Events in Czechoslovakia in 1938-1939 Essay Example for Free

Events in Czechoslovakia in 1938-1939 Essay Ultimately, the events in Czechoslovakia in 1938-1939 played a major role in contributing to the outbreak of world war 2 as it ended the appeasement policy and led to Britain’s realization that war was the only solution. However, the nazi soviet pact is also a factor as it gave germany the confidence to invade Poland, a move that guaranteed war. After the anschluss, Czechoslovakia was next on hitler’s list of expansion. The Czech government felt threatened, and sought support from Britain and france should Hitler invade Czechoslovakia, and both Britain and france felt bound to help them. On 15 september 1938, Hitler told chamberlain that he would risk war to bring the Sudeten germans into germany. Chamberlain found his demands reasonable, and decided that areas in which more than half the population was germans should be handed over to Hitler. However on 22 sep Hitler stepped his demands and asked for the whole of Sudetenland. Originally, chamberlain rejected his demands. Eventually, in an attempt to avoid war, he, along with Mussolini and the prime minister of france decided that Sudetenland would be given to germany. This was known as the munich agreement (29 sep). Czechoslovakia was not consulted, and it had felt betrayed. Following that, Hitler then assured chamberlain that he had no further claims in Europe. However, in march 1939, Hitler took over the rest of Czechoslovakia, showing that he could not be trusted. Following that, Britain and france both abandoned the appeasement policy and announced that it would declare war on germany in event that Hitler invaded Poland. However, the nazi soviet pact was also an extremely important factor as it enabled Hitler to avoid a two frontwar, and allowed him to continue to provoke the western countries as stalin now secured his eastern border. Hence, Hitler could now channel all his resources to fighting the western front. Hitler learnt 2 important lessons from the First World War. Firstly, the importance of the involvement of Russia if a Slavic nation was attacked and next the strain of having to fight a war on two fronts. Therefore, the nazi soviet pact was signed on 23 august 1939 where communist Russia agreed to remain neutral if Poland was attacked. It also contained a secret protocol whereby germany and Russia agreed to carve up Poland between them, with germany getting the western parts and Russia getting the eastern parts along with Latvia, Lithuania and Estonia. With this, Hitler felt assured and proceeded to attack Poland, which unleashed the second world war. In analysis, the events in Czechoslovakia played an extremely significant role in contributing to the outbreak of war in 1939 as compared to the signing of the nazi soviet pact. The events in Czechoslovakia had laid the foundation for the outbreak of war, and it was after the invasion of Czech that led to Britain’s realization that hitler’s aims went way further than merely just redressing the wrongs of the Treaty of Versailles. It showed that Hitler aimed to dominate central Eastern Europe and British knew that war was the only solution in stopping him. Furthermore, the invasion of Czechoslovakia was so unjust that it gave Britain the high moral ground to â€Å"defend the right† without regard to self-interest. This was the point when Britain and France announced that they would declare war on Hitler were he to invade Poland. Although the nazi soviet pact did play a small role, it merely acted as the trigger for the invasion of Poland. Hitler’s invasion of Poland was inevitable, and the pact merely sped up the process. Rather, the decision of Britain and france to abandon appeasement and to defend Poland was made after the events in Czechoslovakia is 1938-1939, thus making it more crucial.

Storge Art History Essay Essay Example for Free

Storge Art History Essay Essay Storge, the Greek word for familial love, is the title of the art exhibition. Consisting of six works of art, of varying mediums, all but one from the modern era, this art show is meant to project love of family, and the feelings it may bring, whether they are joy or anguish. All the pieces in the show are meant to evoke maternal or paternal feelings in the viewers, and when combined, the pieces are meant to show the journey of parenthood. The duality of the show should be clear with the contrast between some of the happier pieces, such as The Bath, by Cassat, or The Cradle, by Morisot, and some of the darker works, like Migrant Mother, by Lange, and the very famous Pieta, by Michelangelo. The exhibition is also supposed to demonstrate the timelessness of storge, that no matter what century it is, feelings of parenthood are always powerful. Each piece will be placed on its own in a large plain room, and the viewers will walk from one room the next in a sort of chronological order, illustrating the journey of a child’s growth, and how it may affect their parents. The first work shown is The Cradle, and was painted in 1872 using oil on canvas, by Impressionist artist, Berthe Morisot. The piece is of Morisot’s sister Edma gazing at her sleeping baby daughter, and is a beautiful depiction of true motherly love. Morisot used her sister Edma as a model in several other works, like Young Woman Seated at a Window, however, the most powerful works, I found, were the depictions of motherhood, of Edma with her children, such as Hide-and-Seek or On the Grass. The Cradle instills a maternal sense in most viewers, which, after closer inspection seems to be due to the way Morisot had positioned her sister. Edma’s hand drawing the curtain over the cradle, partially obscuring the baby from view creates a feeling of intimacy, and shows the traditional protectiveness a mother has for her child. While the colours that Morisot chose create a somewhat somber feeling, the piece isn’t quite sad. It projects a sense of contentment and serenity, especially coming from the mother’s expression. Some have detected a slight sense of longing in the mother’s eyes, possibly wishing to be able to keep her child safe like this forever, but overall, Morisot creates a peaceful atmosphere evoking motherly sensations in the viewers. The Bath (1892), by Mary Cassat, is another oil on canvas Impressionist painting, also depicting a mother and child. The child in this piece is a few years older than the baby in Morisot’s The Cradle, demonstrating the show’s idea of a child’s growth. Some have