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Potential Ethical Situations
Potential Ethical Situation
Student’s Name
Institution
Potential Ethical Situation
Ethics which is also referred to as moral philosophy is a branch of philosophy involving defending, systematizing and recommending concepts of wrong and right conducts that addresses disputes of moral diversity often. Philosophical investigates the best ways of humans to live and the kinds of actions that are right or wrong in certain circumstances. Related fields to ethics are moral psychology, descriptive ethics, and value theory. Questions dealing with human morality and concepts like good or evil, right and wrong, virtue and vice, justice and crime are what ethics seeks to resolve. CITATION McK12 l 1033 (McKee, 2012)
There are situations that require a person or organizations to make decisions on alternatives that can be evaluated as wrong/unethical or right/ethical. The following are some of ethical situations that have been linked have led to breach of ethical principles.
Clinical Clients
Health care professionals in different delivery fields have the legal and ethical responsibility to safeguard the information regarding their clients with confidentiality and utmost care. Scholars and those who are involved in research also have the ethical and legal responsibility to safeguard the privacy of people participating in the studies and other research projects.
Clinical health workers are responsible for setting professional boundaries with for example the instances where dual multiple relationships are unavoidable. Health workers should not engage in dual or multiple relationships which might lead to risks in professional judgment being compromised or lead to the client being exploited or harmed. In this case involving Sondra who sought counseling to in order to seek help with her recent separation from her husband from social health worker martin who was also divorced, the two met weekly for approximately one month. At the end of the last therapy session when she was leaving the office, martin asked her out for lunch which she agreed to. This led into a social relationship which led to sexual intimacy. The relationship fell a part six months later and Sondra filed a complaint against Martin with the state licensing board and a negligence lawsuit alleging emotional harm. In this case, martin was in violation of principle C-Integrity. By taking advantage of the client’s situation and drawing her closely to the point of sexual intimacy, martin lacked integrity in his job as a clinical health worker. An individual who upholds integrity must ensure that he or she upholds ethics CITATION McK12 l 1033 (McKee, 2012).
Research Participants
Some of the cases that have been reported about research work to have violated human rights are: the study on 400 poor black men with syphilis who were enrolled in the study about syphilis unknowingly. They were told they were being treated for bad blood, a term used to describe several illnesses. There was no treatment for the condition at first but with the discovery of penicillin as a cure, the medicine was withheld from them because the scientists wanted to know how the disease spread and killed. That was very shameful and unethical. It was a total disregard and violation to human rights. This case is known as the Tuskegee experiment. It emphasizes on respect to persons, beneficence where people are to be treated in ethical manner. It states that research work should do no harm, maximize benefits and minimize harms. It also emphasize on justice to all for example. Exploitation of unwilling people like prisoners and minority groups of the society as research subjects is unlawful. These researchers were in violation of Principle D- Justice, which states the psychologists have to carry out their duties in regard to fairness and social equity. They ought not to have let their personal bias cloud their professional judgment CITATION Ban12 l 1033 (Banks, 2012).
Graduate Students
Another case that raised questions on students’ sensitivity on culture was when over 500 year old bones which belonged to some Ontario’s original inhabitants. The university of Louisiana State was being asked to return the stolen bones of about 200 people that were unlawfully gathered for research. These cases and several others led to the questioning or researchers on how much freedom the students had while undertaking their research. They had no respect to the culture of the Ontario inhabitants. This case was in breach of principle E- Respect for people’s rights and dignity. This principle states that psychologists should not act in a way that violates the rights and culture of the clients regardless of personal of professional opinion he may have CITATION Cor12 l 1033 (G., 2012).
Supervisees
To maintain professional ethics in supervisory process can be very challenging and unique. Ethical violations occurring in therapeutic relationship can be passed to the supervisory roles. Supervisory relationships can be fraught with chances of uncomfortable and inappropriate situations. For example in this case where Mary’s supervisor uses her as a confidante and openly discusses other worker’s short comings but never bother to approach the worker’s about it. May is indirectly in breach of principle B-Fidelity and Responsibility. Fidelity and responsibility requires that information from others should be kept private and confidential CITATION Edw12 l 1033 (Edwards, 2012).
