Elizabeth, the Monster and Patriarchy Essay

In Mary Shelley’s Frankenstein, some blatant parallels are made between Dr. Frankenstein’s adopted sister, Elizabeth, and the monster he created. Both of these innocent creatures, together represent all of mankind in their similarities and differences, Elizabeth being the picture of womanhood and goodness, the monster representing manhood and evil. Both Elizabeth and the monster belong to and structure their lives in terms of Dr. Frankenstein, leading to overall destruction and, ultimately demonstrating the dangerous properties of patriarchy, which Dr. Frankenstein embodies. Dr. Frankenstein begins his narrative, most logically, in telling the story of his childhood. Dr. Victor Frankenstein’s mother was a loving, benevolent woman, moved by the plight of the impoverished and forever doing all in her power to give charity to those in need. It was thus that she came across a poor Italian family with a flock of dirty children, one of them stood out, she was blond and fair and especially angelic. Victor’s mother decided that it was her duty to raise this blond girl as her own, or, rather, as Victor’s own. This girl was Elizabeth who is, in a way, given to Victor as a gift, and thus begins his unnatural relationship with power and creation; â€Å"On the evening previous to [Elizabeth] being brought to my home, my mother had said playfully, ‘I have a pretty present for my Victor-tomorrow he shall have it.’ And when, on the morrow, she presented Elizabeth to me as her promised gift, I, with childish seriousness, interpreted her words literally and looked upon Elizabeth as mine-mine to protect, love, and cherish.† (56) On her deathbed, Victor’s mother expresses her desire for the ultimate union of Victor and Elizabeth. The fate of Elizabeth is thus utterly dependent upon Victor’s, and Victor’s relationship with his fellow humans is forever grossly twisted due to his near ownership of Elizabeth. The arrangement of their odd marriage is never questioned by either one of them, and neither are ever able to repair their relationships with other people/beings, their experiences being so inhuman. In his college years, Victor develops a desire, and acquires the necessary knowledge, to actually create life. After just a couple of extremely productive years at the University, Dr. Frankenstein discoveries an amazing thing, he states in his narration; â€Å"After days and nights of incredible labor and fatigue, I succeeded in discovering the cause of generation and life; nay, more, I became myself capable of bestowing animation upon lifeless matter.† (51) But it was not enough for Dr. Frankenstein merely to know how to give life, he had to do it himself. His goal was far from modest, he planned to create not a frog or a fruit fly, but a man. Dr. Frankenstein was excited by the power of his act, he likened himself to god, â€Å"A new species would bless me as its creator and source: many happy and excellent natures would owe their being to me.† (52) Victor’s egotism and corollary want for power frame him in the classic definition of the Patriarch. He believes that whatever he creates will love and cherish his being for the mere fact of his being its creator, his word is the final word and the right word The being that Dr. Frankenstein creates is the monster of the novel, this monster is at once an independent being, and a possession. It is the beautiful being that Dr. Frankenstein longed would look up to its supreme creator with servile gratitude. Dr. Frankenstein did not fully understand how horrific was his deed, until it had been done, regarding his first glimpse at the now living creature, Frankenstein remarked, â€Å"How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavored to form?† In the  monster’s first moment of consciousness, he stretched out his arm towards his creator, a sign of ultimate compassion and the gratitude for which Dr. Frankenstein had longed. Dr. Frankenstein responds by turning his back and running. Dr. Frankenstein embodies the irresponsible leader, the unfeeling man, the Patriarch with grand intentions but no means of the necessary compassion. During the time in which Dr. Frankenstein is away from home, studying in the University, he receives a multitude of letters from the longing Elizabeth, and replies to none. Elizabeth remains at home in Switzerland, fulfilling her womanly duties to the Frankenstein family, her only hope for future happiness lies in her marriage with Victor, for she is nothing without him. The power that Dr. Frankenstein holds over Elizabeth has striking similarities to the dynamic of power he described as desiring over his creations. The pattern of neglect that Frankenstein demonstrates first with Elizabeth, then with the monster does not seem to phase their unconditional, and unreasonable, love for him. Dr. Frankenstein does not think of Elizabeth as an equal, for she is a woman, and he does not think of the monster as even a man, for he created him. Within a Patriarchy, the government feels justified in its neglectful actions for it feels itself better than the women and low lifes over which it rules. Just as a population allows their government to proceed with its cruel deeds without question, so do Elizabeth and the monster initially turn a blind eye to the evil acts of Dr. Frankenstein. Elizabeth and the monster are not only similar in their actions relative to Dr. Frankenstein, but both seem to occupy quite the opposite end of the spectrum of humanity. Elizabeth is submissive and self-sacrificing. She is blond and fair-skinned and described as â€Å"angelic†. Elizabeth encompasses womanhood and goodness at once. The monster, on the other hand, ends up dedicating his life to the destruction of Dr. Frankenstein’s livelihood. The monster is ugly, the mere sight of him puts people into shock. The monster is a self described â€Å"fallen angel† and he even likens himself to Adam, the first man. Thus the monster encompasses evil and manhood at once. Elizabeth and the monster together represent all of man, the oppressed, the poor, the  ugly and the helpless victims of a system built to benefit a select few. While Dr. Frankenstein represents the ruling class, Elizabeth and the monster together represent the under-privileged ruled class. War is a classically male act. War is the tool and the game of the Patriarchy and the innocent civilians are its pawns. When Dr. Frankenstein oversteps the limits of human power, he takes control over things for which man should not be responsible, he states â€Å"Life and death appeared to me ideal bounds, which I should first break through.† In commencing a war, the Patriarch puts himself in charge of the lives and deaths of many men, an extremely unnatural act. When Dr. Frankenstein meddles with the natural limits of life and death, he is creating the chaos of war in his own life. The death and destruction which results from Dr. Frankenstein’s creation, the death of his younger brother William, Justine and Elizabeth, are merely examples of the multitude of unnecessary deaths caused by the Patriarchal wars. Just as many wars could have been prevented through simple negotiations, had it not been for the arrogance of one man with too much power, so too could have the destruction in Frankenstein have been prevented had Dr. Frankenstein merely conceded with the monster’s simple request, with which he ended his own narrative; â€Å"My companion must be of the same species and have the same defects. This being you must create.†(137). Had Dr. Frankenstein for once done something for someone other than himself, in this case, create a female companion for the monster, many lives could have been saved. Shelley was clearly making the statement that the absence of womanly compassion in government is what leads to unnecessary destruction in war. In creating a man, Dr. Frankenstein takes on, unnaturally, a woman’s role, it is thus that he can neglect Elizabeth, deeming her unnecessary. This is the biggest mistake at all. Just as Elizabeth, or any woman, was left out of the creation of this man, so has woman been neglected from the makings of governments and societal structures in Patriarchies everywhere. Elizabeth and the monster represent a balance that Dr. Frankenstein lacks, because he rejects everything feminine and human, he must bear the consequences. At the time this book was written, many technological advances were being made, discoveries in science were flourishing and scientists themselves were  gaining the highest forms of respect. Unfortunately, due to the style of government and power structures at the time, these incredible advances benefited everyone but women and the poor. Infant mortality was still very high and other health issues related to women were being utterly ignored by the scientific community, which seemed to have no place for femininity. Shelley displays this discrepancy in the novel first with the many deaths of mothers, Elizabeth’s mother, Dr. Frankenstein’s mother, Clerval’s mother and Justine’s mother all died relatively early on in the novel. While Dr. Frankenstein could create life, no one could seem to save a mother in childbirth or make food for a starving family. To emphasize the lack of female influence in science, Dr. Frankenstein completes the most womanly act there is, creation of life, without a woman. Dr. Frankenstein’s unnatural power over Elizabeth and the monster eventually lead to the destruction of them all. It is not long before the roles are reversed between the Doctor and the monster. While the monster is initially enslaved to the doctor, by the end of the novel the doctor believes himself to be the slave of the monster. It is Dr. Frankenstein’s arrogant, patriarchal ego that gets his true love killed, his power destroys his life. Dr. Frankenstein’s divergence from all that is feminine and human led to chaos for all. Because Dr. Frankenstein dedicates his life to vengeance against the monster for the murder of Elizabeth, he becomes the slave of both the monster and Elizabeth: the tables turned. In the last moments of Dr. Frankenstein’s life, he cries â€Å"Scoffing devil! Again do I vow vengeance; again do I devote thee, miserable fiend, to  torture and death. Never will I give up my search until he or I perish; and then with what ecstasy shall I join my Elizabeth and my departed friends, who even now prepare me for  the reward of my tedious toil and terrible pilgrimage.† (195) Just as conditions must sometimes reach their lowest point before the people  break into revolution, and their rulers never renounce their sins in life, so did the worst type of destruction have to occur before Dr. Frankenstein realized what his role must be. Mary Shelley lived in a time when a woman novelist was believed to be putting her name on her husband’s work, the advancement of technology ran beyond human interests and only the rich received some sort of security against sudden death and rampant disease. Shelley saw the chaos and destruction that resulted from unequal representation in a power-hungry, Patriarchal government. Elizabeth and the monster embody the missing aspects of this un-representative ruling class; compassion and humanity, it is the absence of these things that Shelley displays the horrific result of in her novel. Frankenstein is more than a ghost story, it is a social narrative and a political manifesto.