described Cassat’s series of pieces showing mother and child as â€Å"largely unsentimental†, however, there is an undeniable feeling of closeness between the two figures, a mother and a daughter. The body language of the mother shows tender care for her daughter, as she gently washes her child’s toes during bathtime. The child, mostly naked, sitting on her mother’s lap is a picture of innocence and vulnerability. The mother cradling her child, holding the girl on her lap with an arm around her hip, creates an image of quiet protectiveness similar to The Cradle. The effect of putting The Bath after Morisot’s piece symbolizes the strong love that mother’s have for their children, because they are both pieces that show the strong bond between parent and child. The painting in the next room after The Bath, is The Banjo Lesson, painted using oil on canvas in 1893, by Henry Ossawa Tanner, a prominent African-American Impressionist painter. This piece shows a black father or grandfather with a young boy on his lap, teaching the boy to play the banjo. Compared with the two works that came before it, The Banjo Lesson shows an even closer bond between parent and child. The closeness of the two figures shows a strong familiarity between them, and again, a feeling of intimacy and protectiveness. The child stands between the man’s legs, leaning against his knee and torso, studiously trying to play a banjo, that’s too big for him, emphasizing his youth and frailty. The man, old and weather, intently watches the child’s delicate fingers, while supporting the neck of the instrument. This painting symbolizes the sharing of knowledge between parent and child, which is a big part of the parental journey. Though there are heavy shadows on the figures’ faces, the concentrated expressions are obvious, and despite that Tanner used mostly darker colours for the foreground, the lighter background, suggesting a fireplace off to the side, creates a feeling of physical warmth, combined with the heartwarming feeling the piece brings. The next three pieces of the Storge show shift the feeling from maternal or paternal warmth, to a slightly sadder sort of feeling. Coming after The Banjo Lesson, is a series of black and white photographs, taken in 1936, Nipomo, California, by Dorothea Lange, called Migrant Mother. The photos all show a poor pea picker, Florence Owens Thompson, the mother of seven children, wearing looks of worry and extreme sadness. All the photos in the set are extremely powerful, because of the feeling of desperation and heartache they generate in viewers of the pictures. At the time, Thompson and her kids had been existing off of frozen vegetables from the field and any birds that her children could kill. The children are positioned differently from photograph to photograph, but the expression on the mother’s face remains the same. It is a mixture of different emotions: disappointment, that she was unable to give her children a proper home; deep concentration, trying to find a way to make a better life for her family; serious concern, about how to make ends meet, where their next meal would come from; and tiredness, physically and mentally exhausted. In most pictures, she cradles her infant, while her other children lean on her. The body language of all the figures represents how a parent is a support system for the child, no matter how exhausted they are. The next work in the Storge exhibition is Arrangement in Grey and Black: Portrait of the Painter’s Mother, painted by James McNeill Whistler, in 1871. The oil on canvas, Impressionist piece shows, as the title dictates, the artist’s mother. At first glance, I had assumed, as did many others, that the mother was at her child’s funeral. It is a very somber picture, the woman wearing all black, clearly old, seeming vulnerable and sad. With some research, I learned that is definitely not what happened. Whistler’s mother had, apparently, sat in on for the portrait when the model became sick. It’s interesting how this piece shows a different sort of familial love. Rather than parent to child, it’s child to parent. Whistler managed to really evoke his mother’s Protestant character with the pose, expression, and colours that he used. There is exceptional attention to detail when it comes to his mother’s face, which kind of symbolizes their relationship. He would have to be very close to her to capture her character in his art, and even to physically recreate her face. I also detected a slight feeling of worry on Whistler’s part, with his mother aging. She had been standing at the start of the portrait, but she had to sit down due to her frailty. So while I did detect, after learning of Whistler’s intentions, a feeling of peace and contentment in the painting, I also felt the feeling of sadness that a child has when the realize they don’t have very much time left with their parent. The last piece, though it breaks from the vaguely chronological order of the show, is arguably the most powerful depiction of mother and son, not just in the show, but ever. Michelangelo’s Pieta, carved from Carrara marble, completed in 1499, depicts every parent’s worst nightmare, the death of a child. Mary holds Jesus’ lifeless body on her lap after the Crucifixion, cradling him in the same way she has been shown cradling Jesus as an infant. Her palms are turned upward as if asking why God would take her son from her, especially in such a violent way. Her face, a picture of numbness and vulnerability, combined with the body language of the two figures creates a sense of a very natural relationship, and shows the bond that was shared between Mary and her son. This piece evokes a very strong reaction in all viewers, of despair and empathy. Regardless of religious background, people have been known to break down into tears at the sight of Pieta, struck by what it would feel like to lose a child. Storge is meant to elicit a strong reaction in all viewers, not just parents. The pieces chosen for this exhibit were meant to show the best and worst events that could occur during parenthood, from cradling your toddler, to cradling your slain child. Viewers should go from craving the bond of parent and child at the beginning of the show, to feeling the loss of a child by the end of it. The artists chosen for this were mostly Impressionist, but I find the most powerful pieces, Migrant Mother by Lange and Pieta by Michelangelo, came from opposite ends of the time spectrum. This shows the timelessness of the journey of parenthood.

