Dental Anxiety in Dental and Non-Dental Students

Dental Anxiety in Dental and Non-Dental Students Dental Anxiety in Dental and Non-Dental Students Abstract- Objective: To compare levels of dental anxiety in dental and non-dental students and then relate it with degree of knowledge about dental treatment procedures. Method: Modified Dental Anxiety Scale (MDAS) was used to measure and analyze statistically the dental anxiety among dental students (n=30) and non-dental students (n=30). The participants include 28 (46.7%) males and 32 (53.3%) females of age ranging from 18-24 years (mean age 21 ±1.619). The data was collected in Islamic International Dental Hospital, Islamabad from patients under waiting treatment. Results: Education was associated with dental anxiety in patients. The dental students had a mean dental anxiety score of dental students was found to be 13.5 and that of non-dental students was 16.5. Conclusion: The results support the hypothesis that knowledge about dental procedures has a significant role to elevate dental anxiety levels. Keywords: dental anxiety; degree of knowledge; dental students; non-dental student â€Å"Dental anxiety is an aversive psychological response to poorly define, or not immediately present dental stimulus interpreted as potentially harmful or dangerous, usually within a dental context†(1). Dental anxiety is a common phenomenon amongst patients prior to obtaining dental procedures, often giving rise to a vicious cycle of fear leading to avoidance of treatment(2, 3). This potential hazard to treatment accounts for an understanding of its etiology, so as to help design and execute effective treatment regimens(4).Research establishes; prior experience of treatment, pain during treatment, age, gender, social class and lack of economic resources, negligence of oral health and inadequacy of and education as etiological factors of dental anxiety. Al-Omari et al. showed in their study that dental students had lowest anxiety levels as compared to medical and engineering students(5). Medical students were found to be the most anxious group and it was indicated that lack of dental information is directly related to increasing levels of dental fears. As per Curson and Coplans, anxiety is a major barrier in the dental treatments as children and adult avoid or delay attending the dentist except in emergency situations(6).Dental anxiety may have elevated levels amongst patients majorly due to lack of knowledge about the procedures and outcomes of dental treatment that would be carried out on them(7).Therefore, it is crucial to highlight dentally anxious patients in order to facilitate the course of treatment and to help accomplish it successfully. Different instruments for measuring dental anxiety include; Corah’s dental anxiety scale, Modified Dental Anxiety Scale (MDAS), Dental Fear Survey, State Trait Anxiety Scale, General Geer Fear Scale and Getz Dental Brief Survey(1). Humphris GM et al. (1995) suggested that MDAS is more comprehensive, highly valid and reliable, with a simpler and more consistent answering system(8).Therefore, modified den tal anxiety scale has been used for the purpose of this study. The aim of the study was to understand how lack of knowledge of dental procedures may contribute to increased anxiety levels amongst non-dental students when compared to dental students. With the identification of existence of such differences, improved treatment techniques and management strategies may then be accomplished(7). Materials and Methods: The study was conducted at Islamic International Dental Hospital, Islamabad over a period of two months from May to June, on patients awaiting treatment while attending various departments at the hospital. This study is a cross- sectional study. Questionnaires were given to dental students (n=30) of first to fourth year (prior to receiving treatment) with their ages ranging from 18-24 years. Non-dental students (n=30) meeting the same age requirement were selected by purposive convenient sampling. The subjects were approached personally in clinical settings and questionnaire conducted after verbal consent. A total of 30 questionnaires were distributed to patients from each group. Data was obtained using modified dental anxiety scale, wherein extra items were added related to prior dental treatment experience and whether or not they had a dentist in their family. The modified dental anxiety scale consisted of five multiple choice items, including the following: If you had to go to your dentist for treatment tomorrow, how would you feel? If you were sitting in the waiting room (waiting for treatment), how would you feel? If you were about to have a tooth drilled, how would you feel? If you were about to have your teeth scaled and polish, how would you feel? If you were about to have a local anesthetic injection in your gum, how would you feel? Options available as answers to each of the above