Managing paediatric illness Essay

Accidents will happen however careful you carry out risk assessments and supervise children. That is why it is recommended that practitioners take a first aid course. There has to be at least one first aider present at all registered settings. The aims of first aid are often remembered as the three p’s, these are: Preserve Life. Prevent the condition from worsening. Promote recovery. Sometimes first aid is all that is necessary- for instance, common minor injuries such as grazes can be treated sufficiently. However, it is important to recognise when medical assistance is required urgently. Whenever you are dealing with an accident, incident or illness you must stay calm. You should reassure casualties, and children who are bystanders, as they may be frightened. You should ensure that you and others are not put at unnecessary risk. Think through your actions carefully and make safety your priority. Major fractures are often associated with other injuries and priorities must be set in each patient. Control of internal concealed haemorrhage, for example, from a ruptured spleen, takes precedence over fracture management. It is, however, important in severely injured patients that open fractures are managed as early as possible. The advantages of this approach include diminished risk of infection, reduction in pain, early ability to sit upright with improved respirato ry function, reduced continuing blood loss, and improved healing of soft tissue injuries and a reduced incidence of fat embolism. Initial assessment. Primary survey- the ABCDE’s of the primary survey should be assessed. Haemorrhage from a musculoskeletal injury should be identified and controlled with direct pressure. It is important to recognise that significant amounts of blood may be lost from fractures of the pelvis or femur and haemodynamic instability from hypovolemia may be present. Physical examination is carried out while resuscitation is in progress in hypovolemic patients. Clothing is cut free and the patient is examined for fractures and  for evidence of internal haemorrhage. The following are important adjuncts to the primary survey and resuscitation; Fracture reduction and immobilisation emergency splinting of fractures will minimise soft tissue damage, reduce blood loss, control pain and prevent conversion of a closed fracture to an open fracture. Temporary traction devices may be used to maintain satisfactory alignment. It is important to examine the injured limb for signs of vascular and nerve injury, as well as searching for a fracture or dislocation. The fractured limb should be handled as gently as possible if some realignment is necessary in order to apply a padded standard or improvised splint. Splinting should immobilise the joints above and below the fracture also. The open wound compound fracture should be promptly covered with a clean or sterile dressing. Bone protruding from the wound should be left undisturbed. Analgesia. Although splinting greatly assists pain control, the emergency services may administer an intravenous narcotic analgesia. Resuscitation- up to four litres of blood may be lost with severe fractures of the pelvis or femur. Adequate resuscitation before internal fixation is particularly important in such patients, who may lose 50% or more of their blood volume, either externally (with open injuries) or into the tissues of the thigh and pelvis. One or two litres of blood distributed evenly throughout the soft tissues of the thigh will increase the external diameter by a mere 1-2cm; patients with multiple pelvic and other fractures can require replacement or considerably more than their blood volume. Secondary survey- during the secondary survey a focused history and examination are performed, including a neurological assessment. History taking should incorporate ‘ample’ and the following points should be considered: circumstances of the accident, and history of crushing trauma or explosive forces. If the patient has been involved in a motor vehicle accident. Physical examination and neurological assessment. Signs of fracture are local loss of function, bony tenderness, swelling, deformity, bruising and protective muscle spasm. Testing for abnormal movement and crepitus is unnecessarily painful and contraindicated. An obvious fracture may often distract attention from a less obvious injury. For example, dislocation of the hip may coexist with an obvious femoral shaft fracture (sometimes the real cause of persistent shock); a spinal fracture with a  fracture of the calcaneus. Visceral injuries such as splenic rupture are seen with fractured ribs; urethral or bladder injuries with a fractured pelvis. The examiner should check peripheral pulses and evidence of limb ischemia beyond a fracture-such a complication requires urgent correction. The most common vascular injuries are at the knee and elbow-to the popliteal vessels after severe knee injury in children and to the brachial artery following supracondylar fracture. Neurological examination is also essential; loss of motor power in any muscle group or loss of any cutaneous sensation indicates nerve injury. If the patient can flex and extend the toes and ankle, the major nerves of the lower extremity are intact; if the fingers can be spread and flexed and the thumb can be extended, functional integrity of the major nerves of the upper limb is present. Common nerve injuries following fractures are: the radial nerve from fracture of the mid-humerus, the peroneal nerve from proximal fibular fracture and knee injuries, and the ulnar nerve from fracture of the medical epicondyle of the humerus. Sciatic and axillary nerve injuries must always be excluded after dislocation of the hip or shoulder. Careful attention to the details of local treatment is most important. Fractur es heal promptly with correct local treatment. Children are constantly bumping and bruising themselves. All it takes is one fall too hard, and the child might just end up with a broken bone. One out of five people has had a fracture at some point in time, and the maximum of these fractures occur during childhood. How can you tell if it’s a fracture or a sprain? The pains is less intensive in a sprain than in a fracture, but never make a mistake of underestimating someone’s pain threshold. A dislocation is when the bone has come out from the socket. This also results in acute pain, swelling, an inability to carry any weight and an inability to move the injured limb. A hairline fracture is just when the bone gets a crack that goes through it. Such fractures still cause immense pain, but at least the chances of needing an operation are slim. A compound fracture is one in which the bone completely breaks apart pops out through the skin. This is the worst kind and it may result in loss of blood as well. The first step to be taken is to immobilise the limb.it should not be moved at all. Leg fracture- if a child has a suspected fractured leg, carefully straighten it. Call for emergency services and in the meantime, secure the leg so it doesn’t move. Apply two splints, one on  the inner leg from the foot to inner thigh, and the other on the outside, from the foot to the armpit. Secure the splints well. Do not move the child until their leg has been completely immobil ised. You could tie both legs together for added support. Hand fracture- the hand should be moved to a 90 degree angle and kept close to the chest. It should be immobilised in this position, and if the pain is too intense, do not move it at all. To help maintain the position place the injured arm into a sling. Bleeding- if a child is bleeding, you should treat the bleeding first. Stop the bleeding by first cleaning it with sterile water and then apply a sterile clean dressing. Keep RICE in mind, as a first aid treatment for all fractures, sprains and dislocations: Rest- Give plenty of rest to the immobilised limb. Move it as little as possible so that there is no strain. Ice- Apply ice to the injured area. No heat treatment or massage should be given. Use an ice pack or wrap some ice cubes in a damp towel and apply it to the injured area. You could also use anything frozen such as a packet of frozen peas. Compression- Wrap up the injured area with a large crepe bandage if possible, or use any clean, fresh cloth available. Wrap it as tight as is comfortable. However ask the patient don’t assume how tight it is. This will relieve pain somewhat. Elevation- The injured limb should preferably be raised above the level of t he heart. This could be done using something like a pillow. During any first aid treatment it is vital that the patient is reassured and is made as comfortable as possible and that you stay as calm as possible to keep the situation and patient calm, do not delay seeking medical assistance and ensure the patient remains nil by mouth in case surgery or anaesthesia is needed as this will delay things. Head injuries occur commonly in child hood and adolescence. Most head injuries are mild and not associated with brain injury or long term complications. A head injury is any trauma that injures the scalp, skull, or brain. The injury may be only a minor bump on the skull or a serious brain injury. A closed head injury means you received a hard blow to the head from striking an object, but the object did not break the skull. An open, or penetrating, head injury means you were hit with an object that broke the skull and entered the brain. This usually happens when you move at high speed. Symptoms of a head injury can occur right away, or develop slowly over several hours or days. Even if the skull is not fractured, the brain can bang against the inside of  the skull and be bruised. The head may look fine, but problems could result from bleeding or swelling inside the skull. In any serious head trauma, the spinal cord is also likely to be injured. Some head injuries cause changes in br ain function. This is called a traumatic brain injury. Learning to recognise a serious head injury and give basic first aid can save someone’s life. Get medical help immediately if the person: Becomes very sleepy. Behaves abnormally. Develops a severe headache or stiff neck. Has pupils of unequal size. Is unable to move an arm or leg. Loses consciousness, even briefly. Vomits more than once. Concussion-the term concussion is used to describe a mild form of traumatic brain injury. Concussion includes confusion, amnesia, headache, vomiting and dizziness. Seizures. The signs and symptoms of a skull fracture are: A cut, bruise, or swelling on their head. There may also be bruising around their eyes and behind their ears. Blood or clear fluid coming out from their head, ear or nose. Bump or lump on their head. Dizziness, feeling tired. Pain or tenderness on their head. Very bad headache. Cerebral compression is very serious and almost invariably requires surgery. Cerebral compression occurs when there is a build-up of pressure on the brain. This pressure may be due to one of several different causes, such as an accumulation of blood within the skull or swelling of injured brain tissues. Cerebral compression is usually caused by a head injury. However, it can also be due to other causes, such as stroke, infection or a brain tumour. The condition may develop immediately after a head injury, or it may appear a few hours or even days later. Recognising cerebral compression Deteriorating level of response. History of a recent head injury. Intense headache. Noisy breathing, becoming slow. Slow, yet full and strong pulse. Unequal pupil size. Weakness/paralysis down one side. High temperature. Drowsiness. Abnormal behaviour. You should always consider the possibility of cervical spine injury in cases of head injuries. There are two types of injury. Typical cervical hyperextension injuries occur in drivers/passengers of a statutory or slow-moving vehicle that is struck from behind. The person’s body is thrown forward but the head lags, resulting in hyperextension of the neck. When the head and neck have reached maximum extension the neck then snaps into flexion. A rapid deceleration throws the head forwards and flexes the cervical spine. The chin limits forward flexion but the forward movement may be sufficient to cause longitudinal distraction and neurological damage. Hyperextension may occur in the subsequent recoil. The symptoms include: Neck pain, jaw pain, para spinal muscle tightness and spasms. Interscapular and low back pain. Reduced range of movements and neck tenderness. Headache, dizziness, vertigo, blurring of vision. Numbness in shoulders and arms. Swelling. Insomnia, anxiety. Leg weakness. Arm weakness. Other possible cause of acute neck pain and stiffness caused by head injury include: Spinal fracture. Cervical disc herniation. Subarachnoid haemorrhage. Cervical spondylosis. The primary goal in the early management of a severely injured patient