Consultees
Sexual involvement between a faculty member and a trainee or consultee student in unisex university USA in 2009 portrayed clearly abuse of power by a supervisor who took advantage of inequalities of working relationship. This could affect or damage the trust relationship between the teacher and the student and teachers are viewed as professional role models for their trainees. This may affect the trainee future professional behavior CITATION Edw12 l 1033 (Edwards, 2012). This is yet another case which resulted into breech of principle C-integrity.
Reference
Mc Kee, A., & Eraut, M. (2012). Introduction (pp. 1-19). Springer Netherlands.
Banks, S. (2012). Ethical issues in youth work. Routledge.
Corey, G., Corey, M., Corey, C., & Callanan, P. (2014). Issues and ethics in the helping professions. Cengage Learning.
Edwards, J. K. (2012). Strengths-Based Supervision in Clinical Practice. SAGE Publications.
Lean on Me
Student’s name
Course
Word count: 1001
Lean on Me
As the Principal, Mr. Joe Clark joined the music teacher Mrs. Elliot and the students singing ‘lean on me,’ a sense of unity and power filled the school hall. ‘Lean on Me’ is a classical drama film written by Michael Schiffer and released in 1989. It expresses how a change in school management can impact student performance and behavior positively. The movie plot revolves around East High School, a high school in Paterson, New Jersey, on the verge of being shut down by the government due to its student’s inability to reach the bare minimum in their Basic Skills test scores. A new principal, Principal Joe Clark, is introduced to the school to bring order and revive the school’s performance. The movie suggests that he is alienated and disliked by Eastside High School students and teachers because he is tough and strict. The movie ‘Lean on Me’ portrays how a combination of aspects like management change, dictatorship, and discipline begets success and good results in students, consequently giving the school state recognition.
As the movie depicts, the change of school management leads to a good performance from students in a learning institution. Students operating under the same management for years might not feel the need to push themselves to greater heights. They get comfortable in their positions and their daily routines that it becomes normal or boring for them. The management’s rules initially put in place fade from the student’s minds, and they begin to behave unpleasantly. Students become carefree, neglect their responsibilities and purpose of being in school. Some might take it to the extent of dealing with illegal practices like drugs and crime within the institution. The same applies to teachers too. They become reluctant and handle students with less seriousness. Their goals become vague by day, and suddenly they are not working towards achieving their objectives as teachers, which trickles down to unfocused and aimless students.
The introduction of new management and leadership brings a sense of freshness to students and teachers. The rules and regulations governing a school are amended accordingly, and sometimes it leads to the change of the school curriculum based on the new objectives of the school. Consequently, students and teachers are forced to conform to the new regulations and be alert because they don’t quite comprehend the new management and wouldn’t want to be caught on the wrong side. The movie shows how the new principal, Principal Joe Clark, expels 300 students in the East High School for persistence in lawbreaking and drugs abuse. This scene vividly displays how change experienced in a school eradicates bad behavior when new management takes over.
However, the movie fails to view it from the students’ perspective or consider how they cope with the adjustments made in the institution. New management can be overwhelming, especially for students. It is advisable to notify them early enough, carry them through the expected changes that would take place, and counsel them where necessary. These measures ensure that the students and the teachers are well prepared, thus embracing change positively and quickly. It proves effective and advantageous to the students, teachers, and the management in general.