Case Study And A Oncology Health Assessment

Case Study And A Oncology Health Assessment This case study concerns a patient, Mrs. Singh who is diagnosed with stomach cancer and is being managed with chemotherapy. Mrs. Singh, a 78yr. old female, presents to the oncology center with the chief complaint of feeling weak and hugging the wall while walking. Mrs. Singh is a known diabetic, and was accompanied by her daughter to the clinic. A thorough focused health history accompanied by a focused physical examination was done to ascertain possible nursing diagnosis related to Mrs. Singhs presenting complaints, current diagnosis, and treatment used presently. Health History Using COLDSPA, this information obtained will allow for a focused health history of the presenting problem. (Weber Kelly 2007) Patients vital signs will be assessed temperature, pulse, blood pressure, respiration and oxygen saturation. Blood pressure in lying, sitting and standing will be assessed. If needed, (any nasal flaring, use of accessory muscle of respiration or difficulty breathing) oxygen via nasal cannula will be administered. The character of the weakness The onset when did the weakness begin, is it better or worse since it began? Location where exactly is the weakness, does it spread to other parts of the body? Duration how long does the weakness last, does it recur? Severity how bad is it on a scale of 1-10? Pattern what makes it better, what makes it worse? Associated factors what other symptoms accompany the weakness, is it possible to do work or engage in other activities such as leisure/exercise during this? (Weber Kelly 2007) A biographical data is part of the health history, and would be obtained prior to entering the center (see Appendix). However, key features that the nurse takes into account will be discussed. Weakness can be caused by a variety of medical conditions, such as: dehydration, stroke, myasthenia gravis (or other autoimmune disorders), electrolyte disturbances, anemia and infections. The obtaining of a current medical history and family history is vital in order to link other possible complications involved. (McGraw Hill Medical 2010) Assessment will be directed towards: neurological (combining musculoskeletal and peripheral), cardiovascular, and gastrointestinal systems (including nutritional). (Merck Manual 2010) Health History Mrs. Singhs chief complaint is a history of weakness, being unable to walk without hugging the wall. This weakness, according to Merck Manual (2010), may be due to the disease process of stomach cancer, diabetes mellitus as well as from the chemotherapy that she is presently having. Mrs. Singhs age, is an indication that she is postmenopausal, (Manson 2008), which can also contribute to her being weak as well as the possibility of hormonal treatment she may be receiving. (National Institute of Aging 2010) An inability to stand for long periods of time due to weakness is also a presenting symptomatology of menopause, according to Mayo clinic (2010) Mrs. Singh is a diabetic; this can cause weakness, due to diabetic polyneuropathy. However knowing the type of diabetes Mrs. Singh has will also assist the nurse in verifying the drugs Mrs. Singh is presently taking. Hypoglycemia can also present as weakness. These symptoms can be also related to an overdose of insulin (if insulin dependent) or other hypoglycemic agents as well as not eating on time. Blood glucose monitoring via a Diascan would be done at this point in time. Renal involvement will also be assessed as this may be secondary to DM. Electrolyte blood values will be assessed (Merck Manual 2010) Mrs. Singh is diagnosed with stomach cancer. Time of diagnosis as well as the management for the stomach cancer will be taken as part of the health history. This is very important, as the patient with stomach cancer may have had different types of surgery done to treat this. Also the staging and grading of the cancer is important to verify the possible metastatic sites. Endoscopic mucosal resection, subtotal or total gastrectomy with or without lymph node removal may cause complications afterwards, such as abdominal pain, gastro esophageal reflux, weakness related to vitamin deficiencies and inabsorption. (American Cancer Society 2009) Another study showed postoperative complications for stomach cancer resulted in cardiovascular complications, hemorrhaging, septic shock, anastomotic leakage and abdominal and wound infections. (Japanese Journal of clinical oncology 2010) Dumping syndrome can also result in extreme weakness, which may result from surgery for stomach cancer. This occurs as there is a rapid movement of nutrients directly into the small intestine. (Merck Manual 2010) The type of chemotherapy that Mrs. Singh is presently having as well as her compliance to it is also taken as part of the history. Chemotherapy drugs used for stomach cancer are: Fluorouracil Doxorubicin, Epirubicin, Methotrexate, Etoposide, Cisplatin, Irinotecan, Paclitaxel, Docetaxel, Mitomycin C, Vinblastine, Cyclophosphamide, Cytarabine and Vincristine. Knowing the type of chemotherapy drug is relevant to assessing and monitoring possible side effects, even though most chemotherapy agents causes severe bone marrow depression leading to anemia. Methotrexate can lead to central neurotoxicity, Vincristine, peripheral neuropathy; together with Vincristine can cause serious weakness. (BC Cancer Drug Agency 2006) Cisplatin may lead to ototoxicity causing problems with balance, which Mrs. Singh may have as she is holding on to the wall to walk. Neurotoxicity is also caused by this drug, and may also contribute to severe weakness. Doxorubicin may cause cardiovascular abnormalities which may present as myocardial infarctions, causing weakness, an inability to stand and walk without assistance. This is treated as a medical emergency. Hence during cardiac assessment, a 12 lead ECG should be done to assess heart rhythm for pending supraventricular tachycardia, myocardial infarctions or other dysrhythmias. (BC Cancer Drug Agency 2006) Neurological assessment: level of consciousness, posture and body movement will be assessed. A score will then be obtained (G.C.S) in order to ascertain Mrs. Singhs neurologic status. Cranial nerve assessment will then be performed together with posture, all reflexes, mood, speech, facial expression and cognitive status. (Weber Kelly 2007) This will allow the nurse to ascertain whether the weakness is due to a neurological problem, as Mrs. Singh is a known diabetic. The use of the chemotherapeutic drugs can also affect her neurological status as well, hence the importance of this assessment. Observations for any stroke or history of same will be done. Drooping of face or any side of the body will be assessed for. Since Mrs. Singhs balance is affected, a thorough assessment for balance, using the Rombergs test would be done. (BC Cancer Drug Manual 2006) Gait and balance, together with strength of muscle and tone will be assessed. Nutritional assessment: Patient will be assessed for anorexia, dyspepsia, weight loss, abdominal pain, constipation, anemia, nausea and vomiting as these may all be related to the weakness she is experiencing. The daughter will be asked to answer as well as Mrs. Singh. (Weber Kelly 2007) Cardiovascular assessment Observation of the jugular veins for venous pulse and pressure would be done. Carotid arteries would be ascultated for bruits and palpated to determine the pulse. This can indicate hypovolemia, if the pulse is weak and may be associated with weakness. (Health Medicine 2010) The precordium will be inspected for any pulsations. Any heaves, lifts observed on the precordium, and abnormal pulsations palpated, may be an indication of an enlarged ventricle from an overload of work. This can be caused by chemotherapy agents such as doxorubicin (cardiotoxicity). Mrs. Singh being a diabetic as well could develop cardiac complications secondary to the diabetes. (Cecil 2002) Auscultation of heart rate, rhythm, heart sounds and extra heart sounds may be an indication of cardiac abnormalities such as aortic regurgitation. (Weber Kelly 2007) Nutritional status will be assessed, which will involve what is her daily