is the  provision of sufficient oxygen to the tissues to avoid organ failure and secondary central nervous system damage. The first priority is to establish and maintain a patient’s airway. With the addition of high-concentration oxygen and the presence of adequate tissue perfusion, this will enable sufficient spontaneous breathing or assisted ventilation to oxygenate the patient. The possibility of an unstable cervical injury exists in patients exposed to significant blunt trauma; during airway interventions neck movements must be minimised to avoid secondary harm to the spinal cord. Head injury with impaired consciousness and reduced pharyngeal tone is the commonest trauma-related cause of airway obstruction. The airway may also be soiled with blood or regurgitated matter. Blunt or penetrating injuries that obstruct the airway include maxillary, mandibular and laryngotracheal fractures, and the large an terior neck haematomas. Significant partial and incipient airway obstruction are also potential causes of early death. Vigilant reassessment with immediate restoration and protection of airway patency is essential. Having ensured scene safety, the initial approach to the trauma victim begins with an assessment of the patency of the airway and if indicated manual in line stabilisation (MILS) of the cervical spine. In unconsciousness patients, the head and neck should be maintained in neutral alignment. MILS may be replaced with a correctly sized hard cervical collar, lateral blocks and straps across the forehead and chin piece of the collar. Spinal immobilisation prohibits head tilt. A jaw thrust may be more effective in relieving airway obstruction with decreased consciousness than a chin lift. However, a jaw thrust can cause significant movement of an unstable cervical spine. If tolerated an oropharyngeal airway may maintain airway patency while exerting less force on the vertebrae. Subsequently assisted ventilation may be more successful if separate rescuers apply the jaw thrust, hold the face mask and begin resuscitation. Any material such as dust, sand or paint that gets into the eye is called a foreign body. Foreign bodies fall into two categories; Superficial- these stick to the front of the eye or get trapped under one of the eyelids, but do not enter the eye. Penetrating- these penetrate the outer layer of the eye and enter the eye. These objects are usually travelling at high speed and are commonly made of metal. Superficial foreign bodies are not usually serious. A penetrating eye injury can be extremely serious-it may lead to blindness in not detected and treated promptly. If you get a superficial body in your eye, first aid treatment in the form of a gentle rinsing with sterile water is appropriate it is easier to tilt the head or lie down and rinse the eye from the side. It is vital to keep the child calm and reassure them throughout. If a child has a penetrating eye injury you must seek urgent medical assistance remembering to keep calm and reassure the child. Foreign bodies in the ear can either be in the lobe or in the ear canal. Objects usually found in the ear lobe are earrings, either stuck in the lobe from infection or placed too deep during insertion. Foreign bodies in the ear canal can be anything a child can push into their ear. The reason children place things in their ears is usually because they are bored, curious or copying other children. Sometimes, one child may put an object in another child’s ear during play. Insects may also fly into the ear canal, causing potential harm. The treatment for foreign bodies in the ear is prompt removal of the object. In the case of the foreign body being an insect you can use tepid water in any other case it is important that trained professionals remove the items to prevent any further damage occuring. The techniques they may use include: Instruments may be inserted to retrieve it. Magnets in the case of metal objects. Cleaning the ear canal with water. A machine with suction to help pull the object out. After removal of the object the ear will be re-examined to determine whether there is any injury to the ear canal. Antibiotic drops may be prescribed to treat any possible infection. Medical help should be sought if treatment is unsuccessful and to ensure all materials are removed. The most common symptom of a foreign body in the nose is nasal discharge. The drainage appears only on one side of the nose and often has a bad odour. In some cases, the child may also have a bloody nose. The treatment for this involves prompt removal by a medical professional. They may find if  necessary to sedate a child in order to remove the object successfully. Again the doctor may prescribe nose drops or antibiotic treatment. Whilst waiting for medical assistance it is vital to encourage the child to breathe through their mouth. Corneal abrasions- are a scratch or injury to the cornea, the clear, dome-shaped surface that covers the front of the eye. There are many things that can cause an abrasion to the cornea. When objects make contact with the surface of the eye, a small abrasion can occur. Chemical burn- occurs when a child gets any type of chemical in their eye. Chemical burns are a medical emergency. They can result in a loss of vision and even a loss of the eye itself. Household cleaning agents are a common cause of this type of injury. Bruising or black eye- usually occurs from some type of injury to the eye, causing the tissue around the eye to become bruised. Fractures to the orbit- the orbit is the bony structure around the eye. When one or more bones surrounding the eye are broken. An orbital fracture usually occurs after some type of injury or strike to the face. Eyelid lacerations- are cuts to the eyelids caused by injury. General symptoms of eye injuries can include: Blood in the eyeball. Changes in the shape of the iris or pupil. Eye pain. The absence of obvious symptoms. When checking eyes for injury it is important to wear gloves and any cuts should be cleaned with sterile water to prevent infection, always wash hands before and after examining a patient. Check the patient’s vision. Within the setting the most common eye injury is caused by things such as sand this can be dealt with by a trained first aider on site. However other injuries will more than likely need medical assistance. Sickle Cell Anaemia. Symptoms vary, ranging from mild to severe, and may be less severe, or different in children who have inherited a sickle cell gene from one parent and a different abnormal haemoglobin gene from the other. Most children with sickle cell disease have some degree of anaemia and might develop one or more of the following conditions and symptoms as part of the disorder: Acute chest syndrome. Aplastic crisis. Hand-foot syndrome. Infections. Painful crisis. Splenic sequestration crisis. Stroke. Bone marrow transplant is the only known cure for sickle cell disease. But even without a cure, children with sickle cell can lead relatively normal lives. Medicines are available to help manage the pain and immunisations and daily doses of penicillin can help prevent infection. Most children will require two doses of penicillin, as prescribed by their GP, if attending a setting a nominated individual will be responsible for the administration of this medication. It is vital to seek emergency attention if the child develops: Fever of 101  °F or higher. Chest pains Pain that isn’t relieved by oral medication. Shortness of breath or trouble breathing. Extreme fatigue. Severe headache or dizziness. Severe stomach pain or swelling. Jaundice or paleness. Sudden change of vision. Seizures. Weakness. Slurring. Loss of consciousness. Numbness or tingling. Remember to reassure the child, you should encourage the child to drink plenty of fluids, rest regularly and avoid temperatures. Diabetes. Regular testing of blood glucose levels is a very important part of diabetes care. Testing is done by taking a drop of blood, usually from a finger, and placing it on a special test strip in a glucose meter. Caregivers must practice universal precautions when handling and disposing of testing equipment. Hyperglycaemia, or high blood sugar, occurs with both types of diabetes. It occurs when the body gets too little insulin, too much food, too little exercise or with illness. Stress from a cold, sore throat, or other illness may increase the level of blood glucose. Symptoms include frequent irritation, excessive thirst, extreme hunger, unusual weightless, irritability and poor sleep, nausea and vomiting, and weakness and blurred vision. Hypoglycaemia, or low blood sugar, is more common in people with type 1 diabetes. It is the most common immediate health problem and is also called ‘insulin reaction’ or ‘insulin shock’. It occurs when the body gets too much insulin, too little food, a delayed meal or more than the usual amount of exercise. Symptoms include hunger, changes in mood or behaviour, sweating, and rapid pulse. Treatment commonly involves quickly restoring glucose levels to normal with a sugary food or drink such as orange juice, candy, biscuits or glucose tablets. If not treated properly, it can result in loss of consciousness and a life-threatening coma. Glucagon injections are used in life-threatening situations to increase blood glucose. First aid for a diabetic come are as followed: Call emergency services. Don’t try to give them food or fluids as they may choke. Place them into the recovery position to prevent any obstruction to breathing. Follow any instructions given to you by the emergency services operator until paramedics arrive. Asthma. In an asthma attack the muscles of the air passages in the lungs go into spasm and the linings of the airways swell. As a result, the airways become narrowed and breathing becomes difficult. Sometimes there is a specific trigger for an asthma attack such as: an allergy a cold cigarette smoke extremes of temperature exercise. Recognition features Difficulty in breathing, with a very prolonged breathing-out phase. There may also be: wheezing as the casualty breathes out difficulty speaking and whispering distress and anxiety coughing features of hypoxia, such as a grey-blue tinge to the lips, earlobes and nail beds (cyanosis). Severities of attacks are frightening for the child concerned and can also by frightening for those children who may be witnessing it. The child wheezes and becomes breathless. Prompt action is needed. Reassure the child. Give bronchodilator inhaler as instructed if the child is a known asthmatic. These inhalers should always be immediately available- they deliver medication to the lungs to relieve the affected airways. Children may also have another type of inhaler used to prevent attacks. Make sure you know which to use in an emergency, particularly if older children generally use their inhalers themselves. Sit child upright and leaning forwards in a comfortable position. Stay with them. If this is the first attack or the condition persists call for an ambulance remember to note changes in the child’s face and lips (colour) and all breathing difficulties and speech to pass onto paramedics. Ensure there is adequate ventilation and encourage the child to breathe deeply and slo wly. Meningitis. Meningitis should be treated as a medical emergency because bacterial meningitis can lead to septicaemia which can be fatal. Bacterial meningitis is the more serious form of the condition. The symptoms usually begin suddenly and rapidly get worse. Emergency services should be contacted  immediately if it is suspected. Bacterial meningitis has a number of early warning signs that usually occur before other symptoms. These are: Pain in the muscles, joints or limbs. Unusually cold hands and feet. Pale or blotchy skin and blue lips. The presence of a high temperature with any of the above symptoms should be taken very seriously and emergency services should be called. Early symptoms are similar to those of many other conditions, and include: A severe headache. Fever. Nausea. Vomiting. Feeling generally unwell. As the condition gets worse it may cause: Drowsiness. Confusion. Seizures or fits. Being unable to tolerate bright light. A stiff neck. A rapid breathing rate. A blotchy rash that does not fade or change colour when you place a glass against it. Viral meningitis- most people will experience mild flu like symptoms. When examining a child with suspected meningitis it is vital to wash hands and wear personal, protective, equipment such as disposable aprons, and gloves to reduce the risk of cross infection, ensure you reassure and don’t panic the child at any stage. It is important to inform senior staff or management of the case so they can contact and inform others where necessary. Febrile convulsions. Febrile convulsions maybe due to epilepsy, or a high temperature. Violent muscle twitching, clenched fists, arched back, may lead to unconsciousness. Do