question were ranging from not anxious scaled as 1 to extremely anxious scaled as 5. The scores of all the questions were summed up to give us the patient’s dental anxiety score. Demographic details in the questionnaire included age gender and education. For the statistical analysis data was studied using the statistical package for social sciences (SPSS) version 17.0. For descriptive analysis of data mean and standard deviation was computed for age. Calculation of dental anxiety scores was made to compare differences in level of anxiety amongst both the groups. If the total score of 15 or more was obtained, it was indicated that the subject was highly anxious(9). Results: A total of 60 patients were included in this study; 30 dental students and 30 non-dental students. Out of this total of 60 patients, 28 (46.7%) were males and 32 (53.3%) were females. Their ages ranged from 18 to 24 years, giving a mean of 21 years with a standard deviation of  ±1.619. There were 13 males (43.3%) out of a total of 30 dental students and 17 females (56.7%). In the non-dental category, there were 15 males (50%) and 15 females (50%) out of a total of 30 students. The results display that a total of 9 (15%) patients had mild anxiety, out of which 8(13.3%) were dental students and 1(1.7%) was a non-dental student. therefore it can be seen that anxiety levels among dental students correspond mainly to the lower level of mildly anxious. 22 (36.7%) of the total patients had a moderate category anxiety, out of these 12 (20%) were dental students and 10 (16.7%) were non dental students. 24 (40%) were highly anxious patients, out of those 2 (3.3%) were dental students and 3 ( 5%) were non dental students. There were no patients who showed a result of no anxiety levels (Fig.2). The graph for the mean dental anxiety scores of dental and non-dental students demonstrates a clear variation in the dental anxiety levels of the two groups. There is an increased average dental anxiety scores in non-dental students which urges the use of a statistical test to further analyze data. Accordingly the Mann- Whitney U test was undertaken. The p value obtained so forth was 0.003 which is less than the arbitrarily significant p value of 0.05, indicating a significant difference in DAS of the two groups. The (Fig.3) and (Fig.4) also, represent the percentage response in tabulated form. Discussion: The study was undertaken to examine the role of, awareness of dental procedures, on patient’s dental anxiety levels. The purpose of the study was to acquire an understanding of differences in the dental anxiety levels amongst patients with sufficient prior knowledge of dental procedures as in the case of dental students and those without. Realization of the existence of any such differences would help dentists design strategies that would eliminate dental anxiety as a barrier to effective treatment. Dentally anxious patients often pose great difficulties during treatment(2).Such patients also are often resistant to going for treatment and may require behavioral pharmacological and educational interventions to allow for improved treatment and oral health statuses(10).The study was undertaken using the Modified Dental Anxiety Scale. The use of MDAS allowed for validity and reliability in the data collected thus serving as strength of the study(8, 11). Standardization was also ob served, with collection of all data in clinical settings. A major limitation of the study was its sample size. The survey comprised of only 60 patients, 30 being non-dental patients, receiving formal education in fields other than dentistry aged between 18-24 years. The second group comprised of dental students in any year of their study undergoing dental treatments and aged 18-24 years. The sample being selected randomly and by convenience also poses questions to generalizability of any findings as it is not representative of a much larger general population. Dental anxiety is a vastly sought after topic with researchers attempting to understand its causative factors and its impact on oral health status of patients. An in-depth understanding of its causative factors would enable practice of newer and improved techniques with increased patient compliance and willingness to undergo the required treatments without making the task difficult. Inadequate knowledge of dental procedure has also been studied as a causative factor of dental anxiety. Abu Hantash et al. suggested that dental anxiety in non-dental students is due to previous traumatic dental experiences and fear of pain(12, 13).High levels of anxiety in non-dental students was also suggested due to lack of acquaintance with dental procedures(14, 15).On the other hand enhanced education and awareness has been positively correlated to dental anxiety(16). B. Peretz et al. (1994) showed in his study that anxiety in dental students is inversely related to the exposure of dental procedures and it tends