intake: food and fluid, her weight will be assessed and compared to her baseline weight. Mrs. Singhs intake and output will be assessed in the last 24 hours with any supplements/ vitamins taken. For a vitamin deficiency can lead to peripheral neuropathy. Patients blood values as per laboratory chart will be assessed: hemoglobin levels, WBC count platelet levels for any abnormalities. Can pt. tolerate a full diet or what is the intake, what food can she eat or any changes in eating habits as well as presence of mucositis. Skin, hair and nails would also be assessed for dehydration. The patient will be asked if any bleeding was observed in stools. The nurse will assess occult blood in laboratory reports. (Weber Kelly 2007) Observation of body build, muscle mass and fat distribution will be taken in accordance to weight and height. (Body mass index). Assessment of Mrs. Singhs skin for turgor, moisture and venous filling will show fluid volume status. Observation of the neck veins will also identify fluid volume status. The tongue will be observed for hydration (furrows), as well as, the eyes position and coloration for signs of dehydration. Palpation of the eyeball will verify any dehydration. Auscultation of lung fields will identify any fluid present in the lung. (Weber Kelly 2007) Inspection of abdomen The abdomen will be observed for colour. A purple discoloration of the flanks will indicate bleeding within the abdominal wall. Abdomen will be inspected for jaundice (yellowing), paleness, swelling, hernias, abdominal movement, contour, symmetry, striae, vascularities, scars, lesions and rashes as well as, aortic palpations and peristaltic waves. Umbilicus will be inspected for colour, deviation from midline, contour. (Weber Kelly 2007) Auscultation of bowel sounds, vascular sounds and friction rubs over liver and spleen will be done. Absence of bowel sounds can ascertain any abdominal surgery being done or can be an emergency. Bruit over abdominal aorta, renal, femoral or iliac arteries may indicate an aneurysm. Friction rubs heard over liver or spleen may indicate metastases. (Weber Kelly 2007) Percussion of the abdomen is done for tone. Dullness over the liver or spleen may indicate hepatomegaly or splenomegaly. Measuring the span of liver and spleen will also allow the nurse to assess any decrease or increase in size from the normal. Light and deep palpation of the umbilicus, liver, aorta, spleen and kidneys would allow any masses to be verified which may be related to tumor growth or presence, aneurysms or metastases. Shifting dullness and fluid wave test will be done. (Weber Kelly 2007) Possible Nursing diagnoses Weakness related to diabetic polyneuropathy and side effects of chemotherapy (anemia) as evidenced by displayed weakness. Imbalance related to chemotherapy side effects as evidenced by pt. inability to stand. Nutritional imbalance: less than body requirements related to chemotherapy or G.I. surgery as evidenced by displayed weakness. Impaired physical mobility related to impaired balance as evidenced by Mrs. Singh hugging the wall to walk Powerlessness related to chemotherapy and inability to perform activities of daily living as evidenced by inability to maintain balance and walk (RN CENTRAL 2010) Conclusion A thorough health assessment of Mrs. Singh was done which included a focused health history as well as a focused physical assessment in order to formulate nursing diagnoses for appropriate nursing interventions and referrals to be made as immediate as possible. This allowed for the chief complaint to be logically analyzed for a plan of care to be developed for Mrs. Singh. A framework was provided (COLDSPA) as well as, scientific literature to validate all assumptions made.

Willy Loman Is The Cause Of Hi :: essays research papers

Willy Loman is the cause of his own misfortune   Ã‚  Ã‚  Ã‚  Ã‚  Many characters in literature are the cause of their own misfortune. In the play Death of a Salesman by author Miller, Willy Loman is responsible for his misfortune as well as the misfortune of his two sons Happy and Biff. Willy creates his own small world in which he is the boss, everything goes around him, nothing will change and nothing will go wrong. But by thinking this way Willy causes his own misfortune.   Ã‚  Ã‚  Ã‚  Ã‚  Willy brags to his boys that he is well liked, that he is a 'big man';, but in reality he is not. He says that he went to Providence, met the Mayor, had coffee with him. Willy says: 'And they know me, boys, they know me up and down New England'; (Death of a Salesman 30). This comment illustrates how Willy shows off in front of his sons. He says he can park his car in any street in New England, and the cops will protect it like their own. Willy believes that he is a 'number one'; man but at the same time he knows and says that he is not what he dreams about, but he just does not want to admit it. 'You know, the trouble is, Linda, people don't seem to take me… They seem to laugh at me… they just pass me by. I'm not noticed'; (36) says Willy. He knows the fact that he is a total failure and he never admits it. Then Willy mentions that he cannot sell anything and when Linda says that he is the handsomest, he disagrees with her, says he is fat, foolish to l ook at. Willy tells everyone and believes in the dream that he is well liked, that he is a 'number-one'; man. Thinking that way Willy creates his own little world where he is the boss and he does the things which he should not do causing his own misfortune.   Ã‚  Ã‚  Ã‚  Ã‚  Willy believes in and follows his wrong ideas. And the worst part is that he teaches them his sons Biff and Happy. He thinks that appearance is everything. Willy says: 'Because the man who makes an appearance in the business world, the man who creates personal interest, is the man who gets ahead. Be liked and you will never want'; (33). This comment illustrates Willy's belief in the wrong idea that appearance is everything.

Bush A= Plan :: essays research papers

Bush A+ Plan Lieutenant Governor Brogan and Governor Bush fought for approval of what they called, the Bush/Brogan A+ Plan for education. This was a comprehensive system of school reform. They believed that each student should gain one years of knowledge with one year of school. They also believed that no student should be left behind. These are the principals that the plan was built upon. In order for them to be assured that a student gained a years knowledge in a years time, the FCAT was set in place. This FCAT tests students till the tenth grade. The results of this test is then used to make sure the student is not left behind. The education is then centered around the individual needs of each student. Although this is not the only reason for the FCAT test. The test also shows if the school is performing to standards. Schools are assigned a performance grade based on the student achievement from the FCAT. If the school receives a failing grade, then resources are put into effect. The school receives addition money assistance, along with salary incentives for the teachers in those schools. I personally do not see the reason to award a failing school or a teachers of that school. But I guess I stand corrected, due to the fact the program seems to be working for the most part. I believe there are some problems with this plan. I believe that the children that exceed the standards are left behind. When my daughter entered the sixth grade she was ready for Algebra 1. The school felt that only eight graders should take algebra 1. Their reasoning was that in the seventh and eighth grade they would not have a math for her to complete. Due to this reasoning, I feel, they decided to leave my child behind. My daughter was taken out of the public school and placed in a private school. In the private school she was able to exceed at her learning capabilities. Today she is attending CFCC as a full time student. This is her second semester. She carries thirteen credits this semester, with a 4.0 grade average. My daughter is thirteen years old. She shall receive her A.A. degree by the time she is fourteen. I believe if she had been left in the public school, she would of been held back from her abilities.