not try to restrain the child. Instead clear the immediate area and  surround the child with pillows or padding for protection. Cool the environment and the child gradually (as for a temperature), sponging skin if necessary. When seizures stop place the child in the recovery position and reassure. Dial 999. Remember to prevent choking ensure the mouth is clear; drain any fluids, pulling the chin and jaw forward if breathing is affected. Epilepsy. It is vital to remain calm when dealing with seizures as a person’s response to seizures can influence how other people act. If the first person remains calm, it will help others stay calm too. Talking calmly and reassuring the patient during and after the seizure- it will help them as they recover from the seizure. Don’t be afraid. Stay calm. The person will be ok. Do not try to stop the person from shaking. If the patient is walking, gently guide them away from dangerous places like stairs. Call emergency services and tell them clearly what is happening and you need an ambulance. To make sure they don’t get hurt, move anything sharp. Place something soft under the patients head, loosen tight clothing, and remove jewellery and glasses. Do not put anything in the patient’s mouth. If you can, check a clock to see what time the seizure begun and the time the shaking stops or the person wakes up. Once the seizure has ended place them in the recovery position to stop them from choking and causing any harm to themselves. Never leave the patient wait until medical help is there and remember to speak in a quiet voice to reassure the patient. You should never restrain someone having a seizure. Just protect the person form injury, as restrains them, can cause more harm, and remember putting someone into the recovery position after a seizure can stop them from swallowing their own tongue which could lead to death. Hypothermia. Hypothermia happens when a person’s body temperature drops below 35 °C (95 °F). Normal body temperature is around 37 °C (98.6 °F). Hypothermia can quickly become life threatening and should be treated as a medical emergency. It’s usually caused by being in a cold environment and can be triggered by a  combination of things – such as being outdoors in cold conditions for a long time, living in a poorly heated house or falling into cold water. The signs of hypothermia vary depending on how low a person’s temperature has dropped. Initial symptoms include shivering, tiredness, fast breathing and cold or pale skin. As the temperature drops, shivering becomes more violent (although this will stop completely if the hypothermia worsens further), the person is likely to become delirious, and struggle to breathe or move and they may lose consciousness. Babies with hypothermia may look healthy but their skin will feel cold. They may also be limp, unusually quiet and refuse to feed. You should seek immediate medical help if you suspect someone has hypothermia. If someone you know has been exposed to the cold and they are distressed, confused, have slow, shallow breathing or they’re unconscious, they may have severe hypothermia. In this case, dial 999 immediately to request an ambulance. While waiting for medical help, it is important to try to prevent further heat loss and gently warm the person. You should: Move the person indoors or somewhere warm as soon as possible. Once they are somewhere warm, carefully remove any wet clothing and dry the person. Wrap them in blankets, towels or coats. If the person is unconscious, not breathing and you can’t detect a pulse in their neck after 60 seconds, cardio-pulmonary resuscitation (CPR) should be given if you know how to do it. Once CPR is started, it should be continued without any breaks until medical assistance arrives. There are several things you can do to prevent hypothermia. Simple measures can help, such as wearing appropriate warm clothing in cold weather and ensuring that children are well wrapped up when they go outside. Hyperthermia. Hyperthermia is the general name given to a variety of heat-related illnesses. Warm weather and outdoor activity go hand in hand. However, it is important for older people to take action to avoid the severe health problems often caused by hot weather. The two most common forms of hyperthermia are heat exhaustion and heat stroke. Of the two, heat stroke is especially dangerous and requires immediate medical attention. Heat stress occurs when a strain is placed on the body as a result of hot  weather. Heat fatigue is a feeling of weakness brought on by high outdoor temperature. Symptoms include cool, moist skin and a weakened pulse. The person many feel faint. Heat syncope is a sudden dizziness experienced after exercising in the heat. The skin appears pale and sweaty but is generally moist and cool. The pulse is weakened and the heart rate is usually rapid. Body temperature is normal. Heat cramps are painful muscle spasms in the abdomen, arms or legs following strenuous activity. Heat cramps are caused by a lack of salt in the body. Heat exhaustion is a warning that the body is getting too hot. The person may be thirsty, giddy, weak, uncoordinated, nauseated and sweating profusely. The body temperature is normal and the pulse is normal or raised. The skin is cold and clammy. Heat stroke can be life-threatening and victims can die. A person with heat stroke usually has a body temperature above 104 degrees Fahrenheit. Other symptoms include confusion, combativeness, bizarre behaviour, faintness, staggering, strong and rapid pulse, and possible delirium or coma. High body temperature is capable of producing irreversible brain damage. If the child is exhibiting signs of heat stroke, emergency assistance should be sought immediately. Without medical attention, heat stroke can be deadly. Heat exhaustion may be treated in several ways: get the victim out of the sun into a cool place, preferably one that is air conditioned offer fluids but avoid alcohol and caffeine – water and fruit juices are best encourage the individual to shower and bathe, or sponge off with cool water urge the person to lie down and rest, preferably in a cool place to prevent injury if the casualty does faint. Remain calm and reassure the child. Electric Shock. The human body conducts electricity very well. That means electricity passes very easily throughout the body. Direct contact with electrical current can be deadly. While some electrical burns look minor, there still may be serious internal damage, especially to the heart, muscles, or brain. Electric current can cause injury in three ways: Cardiac arrest due to the electrical effect on the heart Muscle, nerve, and tissue destruction from a current passing through the body Thermal burns from contact with the electrical source 1. If you can do so safely, turn off the electrical current. Unplug the cord, remove the fuse from the fuse box, or turn off the circuit breakers. Simply turning off an appliance may NOT stop the flow of electricity. Do NOT attempt to rescue a person near active high-voltage lines. 2. Call your local emergency number, such as 911. 3. If the current can’t be turned off, use a non-conducting object, such as a broom, chair, rug, or rubber doormat to push the person away from the source of the current. Do not use a wet or metal object. If possible, stand on something dry and that doesn’t conduct electricity, such as a rubber mat or folded newspapers. 4. Once the person is away from the source of electricity, check the person’s airway, breathing, and pulse. If either has stopped or seems dangerously slow or shallow, start first aid. (See: CPR) 5. If the person has a burn, remove any clothing that comes off easily, and rinse the burned area in cool running water until the pain subsides. Give first aid for burns. 6. If the person is faint, pale, or shows other signs of shock, lay him or her down, with the head slightly lower than the trunk of the body and the legs elevated, and cover him or her with a warm blanket or a coat. 7. Stay with the person until medical help arrives. 8. Electrical injury is frequently associated with explosions or falls that can cause additional severe injuries. You may not be able to notice all of them. Do not move the person’s head or neck if the spine may be injured. Stay at least 20 feet away from a person who is being electrocuted by high-voltage electrical current (such as power lines) until the power is turned off. Do NOT touch the person with your bare hands if they are still in contact with the source of electricity Do NOT apply ice, butter, ointments, medications, fluffy cotton dressings, or adhesive bandages to a burn Do NOT remove dead skin or break blisters if the person has been burned After the power is shut off, do NOT move the person unless there is a risk of fire or explosion Burns and Scalds. Superficial burns Superficial burns only affect the surface of your skin (epidermis). Your skin will be red and painful, but not blistered. Mild sunburn is an example of a superficial burn. Partial-thickness burns Partial-thickness burns are deeper burns that damage your epidermis and dermis to varying degrees. If the damage to your dermis is shallow, your skin may be pale pink and painful, with blisters. Deeper burns to your dermis will cause your skin to become dry or moist, blotchy and red. Deep partial-thickness burns may or may not be painful and they may blister. Full-thickness burns All layers of your skin are damaged by full-thickness burns. Your skin will look white, brown or black and dry, leathery or waxy. Because the nerves in your skin are destroyed with full-thickness burns, you won’t feel any pain or have blisters. Symptoms vary depending on the severity of your burn. They include: changes in your skin colour – burns can cause your skin to look pink, red, white, brown or black blisters pain in the burnt area Symptoms of a burn to your airway include: burned nostril hairs a change in your voice (it may sound hoarse) a sore throat wheezing Treatment for burns depends on their severity. You can treat superficial and minor partial-thickness burns that are caused by heat yourself at home. However, seek urgent medical help from your GP or an accident and emergency department in a hospital for: all deep partial-thickness and full-thickness burns all chemical and electrical burns superficial and partial-thickness burns that cover an area larger than the  palm of your hand burns that cover a joint or are on your face, hands, feet or groin all burns that extend completely around a limb all burns where you may have inhaled smoke Also seek medical help for advice if you’re not sure about the extent of a burn or how to deal with it. For burns caused by chemicals, if possible look at the advice on the label of the chemical product. For full-thickness burns or burns that are caused by chemicals or electricity, it’s important that you start cooling the burn immediately under cool or tepid water (unless instructed otherwise on the chemical product) and then call for emergency help. While you’re waiting, there are a number of important things you can do. For burns caused by heat, keep cooling the burn with cool or tepid water for between 10 and 30 minutes or until medical help is available. Don’t use iced water. Carefully remove any restrictive clothing or jewellery that isn’t stuck to the burn. Next, cover the burn using cling film – layer this on to the burn rather than wrapping it around a limb, for example. If you have a burn on your hand, use a clean, clear plastic bag . Don’t use wet dressings or creams. For burns caused by chemicals, keep cooling the burn with cool or tepid water for at least 20 minutes and remove any affected clothing (wear gloves if possible). Don’t try to neutralise the chemical with another chemical. Facial Burns. Facial burns will need to be treated differently depending on the degree of the burn. First-degree burns only penetrate into the epidermis and cause redness and swelling. Second-degree burns penetrate the hypodermis and cause redness, blotching, and blistering. Third degree burns penetrate all layers of skin and cause areas of blackening. A third-degree burn needs to be treated with emergency medical care. Treatment for a minor facial burn would include holding a cold compress to the burn for 10 to 15 minutes. After cooling, lotion should be applied. Cover with a sterile gauze bandage. Don’t pop blisters and if they pop on their own, wash them gently with soap and water, and apply an antibiotic ointment under the sterile gauze. If the patient has been accidentally exposed to fire or heated gases, damage may occur to the mouth and airway. There may be signs of burning around the lips, nose, mouth, eyebrows or lashes. A dry cough or hoarse voice is an early sign of airway injury and prompt medical care is essential. How you can help 1. Remove the patient to a safe area If in a closed area, and if