winners retains their confidence and may become even more cohesive Winner tends to release more tension and become more casual and playful. Winner lean towards higher intra-groups and display more cooperation and concern for other member’s needs. Winners can become complacent and feel that winning has confirmed a positive stereotype and as the negative stereotypes of the â€Å"enemy† team, there is little basis for reevaluating perceptions or reexamining team operations, in order to learn how to improve them. What happens to the loser? If the situation permits some ambiguity in the decision (if judges have rendered it as a close game), there is a strong tendency for the loser to deny or distort the reality of losing and instead, the loser will find psychological escapes such as (the judges were biased) or (the judges did not really explain the rules of the game, clearly) or possibly they may think (if luck had not been against us at the one key point, we would have won,† and so on. If loss is accepted, the losing team tends to splinter and as unresolved conflicts come to surface, fights may breaks out. A losing team member is more tense and may be ready to work harder and may be desperate to find someone or something to blame their loss on. They may blame the team leader, the judges who decided against them or even the rules or the game. (The â€Å"lean and hungry† state). A losing member may look for inter-group cooperation, have little concern for other team member’s needs or huge concern for recouping, by working harder. A losing team member often learn a lot about themselves while working as a team, because positive and negative stereotypes of the other team are upset by their own loss, forcing a reevaluation of perceptions as a consequence and a losing member is more likely to reorganize their ideas and accept their loss more realistically. J. FUNDS In a workplace, funding a project that is viewed as personal is not easy. For example, funding research by one lecturer may be very difficult, although the outcome may benefit the institution and again, some projects may be very expensive and even the institution may not have the capacity to fund the project, therefore they may need external funding. Workplace funds may also be misused by staff members.

The Great Depression Essay - 682 Words

The Great Depression not only affected the United States but the world in general. In my estimation some the reasons for the depression was the combination of the greatly unequal distribution of wealth throughout the 1920’s and the debts not paid back from WWI. nbsp;nbsp;nbsp;nbsp;nbsp;The distribution of wealth in the 1920’s, â€Å"roaring twenties,† was done with despair between the very wealthy and the lower classes, between industry and agriculture within the United States, between the U.S. and Europe. This imbalance of wealth created an unstable economy. The excessive assumption in the late 20’s kept the stock markets artificially high, which eventually lead the large market crashes and the American economy to turn over.†¦show more content†¦nbsp;nbsp;nbsp;nbsp;nbsp;The European nations were struggling to rebuild themselves from the damage after the war. The U.S. government lent the European allies billions of dollars for the war to purchase U.S. goods. After the war they were in no position to pay off debts. Their gold had flowed into the U.S. during and immediately after the war, ruining their own currencies. To make the wealth distribution between Europe and the U.S. even more devastating was the high t ariff policies put into effect on imports into the U.S. The effect of these tariffs caused the Europeans to be unable to sell their own goods to the U.S. in equitable quantities. nbsp;nbsp;nbsp;nbsp;nbsp;To keep the economy going prices had to fall for people to afford to buy things. There was a high volume of goods building up, especially in the agricultural business. The government had been paying great amounts of money to the farmers for crops and things to support the war and encourages them to also expand on their land and plant more crops. Now that the war was over the government had pretty much stopped investing so much into the agricultural business, which led to many farmers going bankrupt. nbsp;nbsp;nbsp;nbsp;nbsp;The stock market, to me, is like another world of credit and debt. There were mass speculations through out the 1920’s that led to record volumes ofShow MoreRelatedThe Depression Of The Great Depression1223 Words   |  5 Pagesfar-reaching consequences as the Great Depression. This experience was the most extended and severe depression of the Western world. It was an economic downturn that began in 1929 and lasted until 1939. A large amount of America’s labor force lost their jobs and suffered during this crisis. During the nation’s financial disaster, Franklin Delano Roosevelt became president and made extensive changes to America’s political structure. 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