Loneliness and Unrequited Love in James Joyces Dubliners Essays

Repetitive routines, and mundane details of everyday life characterize the lives of Joyce’s Dubliners and trap them with frustration, restraint, and violence. Routines affect the characters who face difficult predicaments, but it also affects characters who have little open conflict in their lives. The most consistent consequences of following mundane routines are loneliness and unrequited love. The consistency of these Dubliners’ lives through the stories, effectively traps them, preventing them from being receptive to new experiences and happiness. At the beginning of the twentieth century, chances for marriage in Ireland were slim. Gabriel and Gretta Conroy in â€Å"The Dead,"are the only married couple at the Morkin sisters Christmas party. While Mr. Duffy in â€Å"A Painful Case," and Maria in â€Å"Clay," who both live alone, certainly illustrate the emptiness of isolation, two married characters also seem upon consideration to be just as isolated. Mr. Duffy’s obsession with his predictable life costs him a golden chance at love. In â€Å"Eveline," the young girl has a chance to save herself from a life of poverty but cannot move, as if she was trapped, when her chance to flee arrives. She is trapped by her poverty that makes her family dependent upon her economically and social conventions that insure she will care for her family even though her father is abusive and keeps all her money. She will live out her life in poverty, as her mother did, making thankless sacrifices for all until she too loses her mind: â€Å"that life of commonplace sacrifices closing in craziness† (28). Mr. Doran, in "The Boarding House," has been tricked into marriage by Mrs. Mooney: â€Å"the instinct of the celibate warned him to hold back"(52). He does not love Pol... ...ad are more alive to many than the living. Gabriel Conroy's final, stark self-evaluation serves to crystallize the very essence of this hemiplegia in a few finely honed sentences. He realizes that, trapped as he is, he is incapable of real passion, real emotion: â€Å"He had never felt like that himself towards any woman but he knew that such a feeling must be love.'† He can no more 'apprehend' this intensity of feeling any more than one whole lived such a life could perceive the â€Å"wayward and flickering existence† he shares with the hosts of the dead. He feels his own boring identity fading out, yet feels nothing. He can only stare at the individual, unique snowflakes that hit his window, but cannot enter his little world. The image of the snowflake is soon faded into the grey shapeless mass of snow. His stories depict Dublin as a place conducive to self-destruction.

Ethical Leadership Essay

Overview about Leadership Ethics Leaders must understand the subject of ethics – what it is and why is it important. Ethics is the branch of philosophy concerned with the intent, means and consequences of moral behavior. It is the study of moral judgments and right and wrong conduct. Some human judgments are factual (the earth is round); others are aesthetic (she is beautiful); and still others are moral (people should be honest and should not kill). Define Ethical Leadership Behavior Ethical Leadership is leadership that is involved in leading in a manner that respects the rights and dignity of other. â€Å"As leaders are by nature in a position of social power, ethical leadership focuses on how leaders use their social power in the decisions they make, actions they engage in. And ways they influence others’ decisions. Leaders who are ethical, demonstrate a level of integrity that is important for stimulating a sense of leader trustworthiness, which is important for followers to accept the vision of the leader. These are critical and direct components to leading ethically. The character and integrity of the leader provide the basis for personal characteristics that direct a leader’s ethical beliefs, values, and decisions. Individual values and beliefs impact the ethical decisions of leaders. Five Ethical Leadership Behavior 1. Be Honest and Trustworthy and Have Integrity in Dealing with Others. Trustworthiness contributes to leadership effectiveness. A perception that high-ranking business leaders were untrustworthy contributed to the spectacular decline in stock prices during the 2000-2002 period. An ethical leader is honest (tells the truth), and trustworthy (constituents accept his or her word). In other words, he or she has integrity. According to Thomas E. Becker, this quality goes beyond honesty and conscientiousness. Integrity refers to loyalty to rational principles; it means practicing what one preaches regardless of emotional or social pressure. 2. Pay Attention to All Stakeholders. An ethical and moral leader strives to treat fairly all interested parties by  his or her decisions. To do otherwise creates winners and losers after many decisions are made. The widely held belief that a CEO’s primary responsibility is to maximize shareholder wealth conflicts with the principle of paying attention to all stakeholders. A team of management scholars observes: â€Å"We used to organize corporations as both economic and social institution–as organizations that were designed to serve a balanced set of stakeholders, not just the narrow interests of the shareholder†. A leader interested in maximizing shareholder wealth might attempt to cut costs and increase profits in such ways: laying-off valuable employees to reduce payroll costs, overstating profits to impress investors, overcharging customers, siphoning money from the employee pension fund and reducing health benefits for retiree. Although the aforementioned may be standard practice, they all violate the rights of stakeholders. 3. Build Community. A corollary of taking into account the needs of all stakeholders is that the leader helps people achieve a common goal. Peter G. Northouse explains that leaders need to take into account their own and followers’ purposes and search for goals that are compatible to all. When many people work toward the same constructive goal, they build a community. 4. Respect the Individual. Respecting individuals is a principle of ethical and moral leadership that incorporates other aspects of morality. If you tell the truth, you respect others well enough to be honest. If you keep promises, you also show respect. And if you treat others fairly, you show respect. Showing respect for the individual also means that you recognize that everybody has some inner worth and should be treated with courtesy and kindness. An office supervisor demonstrated respect for the individual infront of his department when he asked a custodian who entered the office: â€Å"What can we do in this department yo make your job easier?† 5. Accomplish Silent Victories. The ethical and moral leader works silently, and somewhat behind the scenes, to accomplish moral victories regularly. Instead of being perceived as hero  or heroine, the moral leader quietly works on moral agenda. Quite often he or she will work out a compromise to ensure that a decision in process will have an ethical outcome. Typical Ethical Dilemma for Supervisors Maintaining professional ethics in the supervisory process can pose unique challenges. The same ethical violations that can occur in a therapeutic relationship can be paralleled in a supervisory relationship. From performance evaluations to dual relationships, the supervisory relationship can be fraught with chances for uncomfortable, inappropriate, and potentially litigious situations. †¢ â€Å"My supervisor uses me as a confidante and openly discusses another worker’s shortcomings with me, yet she never approaches the worker about it.† †¢ â€Å"My supervisor degrades me and makes personal comments about me—usually negative—and sometimes in front of other staff.† †¢ â€Å"My coworker reads all day long and doesn’t spend much time working with clients. My supervisor is unwilling to address it and said to me, ‘Mind your own business. He gets his work done. That’s all that’s important.’ It drives me crazy that I end up picking up his slack with clients.† †¢ â€Å"My supervisor passes work on to me even though I am overwhelmed with my own work. She dumps administrative duties on me that she should be performing. If I do them, it’s credit in the bank for me to get favors from her. I don’t like the game, but it does have benefits.† †¢ â€Å"I used to be best friends with a person I now supervise. Do we have to give up our friendship? I don’t see why, as long as it is after work hours.† †¢ â€Å"I’m a supervisor of a domestic violence agency with a shelter program. A new employee reported she is being abused by her live-in boyfriend. She feels she is in danger and would like to enter the shelter and receive counseling with us. What do I do?† Define Leadership attempts and the influence of ethical and unethical behavior on leadership attempts In any thesaurus or dictionary, you will find that successful and effective are oftentimes used as synonyms for each other. On a fundamental level, they are very similar terms. However, when you break these terms down within the context of leadership, they can mean two very different things. So different, in fact, that the researcher Bass  created an illustration (Figure 1) that demonstrates the difference. Leadership Attempts is an effort by any individual to have some effect on the behavior of another individual. This leadership attempts can be measured successful or unsuccessful, depending upon production of the desired action or response. A good example of this is getting employees to complete tasks on time. Referring to the figure below, Person A (leader) attempts to influence Person B (constituent/employee) toward a desired outcome; Person A will be considered successful or unsuccessful along the continuum, depending upon the desired response of Person B. To be considered an effective leader, one must take leadership to another level, past just being successful. If Person B does what Person A asks only because of positional power, influence, or guilt, then the leader (Person A) has been successful in this scenario, but not effective. If Person B does the task because he/she finds it personally rewarding, then Person A has been both successful (at getting the desired result) and effective (in affecting the attitude/motivation of Person B). The bottom line is that success has to do with how the individual or group behaves; effectiveness describes the internal state of the individual or group and is attitudinal in nature. An effective leader will usually generate personal power through follower acceptance and will use more general supervision. Both of these are great ways to empower group and community members. If doing what is right produces something bad, or if doing what is wrong produces something good, the force of moral obligation may seem balanced by the reality of the good end. We can have the satisfaction of being right, regardless of the damage done; or we can aim for what seems to be the best outcome, regardless of what wrongs must be committed. This pattern of dilemma is illustrated in the chart. DEFINITION OF ETHICAL DILEMMA ETHICS/ETHICAL It is an internal feeling or sense of obligation to do the right thing. It refers to judgement about what is right and wrong. It has to do with the behavior specifically one’s moral behavior with respect to society. DILEMMA It seems a negative term. A situation requiring a choice between equally undesirable alternatives, any difficult or perplexing situation or problem. ETHICAL DILEMMAS It is a situation in which two or more deeply held values come into conflict It is a problematic situation whose possible solutions all offer imperfect and unsatisfactory answer. It occurs when key factors within a situation lead to different decisions and each of the decisions is equally valid. Is often Evoke powerful emotions and strong personal opinion. An ethical dilemma is a complex situation that often involves an apparent mental conflict between moral imperatives, in which to obey one would result in transgressing another. The topics of ethics, integrity, compromise and corruption have to become as important as other critical areas of law enforcement training if significant changes can occur. This is also called an ethical paradox since in moral philosophy, paradox often plays a central role in ethics debates. Ethical dilemmas are often cited in an attempt to refute an ethical system or moral code, as well as the worldview that encompasses or grows from it. Leaders have a tough time these days convincing us that they are honest. A US survey in 2011, for example, found that nearly half (48 percent) of those questioned rated the honesty and ethics standards. That is, few have developed their values into a moral compass pointing the way to comprehensive trading policies, robust structures and systems, and many other elements contributing to running an ethical business. In trying to shift their cultures towards a more ethical approach, many leaders will conclude that they need to develop their own skills in handling ethics. For example, some may neglect to ensure that nuts and bolts of what makes an ethics programme effective. This is seldom due to negligence, but to lack of awareness of what it takes to make a sustained cultural change in the right direction. Consequently, many leaders will benefit from having their own ethics and values tune-up. This includes opportunities to examine their own ethical decision-making skills and the ethical environment of the company. Not sure if what you feel is an ethical  dilemma? Here are the signs that may help you determine if you are experiencing an ethical problem. Discomfort – if something about a situation makes you uneasy, it is time to start finding out what is causing the feeling and why. Guilt – rather than deny the feeling, explore and respond to it. Stress – Putting off making a difficult choice, losing sleep and feeling pressured can be all signs of an ethical problem Anger – If you are feeling angry at being pressured, it could be a sign of an ethical problem. Embarrassment – If you would feel awkward about telling your boss, co-workers, friends or family about what you are doing, or thinking of doing, it’s a good chance that the issue is an et hical one. Fear – if you’re afraid of being caught, found out or exposed for what you are doing or thinking of doing, it’s almost certainly an ethical matter. Training can help managers clarify their ethical framework and practice self-discipline when making decisions in difficult circumstances. According to the London-based Institute of Business ethics, which surveys UK companies every three years on the use of their codes of ethics, six out of ten UK companies provided training in business ethics for all their staff in 2010. However, this is a 10 per cent drop on 2007. ‘Although we are living in a time of austerity, cutting back on ethics training is a short-sighted thing for companies to do’, comments Simon Webley, Research Director of IBE and author of the survey. â€Å"Is this ethical?