The movie reveals how dictatorship brings order and puts things into perspective for students and teachers of an institution. A dictatorship requires that students and teachers comply with management’s rolled-out regulations without questioning it even if they are uncomfortable. It renders the opinions of teachers and students to the management useless and irrelevant. The management believes it has the best interests of the students and teachers at heart. Therefore, each rule it brings forth and reinforces brings positive outcomes. Although dictatorship deprives individuals of their democratic rights of opinion, it is sometimes effective in a school setting. Students need strict governance to be disciplined and follow the rules. Adverse consequences are usually attached to lack of compliance by students in dictatorship regimes. For this reason, students work towards achieving the goals set by the schools and be in their best behaviors for fear of getting severely punished.
Principal Joe Clark displays dictatorship in East High School by demanding that all students and teachers stop doing whatever they are doing when the school anthem starts. He even suspends Mr. Darnell, an English teacher, for picking up trash when the school anthem is ongoing. Furthermore, Clark chains the school as a security measure against invasion from suspended students without consulting the teachers, parents, or the town mayor. Regardless of not following the right way, this measure actually works and keeps the students safe from attacks from their expelled peers. Dictatorship might not be a leadership desired by many, but it effectively brings progress, especially in learning institutions.
Discipline in students is likely to yield good results. Disciplined students respect their teachers and adhere to the school rules. They understand their purpose of being in school and are goal-oriented. Such students do not need to be pushed by their teachers to do their assignments perfectly and on time. Furthermore, they are not easily swayed by peer pressure to break the law because they are aware of the consequences. Consequently, their grades are excellent or above the required standards. They meet their targets and continue to grow academically and socially, unlike the rude and indisciplined students. Rogue and unruly students constantly get into trouble and miss important lectures while doing their punishments. The movie displays the good fruits of discipline through the success of more than seventy-five percent of students in their Basic skills test.
Conclusion
Change is inevitable in our lives. Its outcomes can be unpredictable, but it mostly brings positive results to individuals or institutions. It is an opportunity to start afresh and reflect on past events. ‘Lean on Me’ paints a vivid picture of why we should be receptive to change in various aspects of our lives. We can notice progress in our engagements through change; therefore, embracing it seems more reasonable since we can’t escape it
Intersection between Myth and Culture
Student’s Name
Course
Short Paper 2
Professor’s Name
Intersection between Myth and Culture
“Greek and Roman mythology is quite generally supposed to show us the way the human race thought and felt untold ages ago. Through it, according to this view, we can retrace the path from civilized man who lives so far from nature, to man who lived in close companionship with nature; and the real interest of the myths is that they lead us back to a time when the world was young and people had a connection with the earth, with trees and seas and flowers and hills, unlike anything we ourselves can feel (Hamilton 12).”
Culture and myth are two elements of human life that are inseparable. In the above excerpt from Edith Hamilton’s Mythology, myths from the legendary Roman and Greek life are explored, with the author noting that the aim of mythology is to provide a worldview of a culture into a people’s world. Culture can be explained by the way people tell and pass on myths from one generation to the next (Frauenfelder 211). In this discussion, the intersection between myth and culture is explored. Ultimately, culture and myth have a deep connection where one informs the existence of the other in a clear link of explaining how people, who are a part of a culture or mythology, view life and other aspects of living.
Myth-making is a human creative activity that has been undertaken throughout history. Traditions, folklore, and tall tales all include myths and legends that may reveal a great deal about how people see and comprehend the world in which they find themselves. Individuals express themselves and arrange their lives and the environment through the various elements of culture, which also serve to convey their culture and values. Individuals express themselves and organize their lives and the environment through the many aspects of culture. Many of the same themes, architecture, images, and characters can be found in myths from many civilizations, and they all attempt to explain the mysteries of the universe. For most of human history, myths have formed and reflected communities, and they have served as a source of cultural cohesiveness across the world (Frauenfelder 211). Myths are often used in the process of constructing a common set of beliefs, views, and history. The purpose of a myth is to offer the audience with a reality that they may then interpret in accordance with their own cultural values and traditions. Therefore, there is a clear link between myth and culture, seeing that one is part of the other and that none can exist independent of the other.