safe for the first aider, it is vital to remove the patient to a place free of the risk of further injury and preferably into fresh air. 2. Cool the injury If smoke or toxic gases may have been inhaled – including carbon monoxide from a vehicle exhaust, chlorine, ammonia or hydrochloric acid – remove the patient from any enclosed or restricted area into an open area; pour running water over the burn for 20 minutes. If there is any breathing difficulties allow the patient to find the position enabling easy breathing with the head and chest raised. After an inhalation incident the patient may suffer from a severe lack of oxygen due to internal damage to the throat, upper airway and lungs. Call 999 for an ambulance. Poisoning. Poisoning is when a person is exposed to a substance that can damage their health or put their life in danger. There are many ways in which poison can enter the body: Through the mouth. Breathing them through the nose. Through your eyes. Through skin contact. From an insect or animal bite or sting. The symptoms of poisoning will depend on the type of poison and the amount taken in, the age and weight and size of the individual, but general things to look out for include: vomiting stomach pains high temperature drowsiness and fainting fits Dizziness, weakness. Fever or chills. Headache/confusion. If a child suddenly develops such symptoms, they may have been poisoned, especially if they are drowsy and confused. Being poisoned can be life-threatening. Giving appropriate first aid, as described below, can help minimise the harm to the person who is poisoned. For simplicity, we have referred to the person (casualty) in the male gender throughout. First, assess the situation and the risk you’re in – don’t put yourself in danger. If you think someone has swallowed, injected or inhaled a poison, or taken a drug overdose and appears to be unconscious, try to rouse him. If the person responds, you shouldn’t move him. Instead, try to find out what’s wrong, make sure his airway is open and that he can breathe comfortably and you can monitor his condition. Call for emergency help or preferably get someone to call for you. If he is unresponsive, you should first shout for help and then open the airway by tilting his head back and lifting his chin. If it ’s possible to leave him in the same position to open his airway then do so. However, if it isn’t, turn him onto his back and then open his airway. Ask someone to phone for an ambulance, and if necessary the fire brigade. If you’re on your own, you should do this yourself. Be ready to give as much of the following information as you can to the paramedics and/or the doctor or nurse at the hospital. The name of what was swallowed injected or inhaled if you know it. If possible, keep the container and make a note of how much has been taken. The estimated time that the poison was taken or used. Whether or not the person has vomited. Whether you think it was accidental or deliberate. Whether the person has any chronic illnesses (e.g., heart disease) or takes any medicines (if you know). If the person is unconscious and breathing normally, you should put him into the recovery position. Check his breathing regularly until help arrives. If the person is unconscious and isn’t breathing normally, you should perform emergency resuscitation (CPR), but only if you know how. If you think the poison was swallowed, use the mouth-to-nose method, or preferably, use a pocket mask or face shield for rescue breathing. This way, you avoid any contact with traces of poison or vomit that might remain around the person’s mouth or nose. If you think the  person has inhaled poisonous fumes, don’t expose yourself to the person’s breath and use chest compressions only. You should continue at a rate of 100 to 120 compressions per minute. Don’t stop unless the person begins breathing normally, shows signs of regaining consciousness, such as coughing or their opening eyes, or qualified help arrives. If the person has pills, fluids or any substance in his mouth, try to get him to spit them out. You can give them to the hospital staff to help identify the cause of poisoning. Don’t try to make the person sick as vomiting can cause even more damage. If the person has been sick, collect a sample of the vomit to take to hospital. This may help staff identify the poison. Everyone should learn basic first aid techniques. You never know when you might need them – you could be at home, at work, at school or on holiday. Whether it’s a minor situation or something more serious, first aid knowledge will give you the confidence to act. You could be the difference between life and death. Deal with every day cuts and scrapes and nosebleeds. First aid advice is also available for asthma, fractures, sunburn, poisons, low blood sugar and more. Heart and circulatory disease is the UK’s biggest killer. Learn how to recognise and treat heart attacks and shock. You can purchase a number of first aid books/manuals which will help and give you knowledge on how to deal with first aid emergencies, some of these manuals are: The most common first aid manuals which people will recognise are those from the British Red Cross, or St Johns Ambulance as these are well known UK organisations. The National Poisons Information Service is the service to which frontline NHS staff turn for advice on the diagnosis, treatment and care of patients who have been – or may have been – poisoned, either by accident or intentionally. NPIS provides essential support for NHS healthcare professionals, assisting them in ensuring optimal care for patients in cases of serious poisoning, and, where toxicity is low, offering advice to minimise unnecessary hospital attendances and admissions. NPIS is funded mainly through ‘Government Grant in Aid’ from the UK Health Departments, some contract income and some research income. In an emergency, members of the public should always contact their general practitioners, NHS 24 or NHS Direct or local A&E department. If the patient has collapsed or is not breathing properly, call 999. The NPIS does not provide poisons information directly to members of the public – so, for routine poisons advice you should contact your general practitioner or telephone NHS Direct The National Poisons Information Service does not accept enquiries from the public but supports NHS Direct and NHS 24 to answer such queries. If you suspect Carbon Monoxide poisoning or a gas leak you must leave the affected area immediately and report it as a matter of urgency to the National Grid on 0800 111 999. Pharmacies. Pharmacy is the science and technique of preparing and dispensing drugs and medicines. It is a health profession that links the health sciences with the chemical sciences and aims to ensure the safe and effective use of pharmaceutical drugs. The scope of pharmacy practice includes more traditional roles such as compounding and dispensing medications, and it also includes more modern services related to health care, including clinical services, reviewing medications for safety and efficacy, and providing drug information. Pharmacists, therefore, are the experts on drug therapy and are the primary health professionals who optimize use of medication for the benefit of the patients. Bites and Stings. Insect bites and stings are quite different attacks on our skin. Stings result when an insect is protecting itself when it feels threatened. Other than the initial pain of the attack, the sting can cause varying degrees of allergic reaction. A bite is a deliberate attack by the insect in order to feed from our blood. After the initial bite, the insect injects its saliva  into the wound to allow the blood to flow and for the insect to feed. A reaction to the insect’s saliva causes the bite to become red and swollen and to make it itch. There are many insects that live in the UK that bite or sting to feed or protect themselves. Stingers include wasps, bees, hornets and ants. Biters include mosquitoes, midges, sand flies, horse flies and ticks. It is very rare to catch diseases from insect bites and stings in the UK but it is possible. For example if bitten by a tick when walking in fields where deer have been, the person may catch Lyme disease, a serious infection caused by ba cteria (Borrelia burgdorferi) spread by ticks. Abroad, in places such as Africa, Asia and South America there are a number of diseases that can be caught through insect bites such as malaria, yellow fever, Dengue fever, and West Nile disease. When stung by an insect a baby or infant feels immediate pain, causing her or him to cry. You will recognise this cry as being different from crying associated with hunger or tiredness and should check the child to find the cause. Look at exposed areas of skin, if the baby or infant has been stung, the area around the sting will swell and redden, later it may blister and produce an itchy rash. If the baby or infant has been bitten it may take several minutes for the bite to become itchy and swell into a lump or redden. In the case of midges when they attack in swarms there may be several areas where they have successfully attacked. These areas become hot and itchy and can remain so for several days. Some children are particularly sensitive to insect bites and stings and will suffer a severe allergic reaction resulting in dizziness, fainting, breathing difficulties, rash, raised pulse, sickness, or a swollen mouth and face. In very severe cases the victim may even collapse and die. This severe reaction is called anaphylactic shock. There are precautions you can take to avoid a baby or infant being stung or bitten by insects. Stings in the mouth or on the face and hands commonly occur in babies and infants when wasps, attracted by the sweet smell of drinks, ice cream, lollipops and sweets, are accidentally touched when eating or drinking. Keep an eye on children when eating or drinking outdoors, if you see a wasp on or near a child, don’t aggravate the insect by flapping around, react calmly and simply brush it away. If you are being bitten by insects when outdoors, it  is likely that the children are being bitten too. Be aware of this and try to cover as much of the child’s skin as possible with long trousers and tops with long sleeves. If in a pram or buggy, use an insect net to protect children particularly if she or he is asleep. Avoid areas such as ponds where mosquitoes, midges and horse flies commonly occur. When travelling abroad, cover the cot with a mosquito net, close all doors and windows at night and spray rooms with an insecticide or use electric vapour producing mosquito killers. Insect repellents containing low concentrations of DEET or icaridin can be used on infants over 2 years of age. They should not be used on babies in case the ingredients come in contact with their eyes or lips. Even when applied correctly, it is possible that a baby will rub its eyes or suck its fingers, allowing the repellents to be absorbed. If an infant has been playing or walking in fields where deer may have been, inspect the child’s legs and arms closely for ticks; small brown spider-like insects attached to the skin. If present, get hold of the tick with a pair if tweezers and gently lift away from the skin without twisting. As soon as you notice a child may have been stung by a bee, remove the sting and the venomous sac if it has been left in the skin. Do this by scraping it out, either with your fingernails or using something with a hard edge, such as a bank card. When removing the sting, be careful not to spread the venom further under their skin and do not puncture the venomous sac. Do not pinch the sting out with your fingers or a pair of tweezers because you may spread the venom. If a child has been stung, an adult should remove the sting. Wasps and hornets do not usually leave the sting behind, so could sting you again. If you have been stung and the wasp or hornet is still in the area, walk away calmly to avoid being stung again. Most insect bites and stings cause itching and swelling that usually clears up within several hours. Minor bites and stings can be treated by: washing the affected area with soap and water placing a cold compress (a flannel or cloth cooled with cold water) over the affected area to reduce swelling not scratching the area because it can become infected (keep children’s fingernails short and clean) See your GP if the redness and itching gets worse or does not clear up after a few days. If they have swelling or itching anywhere else on their body after being bitten or stung, or if they are wheezing or have difficulty swallowing, they will need emergency medical treatment. Call 999 immediately and ask for an ambulance. Throughout the treatment of this it’s vital to reassure and help keep the child calm. Remember in the event of injury or sudden illness, failure to provide first aid could result in a casualty’s death.