† An ethical dilemma at work arises when there’s conflict between two possible desirable or undesirable actions. It is typically where the â€Å"rules† are unclear and with unacceptable trade-offs. For example, an employee may know something’s wrong – â€Å"it smells bad†, as one approach puts it. Yet the employee may be torn between loyalty to colleagues and commitment to the company. The eventual choice will depend on developing a uniquely personal view of the world, drawing on existing formal guidance but more significantly, also referring to individually held beliefs and desires. This is why rehearsals – the chance to practise with realistic examples of cases – is so essential for acquiring the necessary learning. Recognizing an ethical issue can be difficult, even when right in front of you. In fact, people predict that they will behave more ethically that they actually do. When evaluating past unethical behaviour, they usually believe that they  will behaved more ethically than they actually did. So there is a general tendency for people to fail to realize that they are making choices which affect others, with possible adverse consequences, and which should therefore be considered from a moral point of view. It is simply not a viable business strategy to claim that there is no such thing as ethics in business – this is a sure way of avoiding any personal responsibility for what is happening. If your only frame of reference for making choices is to â€Å"make a profit†, â€Å"maximize shareholder value†, â€Å"win this sale† or â€Å"meet the legal minimum requirements†, you will almost certainly miss the ethical dimension. Given the complex socio-cultural milieu in which leaders operate, it is not surprising that they would find themselves, from time-to-time, faced with ethical dilemmas. Ethical dilemmas are decisions â€Å"that require a choice among competing sets of principles, often in complex and value laden contexts† (Ehrich, Cranston, & Kimber, 2005, p. 137). These competing choices have been described as pulling leaders in different directions, and have been found to cause leaders great stress and anxiety. Difficulties are said to arise when leaders are faces with choices that are considered â€Å"right.† For example, Kidder (1995) states that many ethical dilemmas facing professionals do not concern right versus wrong options but right versus right. In other words, the choices could all be seen as right. Alternatively, when all of the options are deemed â€Å"wrong†, it would also potentially cause angst for leaders. How leaders interpret, respond to, and resolve ethical d ilemmas is likely to depend on a variety of factors and forces both internal and external to the leader. Two classification of Ethical DILEMMA RIGHT VERSUS RIGHT DILEMMA Ethical issues emerge when two core values come into conflict with each other. When one important value raises powerful moral arguments for one course of action, while another value raises equally powerful arguments for an opposite course, we must make a choice since we can’t do both. RIGHT VERSUS WRONG DILEMMA Ethical issues emerge when a core moral value has been violated or ignored. When honesty is an important value to a person, and another person is found to be acting dishonestly, it is generally acknowledged that the action was unethical. Question to ask help determine appropriate steps to take in an ethical dilemma Ethics transcends everything we do. Think about it, most, if not all, decisions made by today’s leaders may have an ethical component. Consequently, a leader may choose to be amoral, which means he does not consider the ethical consequences of the component of his decision. An amoral leader functions as though ethics does not exist. A leader may also choose to be immoral and ignore the ethical ramifications of his actions. This leader consciously chooses to engage in the behaviour with complete knowledge that his behaviour is wrong. Finally, a leader may choose to be moral and consider the ethical impact of his decision. Of course, the latter is the desired course of action. Ideally, all decisions should be made taking into consideration the ethical ramifications of one’s actions. Whether a leader is deciding to lay off an employee, or promote an employee, the ethicality of the leader’s action must be considered. Here are seven questions asked as strategies for r esolving ethical dilemmas. Is it legal? When considering the ethicality of an action, the first thing the leader must do is consider whether the action is legal. As previously stated, one of the paramount concerns of a leader must be the long-term survival of the organization. Corporations are legal entities that can be sued and charged with crimes. When a leader engages in behaviour that is illegal, it opens up the organization for civil liability and, possible, criminal prosecution. Such actions can result in large fines and negative publicity, which may result in declining sales and market share and may ultimately lead to bankruptcy of the organization as what occurred with Enron. Determining whether an action is legal or not is pretty simple. There are people trained to provide assistance in this area. They are called lawyers. In the US, all crimes are codified, so there is no excuse for a leader unknowingly engaging in criminal behaviour. If there is an area of doing, that so called gray  area, you should err on the side of caution and not run the risk of violating the law, regardless of the benefits. Although ethical behaviour is not required, legal behaviour is so never straddle the line. Always follow the law, it is your duty to your organization. Does it harm others? Although complying with the law is required, being ethical is not, it is a desired outcome. Therefore, when faced with an ethical dilemma and based on the ethical principles, one of the first factors that must be taken into consideration is whether the decision will cause harm to others. By incorporating this fundamental principle of ethics, showing concern for the interest of others, you may avoid making an unethical decision. However, it is important to make something perfectly clear, the ethical course of action does not necessarily mean that you will never cause harm. Sometimes, the ethical course of action may result in others being harmed. For example, eminent domain results in harming the minority for grater societal good. The focus here is to minimize hard to others. The leader should always strive to seek the course of action that minimizes harm, while producing an ethical result. A decision to right size will inevitably harm the person being laid off. However, giving that person sufficient notice, providing them with severance of possible, and providing alternative-job training are all things that can mitigate the harm. The simple fact of showing concern for the interest of others may result in a decision being modified because upon analysis, the leader may discover that the perceived benefit does not outweigh the harm that will ensue. Does it pass the CNN test? I (author of the book) had a former boss tell me that, â€Å"visibility is good, but exposure will kill you.† He was encouraging me to take the jobs that will bring visibility to my strengths and avoid jobs that will expose my weaknesses. There is also an old saying that transparency is the best disinfectant. Well, the same applies when it comes to our actions. When resolving an ethical dilemma, a leader should consider how he would feel if his actions were publicized to the entire world on CNN. Would you be comfortable with your decision if it was the main topic of discussion on Anderson 360 and you knew you were being subjected to public disclosure and critique? I think (author of the book) if the former CEO and CFO of Enron  had considered that their actions were going to be subjected to public disclosure, they probably would have chosen a different course of action. If the former CEO had known that it would have been publicly disclosed that he was dumping shares of Enron stock while encouraging others to buy, he probably would not have made that unethical decision. Get a second opinion In the field of healthcare, it is a common practice to seek second and sometimes third opinions. Although your primary physician may be a board-certified expert in his chosen field, seeking a second opinion is a form if validation. It also may provide other options that may not have been on the table. The same applies to resolving ethical dilemmas. A leader would be well served to seek the advice of a trusted advisor, who he feels will give him an unbiased, objective opinion. That person may be an expert in the field, who can point out factors you may not have considered, or it may be someone whom you believe to have a good moral compass. Let me (author of the book) caution you here that getting a second opinion does not mean that you abdicate