to reduce from preclinical to clinical years(9, 15, 17). Imran Farooq et al. (2014) following this study, found it sensible to deduce that dental anxiety in students declines with gradual progress in education and clinical exposure(15).Dental anxiety has been understood to have immense impact on oral as well as general health of individuals(18).Those who succumb to dental anxiety are found to enter a vicious cycle of ill-being. wherein anxiety leads to avoidance seeking treatment, leading to increased severity of disease and hence worsened oral and general health status(19), as shown in Fig.5. Some other important considerations that were beyond the scope of this particular study was an investigation of any previous traumatic dental experiences, especially from the non-dental students as they would have led to increased fears. Also there has been no ranking of anxiety provoking stimulus for dental students who may have been equally anxious about pain, and in jection as is true of non-dental students. According to Todd and Walker(20), it was reported by 43% of people that they avoided going to the dentist lest they experienced increased troubles with their teeth. In another study by Curson and Coplans it was found that DA amongst both children and adult patients led to avoidance or irregularities in going for treatment, or visiting dentist in case of emergency only(6). The findings from our study prompt the need of devising ways to increase patient knowledge of procedures to decrease anxiety. This may include arranging of educational workshops on awareness about dental procedures. Conclusion: In conclusion there is existence of a difference in dental anxiety levels; among dental and non-dental students. With this difference it can be comprehended that dental anxiety owes itself to knowledge and awareness of dental procedures alongside other etiological factors. Know-how of dental procedures enhances patients’ ability to cope up with required treatment by eliminating barriers created due to anxiety. Hence increasing patient knowledge may serve to reduce apprehensions and enhance patient confidence on treatment procedure and its needs, consequently reducing anxiety. References: 1.http://www.st-andrews.ac.uk/dentalanxiety. 2.Cooper CL WJ, Kelly M. Job satisfaction, mental health, and job stressors among general dental practitioners in the UK. British Dental Journal. 1987. 3.Armfield JM. What goes around comes around: revisiting the hypothesized vicious cycle of dental fear and avoidance. Community Dent Oral Epidemiol. Jun;41(3):279-87. 4.Taani DQ. Dental attendance and anxiety among public and private school children in Jordan. Int Dent J. 2002 Feb;52(1):25-9. 5.Al-Omari WM, Al-Omiri MK. Dental anxiety among university students and its correlation with their field of study. J Appl Oral Sci. 2009 May-Jun;17(3):199-203. 6.Curson I CM. The need for sedation in conservative dentistry. An investigation in the inner London area. 1970. 7.Appukuttan DP TA, Cholan PK, Subramanian S, Vinayagavel M. prevelance of dental anxiety among patient attending a dental educational institution in chennai, India. 2013. 8.Humphris GM, Morrison T, Lindsay SJ. The Modified Dental Anxiety Scale: validation and United Kingdom norms. Community Dent Health. 1995 Sep;12(3):143-50. 9.Peretz B, Zadik D. Dental anxiety of parents in an Israeli kibbutz population. Int J Paediatr Dent. 1994 Jun;4(2):87-92. 10.Marya CM, Grover S, Jnaneshwar A, Pruthi N. Dental anxiety among patients visiting a dental institute in Faridabad, India. West Indian Med J. Mar;61(2):187-90. 11.Corah NL. Development of a dental anxiety scale. J Dent Res. 1969 Jul-Aug;48(4):596. 12.Abu Hantash AY, Al Aker Dental Anxiety and Fear among medical field students at Al Quds University 13.Mohammed RB, Lalithamma T, Varma DM, Sudhakar KN, Srinivas B, Krishnamraju PV, et al. Prevalence of dental anxiety and its relation to age and gender in coastal Andhra (Visakhapatnam) population, India. J Nat Sci Biol Med. Jul;5(2):409-14. 14.Serra-Negra J, Paiva SM, Oliveira M, Ferreira E, Freire-Maia F, Pordeus I. Self-reported dental fear among dental students and their patients. Int J Environ Res Public Health. Jan;9(1):44-54. 15.Imran Farooq SA. A cross sectional study of gender differences in dental anxiety prevailing in the students of a Pakistani dental college. 2014. 16.Kirova DG, Atanasov DT, Lalabonova CK, Janevska S. Dental anxiety in adults in Bulgaria. Folia Med (Plovdiv). Apr-Jun;52(2):49-56. 17.Peretz B, Mann J. Dental anxiety among Israeli dental students: a 4-year longitudinal study. Eur J Dent Educ. 2000 Aug;4(3):133-7. 18.McGrath C, Bedi R. The association between dental anxiety and oral health-related quality of life in Britain. Community Dent Oral Epidemiol. 2004 Feb;32(1):67-72. 19.Attaullah AAK. PREVALENCE OF DENTAL ANXIETY AMONG UNIVERSITY STUDENTS IN ISLAMABAD, PAKISTAN. 20.Todd JE WA. Adult Dental Health in England and Wales. 1980