Personal Values and Ethical Standards

Ethical codes determine a person’s outlook on right and wrong. It influences their interactions with people (Williams, 2011). Personal ethics and professional ethics may differ each influences the other, and sway the workplace environment (Williams, 2011). Companies want their corporate traditions to have a sense of ethical responsibility (Williams, 2011). Frequently, professional ethics covers the same principles of personal ethics, for example honesty, and fairness (Williams, 2011). These principles may also extend to company loyalty (Williams, 2011). Responsibilities Personal ethical responsibilities mainly include people closest to you, for example your family, friends or neighbors, requiring family responsibilities before job responsibilities (Williams, 2011). Professional ethical responsibilities are more diverse and wide-ranging for example, not discussing a patient's history, and putting a person's well being first (Williams, 2011). Professional ethics requires reporting any suspicious or harmful activity, for example if a teacher suspects a student is experiencing abuse or neglect (Williams, 2011). Codes for Personal Values As a human service professional, my values, and morals are set high. My peers and clients look up to my decisions. This is why I relate to of the National Association of Social Workers Ethical Codes, which are 1. 01 Commitment to Clients and 1. 02 Self Determination. Code 1. 01 states, a social workers’ main responsibility is promoting the well ­being of clients (NASW, 2008). Code 1. 02 states, social workers are to respect and promote the rights of clients to have self determination by assist clients in efforts to identify and explain goals (NASW, 2008). Ethical Dilemmas Influences Personal ethics mainly depend on a person's life relationships, for example, what he or she learns from their parents, teachers, and religion (Williams, 2011). People are also influenced by the experiences from childhood dilemmas, for example lying, cheating, or violence (Williams, 2011). Professional ethics is founded on the principles of a profession (Williams, 2011). A person may be legally required to obey ethical principles, such as confidentiality, in the case of doctors or lawyers (Williams, 2011). ? ? Practice and Personal If a social worker suspects that a child is abused, it is their professional responsibility to make any determination about the matter for the protection of a child (NASW, 2011). This is an ethical dilemma that I will not have a problem reporting. I know that some people my hesitant because they feel they maybe tearing apart a family, but I know that I will be protecting a life. Child Abuse Each state has child abuse laws that vow the protection for a child who is abused, mistreated, or neglected. Although each state agrees the protection of a child, each state may handle the reports differently, or how the accused will be fined or jailed. For instance, an individual who lives in the state of Mississippi can remain anonymous when reporting a child abuse reports (MDHS, 2011), but in the state of Texas remaining anonymous is not encouraged (Texas Department of Family Services, 2011). Each state has established that an individual under the age of 18 is considered a child. Arizona’s law states that a child does not have to show any signs of injury when reporting a child abuse case, but this could be interpreted for of verbal abuse (About, 2011). In the state of Mississippi verbal abuse is a sign of abuse (MDHS, 2011). When a case is not reported in Texas it is a Class B Misdemeanor with a fine of $2000, and a possibility of 180 days in prison (ATPE, 2010). If a case is not reported in Mississippi, and the person is found guilty the fine is up to $5000, and the jail time could be up to one year (MDHS, 2011). Arizona and Georgia violation of child abuse laws is considered a misdemeanor if there is failure to report indication of child abuse (Child Abuse Law, 2011). The above states each have different aspects of what constitutes abuse, but all compare that any sign of bodily harm is a sign of child use. Practice and Conflict According to Code 1. 01, it is the responsibility of the Social Worker to promote the well being of their clients (NASW, 2011). Certain professions require people to be objective and impartial, which may conflict with a person’s ethics, such as compassion, and willingness. Individuals find separating their personal and professional ethics helps (Williams, 2011). Some opinions are very personal and may need to be set-aside to do my job (Williams, 2011). Handling spousal abuse is an area that will be personal that I may have a hard time separating out my personal and professional views and values. My problem is that you cannot help someone that does not want to be helped. Spouse Abuse Domestic violence and spousal abuse come in different forms. Whether it is physical, mental, or verbal abuse a person can be assaulted, stalked, sexually taken advantage of, or harassed. Each state has standards surrounding domestic violence and spousal abuse. Spousal abuse is a serious crime and needs to be addressed by law enforcement along with the courts, so victims are protected. Procedures help prompt an effective response to any domestic violence case. Chief Law enforcement officers are responsible for procedures used and are responsible to conform to standards (Supreme Court of New Jersey Attorney General of the State of New Jersey, 2008). Comparing New Jersey, Texas, Arizona, and Georgia each seem to have the laws toward domestic violence. One issue that the state of Arizona addresses differently from the other states was that Arizona has many laws to protect the victim’s service providers, such as testimonial privileges, evidentiary privileges, nondisclosure laws, confidentiality of communications. Statutory law, common law, Case Law, Regulation, outlines these. Ethical Standards and General Principles Professional ethics is the center of social work, and profession has an obligation to express basic values, ethical principles, and ethical standards (NASW, 2011). The NASW Code of Ethics has set values, principles, and standards to guide social workers’ manner. The Code is appropriate to all social workers and social work students (NASW, 2011). The use of psychological tests in the courtroom 1. 07 Privacy and Confidentiality j) Social workers are required to protect the confidentiality of clients during legal proceedings to the full extent of the law (NASW, 2011). When a court of law orders social workers to disclose confidential information without a client’s consent the social worker should request that the court maintain the records, so they are unavailable for public inspection (NASW, 2011). Ethical Principle Social workers pursue social change for vulnerable i ndividuals, and are focused on issues of poverty, unemployment, discrimination, and other forms of social injustice (NASW, 2011). Social workers attempt to guarantee access to needed information, services, resources, equality of opportunity, and meaningful participation in decision making for all people (NASW, 2011). The lie detector 1. 16 Termination of Services (b) Social workers need take reasonable steps to avoid abandoning their clients who still need of services (NASW, 2011). Social workers need to assist in making appropriate arrangements for continuation of services (NASW, 2011). Ethical Principle? Social workers are continually attentive their profession’s mission, values, ethical principles, and ethical standards (NASW, 2011). Social workers proceed honestly and responsibly while promoting ethical practices within the organizations they are affiliated (NASW, 2011). Boundaries of competence 1. 04 Competence (a) Social workers provide services and represent themselves as competent within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience (NASW, 2011). Ethical Principle Social workers elevate service to others above themselves (NASW, 2011). Social workers rely on their knowledge, values, and skills to help others in need; along with addressing social problems (NASW, 2011). Social workers are asked to volunteer their professional skills with no expectation of financial return (NASW, 2011). Integrity Ethical Principle Social workers are continually attentive their profession’s mission, values, ethical principles, and ethical standards (NASW, 2011). Social workers proceed honestly and responsibly while promoting ethical practices within the organizations they are affiliated (NASW, 2011). 1. 6 Conflicts of Interest (a) Social workers need be aware and avoid conflicts of interest that may interfere with the implement of professional judgment and impartial judgment (NASW, 2011). Social workers need to inform clients when a real or potential conflict of interest arises, so the take the logical steps to solve the issue in a manner that makes the clients’ interests first and protects clients’ interests to th e highest extent possible (NASW, 2011). In protecting a clients’ interests may require termination of services with a referral of the client (NASW, 2011). b) Social workers need not to take advantage of a professional relationship to further their personal, religious, political, or business interests (NASW, 2011). Sexual harassment Ethical Principle? Social workers need to treat every person with a caring and respectful attitude, which is mindful of individual differences, cultural, and ethnic diversity (NASW, 2011). Social workers should promote clients’ socially responsible through self determination (NASW, 2011). Social workers may seek to enhance a client’s ability and opportunity to change through addressing their needs (NASW, 2011). . 11 Sexual Harassment Social workers cannot sexually harass clients, which includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal, or physical conduct of a sexual nature (NASW, 2011). Human differences 1. 15 Interruption of Services Social workers need to make a reasonable effort to ensure stability of services in the event that services are interrupted because of unavailability, relocation, illness, disability, or death (NASW, 2011). Ethical Principle Social workers need to understand that relationships among people are an important opportunity for change (NASW, 2011). Social workers who engage people as partners are helping process (NASW, 2011). Social workers who seek to strengthen relationships among people are helping by promote, restore, maintain, and enhance the well ­being of individuals, families, social groups, organizations, and communities (NASW, 2011). The legal definition of insanity Ethical Principle Social workers who continually strive to increase their professional knowledge and skills are applying them in practice by contributing to the knowledge of the profession (NASW, 2011). 1. 14 Clients Who Lack Decision Making Capacity Social workers acting on the behalf of clients, who lack the capacity to make informed decisions, are helping by taking the reasonable steps to protection the interests and rights of those clients (NASW, 2011). Conclusion The ethical decision making process helps in instances which a social worker does not have simple answers available to solve complicated ethical issues (NASW, 2011). Social workers need to take into consideration all the values, principles, and standards relevant to any situation, in which ethical judgment are necessary (NASW, 2011). A social worker’s decisions and actions need to be reliable with the character, and the letter of the Code of Ethics (NASW, 2011). References Arizona Coalition Against Violence. (2003, August). Confidentiality For Domestic Violence Service Providers In Arizona Under Federal And State Law, from http://www. delapointe. net/diannepost/docs/confidentiality_manual. df Association of Texas Professional Educators. (2010). Child Abuse Reporting In Texas, from http://www. atpe. org/protection/YourStudentsAndParents/childabuse. asp Authority of the Supreme Court of New Jersey and the Attorney General of the State of New Jersey. (2008, October). State of New Jersey Domestic Violence Procedures Manual, from http://www. judiciary. state. nj. us/family/dvprcman. pdf Child Abuse Laws. (2011), from http://law. jrank. org/page s/11836/Child-Abuse. html Georgia Department of Human Services. (2011). Child Support Services, from http://ocse. dhr. georgia. gov/portal/site/DHS-OCSE/ Find Law. (2011). Georgia Child Abuse Laws, from http://law. findlaw. com/state-laws/child- abuse/georgia Mandatory Reporting Rules. (2009), from http://www. state. nj. us/ooie/helpful/mandatoryreportingdescript. html Mississippi Department of Human Services. (2011). Division of Family & Children's Services, from http://www. mdhs. state. ms. us/fcs_prot. html National Association of Social Workers. (2008). Code of Ethics of the National Association of Social Workers, from http://www. ocialworkers. org/pubs/code/code. asp State of Texas Office of Court Administration. (2011, September). The Texas Family Violence Bench Book, from http://www. courts. state. tx. us/pubs/Manuals/judges/DomesticViolenceBenchBook. pdf Williams, E. (2011, January 19). Personal vs. Professional Ethics, from http://www. ehow. com/info_7820090_personal-vs-professional-ethics. html Women's Law. (2011, August 24). Georgia Statutes, from http://www. womenslaw. org/statutes_detail. php? statute_id=1219#statute-top