An individual’s conduct is shaped and influenced by their culture, which is composed of their collectively held beliefs, values, and worldview. Humans create, learn, and transmit culture in large part via language and other means of communication. People don’t get their culture from their parents but, instead, it’s something they learn (Murnaghan 81). To deal with basic issues, people build and sustain cultures (such as survival, geographical, social, economic, and philosophical). A culture must address the basic needs of its adherents, design systems to ensure its transmission and continuance across time, and provide an orderly existence for its members. Working together, people and organizations with different interests must come up with a culture that can meet everyone’s needs. The interests of the dominant group in a community are typically more important (Hamilton 77), than those of other subordinate groups, thus creating a dominant culture.
In order to explain the cosmos, a culture’s myths and legends are compiled into mythologies (Hamilton 78). To begin, myths are usually religious stories that give supernatural explanations for cultural elements and positions such as the creation, death, punishment, and the cultural position on the afterlife. It is common for myths to incorporate supernatural beings/powers, and for them to mimic human interactions on a daily basis. The story of how the world was created to be is told in origin myths. Symbols communicate a culture’s vision of the universe, including its ideas and assumptions about how humans fit into the natural and cosmic order.
Creation, mortality, the immortality, man’s as well as the world’s origins, right and wrong, and the nature of man are all significant themes in mythological narratives and legends. The reality that so many individuals, who may have never met before, have come up with tales that are startlingly similar is solid evidence of the applicability of these concepts (Frauenfelder 213). People all around the globe, from Asia to Rome and Greece, have come to believe in stories about catastrophes, virgin childbirth, and the afterlife. Historically, mythical beliefs have had a profound impact on culture, mostly because they reveal the roots of a certain community. They display how the gods developed civilization, as well as the difficulties they encountered in the process of doing so. Historically, the Greeks believed that divinities ruled over nature and directed them in their everyday activities. People in ancient Greece participated in religious rites in order to satisfy their deities and secure good fortune for themselves and their descendants (Hamilton 59). The beginnings of the cosmos and all its occupants are described in mythology, which also serves as a vital guideline to the human existence as a whole. This paradigm was embraced by several communities since it allows people to have a better knowledge of what was going on throughout the globe at the time. In a similar way, myth has an influence on contemporary cultural activities.
The connection between individual and communal consciousness levels of diverse symbolic forms in culture, incompatible ways of thinking, and worldview kinds, as well as their interaction with one another, is one of the most essential characteristics of the postmodern world. Myth is a strong cultural emblem that has been around for a very long time. When seen through the lens of myth, its contradictory and complex structure indicates the stability of its parts; it lives and evolves within the present social and cultural environment, penetrating all areas of human activity and displaying universal appeal (Frauenfelder 213). People in the early phases of human development gained their attitudes about life and their place in it by looking at the world through the prism of these conceptions, which they subsequently applied to their own experiences in the later stages of development. Despite the rise in popularity of philosophy and science, mythology has retained its role as a useful source of knowledge. Mythical tales have served as inspiration for a wide variety of religious traditions throughout history, showing how and culture intertwine.
To conclude, the discussion shows that we may be able to have a better knowledge and interpretation of the world around us if we study mythology. The ideas of “human” and “the world” are two of the most fundamental conceptions in the worldview of the religion. The discussion further proves the connection between culture and myth, informed by Hamilton’s text on Mythology. The discussion shows that culture and myth have a deep connection where one informs the existence of the other in a clear link of explaining how people, who are a part of a culture or mythology, view life and other aspects of living.
Works Cited
Frauenfelder, David. “Popular Culture and Classical Mythology.” The Classical World (2005): 210-213.
Hamilton, Edith. Mythology (75th Anniversary Illustrated Edition): Timeless Tales of Gods and Heroes. Black Dog & Leventhal, 2017.
Murnaghan, Sheila. “Myths of the Greeks: The Origins of Mythology in the Works of edith hamilton and robert Graves.” Classical Bulletin 84.1 (2009): 81.