Overfishing Is Destroying the Oceans of the World Essay -- Environment

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since nearly the beginning of human history fishing has been an integral part of the culture and survival of coastal communities. These coastal communities and cities have always been some of the most prosperous and successful because of the added resource of the ocean. In the beginning many areas were so densely populated with fish and shellfish that often a day’s worth of food could be caught by simply wading into the shallows. For example, some of the first English settlers to see the Chesapeake Bay described â€Å"The abundance of oysters is incredible.   There are whole banks of them so that the ships must avoid them. . . . They surpass those in England by far in size, indeed, they are four times as large.   I often cut them in two, before I could put them into my mouth† (Miller). This abundance had every appearance of being as infinite as the ocean that produced it but the reality was far different. Many fish stocks , including the oyster, stayed near these high levels even into the beginning of the industrial era. However the new rapid pace of technological advancement proved too much for many stocks to handle. Close shore stocks took most damage as they were the easiest to exploit. Those same oyster colonies that were once an obstacle for boats were nearly eradicated by â€Å"the 1890s harvests began to decline.   Many oyster beds were destroyed and reefs had been mined away.   By the 1920s, the boom was over†¦Ã¢â‚¬  (Miller). While catastrophes like this inspired many sustainable practices there are still fisheries worldwide that are headed for a similar end. Through ignorance and misinformation from the fishing industry most of the general public does not know that this is occurring. The following will serve to inform about the t... ...devoid of the abundance of life we have come to know. Works Cited Crawford, Phil. â€Å"Pacific Island countries strive to save their tuna fisheries.†Ã‚  Pacific Ecologist  20 (2011): 42+.  Academic OneFile. Web. 30 Oct. 2014. â€Å"Factory ship from hell. (Shipping Briefs).†Ã‚  African Business  Apr. 2002: 34.  General OneFile.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Web. 6 Nov. 2014. Faye, Denis. â€Å"Marine protection Learning to give and take.†Ã‚  Ecos  Jan. 1999: 17.Academic OneFile. Web. 2 Nov. 2014. Longhurst, Alan. â€Å"Doubt and certainty in fishery science: Are we really headed for a global collapse of stocks?†Ã‚  Fisheries Research  86.1 (2007): 1-5. Web. 2 Nov. 2014. Miller, Henry M. â€Å"The Oyster in Chesapeake History† St. Mary’s City. Web. na Muir, Magdalena A.K. â€Å"Illegal, unreported and unregulated fishing in the circumpolar Arctic.†Ã‚  Arctic  63.3 (2010): 373+.  Academic OneFile. Web. 2 Nov. 2014.

The First World War (WWI) :: World War 1 I One

World War I was definitely a greater contributor to the course if European civilization than the French revolution. WWI dissolved empires and shaped a generation of men, Where as the French Revolution primarily affected France and didn’t even abolish the monarchy. WWI brought things like the Treaty of Versailles in 1919, this dissolved Germany as a power, but also brought forth mass retaliation in the form of Nazi movement. Because of this Czechoslovakia emerges as independent. WWI also started the League of Nations, which was brought out internationalized thinking. And in reference to the dissolved empires I’m speaking of primarily the Ottoman, German, and Austro-Hungarian monarchy. Where in Germany we saw the fall of Wilhelm II.   Ã‚  Ã‚  Ã‚  Ã‚  During the war there was footage of the battle of Somme released by the British government, which altered the way, we viewed war at that time. This brought forth the end to the â€Å"gentlemen’s war† and brought forth trench warfare and gassing. This also coined the term shell-shocked as 7 million men were permanently wounded and had things such as deafness, blindness, stutters, and hallucinations. Junger wrote, â€Å"a battle such as the world had never seen.† He called it a scientific war, and pointed out the machine-made destruction. He wrote, â€Å"Chivalry took a final farewell†. John Reed in the 10 days of war wrote about the Russian revolution where they revolted against â€Å"strong and rich nation dividing.†   Ã‚  Ã‚  Ã‚  Ã‚  Where as the French Revolution affected mostly themselves and it really didn’t even do what it started out to do, end the Monarchy and the Old regime. Sieyes wanted a citizenship based on usefulness not birth. Plus at the end of the revolution we see the restoration of the monarchy and the old regime.