General Motors International Operations Research Paper

General Motors International Operations - Research Paper Example The project aimed at improving its performance hence face the world competition of other related companies like China. Some years later, the company announced it wanted to reduce its investment by seventeen Billion US dollars to pat the pension debts as well as tax debts. The pension process required a special legal grant to free itself from tax penalties. In concluding, this paper proves how the company strategies to maintain its market share. This is evidenced the company has expanded marginally maintaining more than thirty vehicle plants in thirty-one countries. Introduction Automobile industry has grown tremendously within the last few decades as a result of technological advancement (Tuman, 2003). General Motors Corporation, a company based in America whose headquarters are in Michigan is a good example. The company is the world’s largest manufacturer and marketer of vehicles with many new and competitive brands. The company markets its vehicles under brand names like Bui ck, Chevrolet, Opel, Daewoo, and Vauxhall. The company also sells its products under other brand names based in China like Alpheon, Jiefang, and Wuling. Further, the company has absorbed more than 200,000 people across the globe and has business links with almost all the world countries (Crumm, 2010). In addition, the company also provides financing services through its subsidiary financial contracts. America provides the largest market for light vehicles, commercial vehicles, and the long chases. It roughly consumes about a half of the total production of the General Motors. General Motors was desperate to shed some of its own branches mainly in North America to settle government loans. However, the two successive presidents of the United States, George Bush, and Barrack Obama agreed to fund the company to enable it to retain most of its branches in North America. Through this funding, Davis (1999) argues, General Motors introduced Vauxhall Nova â€Å"the smallest and most fuel-ef ficient gasoline-power car ever offered by General Motors† (pg 113). General Motors has gone through a past positive progressive record since its incision despite the few challenges it might have undergone. As the largest world’s automobile industry, the company has recorded high-profit levels for a notable period of time. This success can be attributed to its slogan stated by Crumm (2010) that, â€Å"What is good for General Motors is good for the country† (pg 1). For the last two years, Toyota Company, General Motors’ main competitor has recorded a higher level. To compete effectively in the market, the company is focusing on the current market demands of their high consumers like Brazil, China, and the United States (Davis, 1999). The company has an expansion plan from which it expects to benefit extensively by investing more in new markets to meet the growing market demands. Diversity in General Motors is quite evident. Through this diversification, th e company comprises of almost all the fields of production, which include manufacturers, dealers, retailers, auto engineers, and body repairers. As a result, a swing in material change would occur automatically. General Motors has undergone economic and political surges, and there is little public criticism over the ever-expanding corporate power and control of the General Motors.

Movie Witness Written by Mark Book in 1985 Essay

Movie Witness Written by Mark Book in 1985 - Essay Example In this movie, we find two characters Rael and her son Samuel, boarding a train to take them to Baltimore to visit Rachel’s sister. This part has a reflection of family ties exhibited by the Amish community. It shows how the community values keeping close with other family members irrespective of the distance. This is because, despite the many challenges they face and delays of the train, they braved themselves and waited for three hours to ensure that they reach the destination and see their sister. The western culture also values family ties as notes Capsi (72). He notes that mothers liked keeping family members close the same way Rael an Amish woman does. He, however, notes that close family ties are getting cut off. Capsi (76) asserts that some Americans express fear that they would soon lose their family members through family cutoffs. According to western culture, a brother-brother relationship is emphasized for rivalry, jealousy, competitiveness, and ambivalence. Howeve r, this is not the case with the Amish Community. The train is divided into compartments with different rooms for men and women. According to western culture, this is not the case as both men and women are expected to share an apartment. There is no differentiation between men and women’s apartments. It is in the men’s room that Samuel witnesses the murder of an undercover narcotics. This is followed by the entry of the detectives among them being John Book. The book is seen receiving a phone call which makes Samuel wander about in the room. He wonders because his Amish community is a conservative community and always avoids phone calls (New York Times 72). The movie, therefore, brings about the change in technology, which has become the mode of communication in western culture. Inside the room, there is a newspaper article that talks of McFee, one of the narcotics officers.

Job description Essay Example | Topics and Well Written Essays - 1000 words

Job description - Essay Example responsible for the management of social media sites by tracking and monitoring the companys presence in the social media including Facebook, Twitter, Google plus and others. He or she ensures that only valuable and engaging information is shared to the social sites. He or she monitors the changing social media trends to ensure that the company stays on top of its competition. He or she bears the responsibility for designing and writing protocols, report forms for cases and consent forms used in clinical trials. He or she approves the Ethics committee, develops recruitment strategies for the increment of patient randomization into trials, and manages clinical trials. He or she ensures compliance of the Good clinical practice (GCP) by providing training during start-ups and initiation meetings for the clinical trials. He or she is responsible for the planning and implementation of activities necessary for conducting and monitoring clinical trials. He or she coordinates monitoring of trials by selecting and managing qualified personnel. He or she keeps CVs and training materials for each protocol, and also submits documents that are necessary for initiating the study including CVs and Food and drug administration forms. He or she identifies audit procedures and ensures that only clean data is entered into the clinical database in the appropriate time (Clinical research manager). Social media director can work with the head of human resource department in management of staff within the company. The social media director is responsible for the identification of the companys social media staff and thus may work in the Human resource department as recruitment manager or in the interviewing panel. The human resource department is responsible for personnel activities including the staffing, development, training, rewarding and performance evaluation in every department of the company. The social media director works with the human resource department to ensure that

In depth analysis about article Essay Example | Topics and Well Written Essays - 500 words - 5

In depth analysis about article - Essay Example The "instrumental view" implies that the right is important for the accomplishment of the deed but if it is not fulfilled, there is no moral issue. The "constraint view" obliges that the right be fulfilled without taking into account moral issues. Gasoline has to be purchased by the end user at the price it is being sold. The "goal view" differs as it is intrinsically important but it is not required. It is considered essential if the goal is to be completed, taking into account the infringement of other peoples fulfillment of their personal rights. The goal view encompasses moral accounting. Dual roles of rights exist where some rights may be intrinsically important and instrumentally valuable: the right to be free from hunger, the right to work. These imply the duality of the instrumental and goal view. The intrinsic value of a right is subjective and can be considered positive or negative. All moral assessments of a right must include the political, social and moral acceptation and consequences. Starvation is in relation to the structuring of property rights. In simplistic terms, the right to property is the right to food. Henry George said "Give the product to the producer". The Neoclassical theory does not take into account casual influences. The classical labor theory ignores internal conflicts; and the socio/psychological theory does not take into account the level of production. Starvation must take into account a system of encompassing all property right theories which encompasses also the positive and negative intrinsic moral values. One of the principle causes of famine is the lack of a legal system of property rights or entitlements. The entitlement approach is the "endowment" which includes man power, fields, factories, labor, etc.; and exchange entitlement mapping of production or trade (production and distribution channels). If the system does not produce enough food or the distribution of food is poorly managed famines

Business Environment coursework Example | Topics and Well Written Essays - 1500 words