your responsibility because ultimately, as the leader, the buck stops with you. It is your decision, and you must bear the responsibility. However, the second opinion may reveal some factors that you may have not considered. In addition, if the person has a good moral compass, their confirmation can be reassuring that you are going down the right road. Does it pass the Ambien test? Ambien is a prescription sleep aid used for the treatment of insomnia. Insomnia is a sleep disorder characterized by difficulty falling and/or staying asleep. Now I’m sure (author of the book) you never though insomnia to be an ethical condition; however, if your decision agonizes you and causes you to stay awake at night, you have probably not made the right decision. By the same token, if you can lie down and go to sleep after making your decision without the need for Ambien, you may have made the proper decision. Assuming that you are not a psycho or a sociopath, you should be troubled when you make a decision that is blatantly unethical. The physicians and scientists participating in the Tuskegee study should have been troubled that once penicillin was available, they refused to treat the subjects of the study. They should have had difficulty sleeping at night.  They should have need Ambien to fall asleep! Now, assuming that they made the right decision, there should be no agonizing over it, and the need for Ambien for that decision should not exist—test passed! Does it pass the Socrates test? Socrates us the ancient Greek philosopher who is given credit for setting the agenda for the tradition of critical thinking. I (author of the book) can recall my first year of law school and being exposed to the Socratic method of teaching, which is specifically designed to enhance critical-thinking skills. When faced with an ethical dilemma, a leader must ensure that the resolution is not reached based solely on gut feelings or the subjective desire to do the right thing. Yes, good intentions are important. Doing the right thing is important, but the process of getting to the right result must be based on the reason and objectivity. Does it make God smile? At the end of the day, the final question the leader should consider is, does the chosen course of action make God or the higher power of your choosing, smile? I (author of the book) use God loosely here, and I’m not advocating any particular religion of faith. For those who may be atheist or agnostic, you may substitute God for your mother or any other figure you revere. I (author of the book) must point out that I’m speaking of an unconditionally living God, who is concerned with only good, not the God depicted in the Old Testament of the Bible, or the God who condones torturing souls in eternal damnation. The point here is simply to look to a source beyond you that you feel reflects the characteristics of good and of being one’s best self. In legal parlance, we (author of the book) use the term the prudent or reasonable person standard. This is the person who goes through life exercising proper judgment and engaging in the right course of action under the circumstances. It is an objective standard that can be used as a benchmark for how one should act under certain situations. So if God would look at your decision and smile at your actions, you’ve probably done the right thing! STEPS in an ETHICAL DILEMMA & ETHICAL SOLUTIONS Step1. WHAT ARE THE OPTIONS List the full range of alternative courses of action available to you. Step2. ANALYZE THE CONSEQUENCES Assume you have a variety of options. Consider the range of both positive and negative consequences connected with each one. (Who will be helped by what you do? Who will be hurt? What kinds of benefits and harms are we talking about?) After looking at all of your options, which of your options produces the best combination of benefits maximization and harm minimization? STEP3. ANALYZE THE ACTIONS Concentrate instead strictly on the actions. How do they measure moral principles like honesty, fairness, equality, respecting the dignity of others, respecting peoples’ right, and recognizing vulnerability of individuals weaker or less fortunate than others. Do anything of the actions that you’re considering â€Å"cross the line†, in terms of anything from simple decency to an important ethical principle. What you’re looking for is the option whose actions are least problematic. STEP4. MAKE YOUR DECISION AND ACT WITH COMMITMENT Take both parts of your analysis into account and make a decision. This strategy should give you at least some basic steps you should follow. STEP5. EVALUATE THE SYSTEM Think about the circumstances which led to dilemma with the intention of identifying and removing the conditions that allowed it to arise. Ethical Solutions A model for examining and understanding ethical dilemmas We now turn our attention to a conceptual model of ethical dilemmas we have been using for some time derived initially from the literature, but refined through various iterations from empirical research with leaders across three organizational contexts : schools, universities and the public sector. As  can be seen from the figure above, the model considers of five core components. The first component is the critical incident that generates the ethical dilemma for the decision maker. Critical incidents are â€Å"issues or situations in [leaders’] work that produce ethical reflection and moral emotions†. The leaders who have participated in our (author of the book) research have identified a variety of critical incidents, including: Dealing with staff under performance or behaviour such as different interpretations of institutional policies; Observing student actions such as breaking school rules or plagiarizing sources; Being given a directive from a supervisor that conflicts with their personal values and professional ethics or with their notions of wider accountability; Confronting institutional changes that conflicts with the ethos of the organization, such as the managerial imperative to make money versus maintaining standards of academic excellence; and Uncovering the misuse of public money. A variety of factors (or forces) can highlight the critical incident and influence the choices a desision maker sees open to him or her (second component of the model). These factors are: The public interest or public good—what a community decides is in the best interest of its members as a whole as â€Å"expressed through the ballot box, interest groups and ongoing debate and discussion†. It entails ensuring that public officials are accountable to the community for making and administering policies. Any organization that receives public money (money collected through the taxation system) is accountable to the community for the use of that money. Thus, public officials must act in the public interest or for the public good. The political framework—the political ideology, system, and structure of a jurisdiction socializes people and enhances or constrains the decisions and actions they take. The community or society—the multiple and competing stake holders (individuals and groups) that impact on and react to leaders’ decisions. Professional ethics—the ethical standards and valued held by members of a particular profession that guide their actions and that the community expects of a member of that profession Legal institutions are requires to comply with legislation and judicial rulings. Economic and financial contexts could develop from the impact of the dominant economic paradigm, on the policies and actions of an organization such the impact of  preference of r neoliberal economic thinking leads to policies that result in the privatization of public sector goods and services. International or global social, political, cultural, and economic trends impact on institutions. The institutional context and factors beyond the immediate workplace—the operational milieu within which leaders work, which includes policies, procedures, and society.