Business Environment - Coursework Example Pertaining to this growth, various sectors of the economy are sprouting up (Uppal et al, 2009) Apart from the robust middle class, India also ranks as the fourth largest billionaire population in the world. This also makes it a lucrative market for premium products and high end luxury products. Moreover, the country has a pulsating democracy which gives an easier access to Foreign Direct Investment and an encouraging environment for business. Entrepreneurs can exploit these benefits in form of ease in technical issues such as the paper work, licensing hurdles, company registration process, and other tax incentives to operate in India (Uppal et al, 2009). The process for incorporation of a company in India has about 11 steps which are spread over a time period of 35 days. As quoted above, the country’s middle class along with the high income earners constitutes a high overall spending power and as quoted above, this fact makes it one of the most lucrative markets in South Asia and the whole world. Moreover, the political condition in the economy has led to a gap for entrepreneurs in different sectors of the economy like retail, insurance, banking etc. This gap has largely been created because previously, these sectors were owned and controlled by the government and as the Indian economy opens up to the global markets, these government monopolies have started to evaporate leaving space for entrepreneurs (Uppal et al, 2009). No matter how huge and lucrative the market seems, India is not the country of one’s dreams and like all the rest of the world, has some setbacks too. Unfortunately, one of the problems in the business environment which India faces is unimposing law enforcement by the Indian judiciary. This is mainly because of resource constraints and long procedures owing to corruption. However, the problem has been identified and is deemed serious enough to take some actions to avert this drawback in the country’s

Annotated Bibliography Example | Topics and Well Written Essays - 1500 words - 8

Annotated Bibliography Example Further, the readability of the book is not difficult since the authors used quite explicit and well elaborated methods and simple language for easy understanding. They pointed out that the age structure, for instance, dramatically has a huge impact on how consumers behave regarding a particular product. Arguably, a consumer may not likely use the same product which he/she used as a teenager in his/her later adult life. Accordingly, these factors contribute a lot in consumer behavior regarding a particular product which correspondingly affects the marketing strategy of an organization or firm. Again occupation, in this case employment has in one way or another great impact on product consumption since they can afford a number of consumable products which can otherwise be inaccessible to those without work. Income, agreeably determines who provides which goods and services and at what time. Assessment: Although the book by Quester et al. has a limited scope of study – New Zealand and Australia, - it offers very helpful insights into the external factors that affect consumer behavior and so the marketing strategies. This is a book by Michael Solomon published in 2009, meaning it is five years old. The choice of the book was influenced by the authors demonstration on how the external factor affects consumer attitude and its explicit explanation of those factors. Thus, it is a good resource for the subject matter. Michael Solomon is Professor of Marketing and Director of the Centre for Consumer Research. He has a primary research interest in consumer behavior, services marketing, branding strategy, symbolic aspects of products, and the psychology of fashion, decoration, and image. Further, he has published numerous articles and academic journals on these research interests. Accordingly, Solomon has established authority in his right especially regarding consumer

Operations Management Master Case Study Example | Topics and Well Written Essays - 2000 words

Operations Management Master - Case Study Example From this study it is clear that the operations being highly decentralised, with most of them being managed by unit heads designated for each profit centre gives them the operational flexibility and also the confidence among the customers to involve into a long term relationship. This could certainly help Globalcast managers to insulate the external impacts or disturbance experienced in the other regions of the globe from having a chain reaction on their business process. Thus the globally operated companies functioning in the specific locations would be confident in entering into long term associate ship with Globecast. The relationship marketing strategy adopted by Globecast is another important aspect that would give long and stable established relationship with their customers. The primary step in establishing a marketing link with the customers was through the word of mouth recommendations passed by their customers. The marketing analysis report presented has shown that the most of their businesses are repeat business which shows the reliable customer base they have continued to enjoy. Even through Globecast have not created a well planned strategy for its marketing operations, they were able to retain the position as the lead suppliers for most of the global giant's requirements for in different type of product components justify this aspect. Of course, it is understood that national level promotional exercise is being undertaken simultaneously. But the impact it have shown is very feeble considering the manner in which the business targets are achieved by Globalcast over these period. Further, it must also be observed that the in spite of the wide options for the entry of the competitors for such wide range of requirements exist in most of the emerging industries, Globalcast still remains as the prime choice for the customers shows the trust and confidence that their operation shave created in the minds of the customers. The widely spread operations by G lobecast too would be of considerable advantage in consolidating their business with the clients, as any inability for delivery at any one location could also be offset by proper intervention from the production support by the other Globalcast centres. This study stresses that the technical competence the Globecast have demonstrated in the past have resulted in the least cost production units, which are also very attractive for their customers. The capability of design assistance to their customers would too give the added reliability of the operations of Globecast which in turn would help the customers to turn their operations also very efficient. Also, the strength of their networks, supply capability and after sales support all add to the support they have enjoyed in the past. Also, even in such a monopolised business environment, Globecast have never been complacent and is quite obvious that it strives hard to see the benefit of the business continuously reaches all its customer s. This is clear from its future plans for expansions that have been necessitated by the growth potential of the customer organisations.

Public participation Essay Example for Free

Public participation Essay The end of the twentieth century and the beginning of the new millennium have seen the rapid growth of two undeniably related phenomena. They are the rise of international democracy and the explosion in the use of information and communication technologies (ICTs). â€Å"E-democracy† is the concept widely used and even sometimes misused. Crick (2002:93) defines democracy as the, â€Å"polity or political rule [that] strives to balance individual freedom, individual rights, and the common good. † In this paper I’m going to examine the impact of ICTs on the concept of democracy as presented by Crick. Conditions of modern democracy are the role of individuals, official doctrines, typical social structure, nature of the elite, typical institutions of government, type of economy, theories of property, attitudes to law, diffusion of information, and attitudes to politics. No doubt that ICTs have potential to expand democratic participation. Still the question whether ICTs facilitate and enhance democracy is surrounded by much controversy. Areas such as e-voting and e-consultation attract great attention of political scientists from over the globe. ICTs provide an excellent opportunity for governments to become more transparent, efficient and accountable. ICTs mean that people are provided greater services and opportunities online, and as a result become more informed, articulate and active in public affairs. Thus, ICTs have a significant potential to widen civic engagement. Much hype surrounds the newly created term â€Å"global civil society†. Norris (2001:6) poses an inevitable and burning question, â€Å"Will the Internet have the capacity to revitalize public participation in conventional politics, such as levels of party membership, electoral turnout, or activism in civic and voluntary organizations? † ICTs may create the possibility of reaching out to publicize political parties, solicit feedback, new ideas, and new members, energize party activists and build leadership cadres. Thus, ICTs may help to promote political pluralism and activism. Individualism becomes a core value in the ICT-driven society, and the role of an individual is the condition of modern democracy. Also we should keep in mind that e-commerce empowers previously economically disadvantaged strata, and type of economy is one of the conditions of modern democracy. Norris (2001:97) stresses the following fact, â€Å"The Internet may broaden involvement in public life by eroding some of the barriers to political participation and civic engagement, especially for many groups currently marginalized from mainstream politics. † So ICTs provide a perfect opportunity to increase youth participation, enhance women on the political arena, and include marginalized and disadvantaged groups. As Crick (2002:98) argues, â€Å"Participation is critical, for moral education and for the implementation of democratic government. † Still, Leslie David Simon (2002:36) argues that, â€Å"Participation fortifies democracies, but it is also a favourite tool of many totalitarian states. † But Norris (2001:101) states that, â€Å"the new opportunities for civic engagement and political participation on the Internet will serve primarily to benefit those elites with the resources and motivation to take advantage of [them]. † The nature of the elite is the essential condition of modern democracy, and today we can speak of â€Å"information elite† as well as of â€Å"information society. † Transparency of the government, both federal and local, is another possible consequence of democracy. Crick (2002:103) states that, â€Å"Democracies work better (can only work) in an atmosphere of trust. † Norris (2001:107) states that, â€Å"new technologies allow greater transparency in the policy-making process, wider public participation in decision making, and new opportunities for interaction and mobilization in election campaigns, but, critics argue, whether these potentialities are realized. † Attention to the protection of human rights through the use of new communication technologies is an area of growing interest. On the other hand, the implementation of more â€Å"technological democracy† will exacerbate the existing digital divide present within and between developed and developing countries. The explosive growth of the Internet is exacerbating existing inequalities between the information rich and poor. Also, as Norris argues, a so-called democratic divide is developing between the citizens who do and do not use ICT’s to engage, mobilize and participate in public life. Instead of promoting democracy, ICTs could be manipulated by political parties as tools of propaganda. With no Internet censorship it is becoming a widespread political phenomenon. Crick (2002:21) defines anarchy as â€Å"a central danger of democracy†, and cyber-pessimist perceive Internet as a totally anarchical environment. Leslie David Simon (2002:Front Matter) reminds the reader that, â€Å"Today we know that there is another side to the story. Those who hate democratic values and human rights have also learned to use the Internet. In the United States and abroad, neo-Nazis and other hate groups maintain Web-sites † Also e-democracy should be seen as enhancing, not replacing traditional forms of government-citizen interaction. Norris (2001:104) reminds us that ICTs should be used, â€Å"to promote and strengthen the core representative institutions connecting citizens and the state. In this regard, opportunities for public participation and civic engagement generated via new technology are important. † Analysing all the abovementioned, I came to the conclusion that the views expressed by cyber-optimist are more realistic. Personally I believe that ICTs are able and will promote democracy and strengthen the rule of law, and attitude to law is one of the important conditions of modern democracy. ICT’s bring more opportunity and freedom, and these two factors will gradually cause wider adoption and improvement of democratic governance. Certainly, I admit the existence of numerous dangers related to the spread of ICTs, but I believe that the growing political consciousness will prevent further misuse of this powerful tool. Open and transparent government as well as availability and circulation of information can guarantee democracy and participation, and diffusion of information is one of the crucial conditions of modern democracy. Making a final conclusion I would life to state once more that the rational use of the whole potential of ICTs can facilitate democracies worldwide. Sources: 1. Leslie David Simon, Javier Corrales, Donald R. Wolfensberger, Democracy and the Internet: Allies or Adversaries?, Woodrow Wilson Centre Press, 2002 2. Pippa Norris, Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide, Cambridge University Press, 2001 3. Bernard Crick, Democracy: A Very Short Introduction, Oxford University Press, 2002