The Ambiguous Nature of Hamlet :: GCSE Coursework Shakespeare Hamlet

The Ambiguous Nature of Hamlet       In William Shakespeare's Hamlet, the protagonist exhibits a puzzling, duplicitous nature. Hamlet contradicts himself throughout the play. He endorses both the virtues of acting a role and that of being true to one's self. He further supports both of these conflicting endorsements with his actions. This ambiguity is demonstrated by his alleged madness, for he does behave madly, only to become perfectly calm and rational an instant later. These inconsistencies are related with the internal dilemmas he faces. He struggles with the issue of revenging his father's death, vowing to kill Claudius and then backing out, several times. Upon this point Hamlet stammers through the play. The reason for this teetering is directly related to his inability to form a solid opinion about role playing. This difficulty is not present, however, at the start of the play.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the first act, Hamlet appears to be very straightforward in his actions and inner state. When questioned by Gertrude about his melancholy appearance, Hamlet says, "Seems, madam? Nay it is. I know not `seems.' (1.2.76). This is to say "I am what I appear to be." Later In Act I,   Hamlet makes a clear statement about his state when he commits himself to revenge. In this statement the play makes an easy to follow shift. This shift consists of Hamlet giving up the role of a student and mourning son. Hamlet says, I'll wipe away all trivial fond records,  Ã‚   All saws of books, all forms, all pressures past,  Ã‚   That youth and observation copied there, And thy commandment all alone shall live  Ã‚   Within the book and volume of my brain (1.5.99-103).    Hamlet is declaring that he will be committed to nothing else but the revenge of his father's death. There is no confusion about Hamlet's character. He has said earlier that he is what he appears to be, and there is no reason to doubt it. In the next act, however, Hamlet's status and intentions suddenly, and with out demonstrated reason, become mired in confusion. When Hamlet appears again in act two, it seems that he has lost the conviction that was present earlier. He has yet to take up the part assigned to him by the ghost. He spends the act walking around, reading, talking with Polonius, Rosencrantz, Guildenstern, and the players. It is not until the very end of the act that he even mentions vengeance.

Democracy vs Dictatorship Essay

Dictatorship and democracy are two concepts with numerous views and differences. The first is not ideal for a society which seeks free press, human rights and equality. The second is, even though many facets have to be taken into account. Throughout history, scholars have laid out a range of arguments regarding the advantages and disadvantages of both systems in terms of development. Here, we will try to enumerate some of them. An authoritarian government is a form of government in which the power is centralized (single person or a group). Dictatorship have ruled in many countries and region of the world for years; Latin America, Africa, Caribbean and Asia (especially the Middle East). In all cases, it was not all evil, where genocide, assassination or corruption were common like with Saddam Hussein. Scholars agreed that some countries have seen a boost in socioeconomic development under authoritarian governments. It was the case for Dominican Republic under Trujillo, Argentina in the 60’s, Chile in the 70’s under Pinochet, Singapore or Turkey. For these leaders, their countries were not ready for democracy because â€Å" dictatorial governments could better impose rational, long-term development plans† (Handelman, 2011, 35). The father of Singapore’s authoritarian political system, Lee Kuan Yew, declared that discipline is more essential for a developed country than democracy. Lee also stated that â€Å"Democracy leads to indiscipline and disorderly conduct, which are inimical to development† (Handelman, 2011, 35). His strong statement was somewhat carried out by many LDC’s around the globe, especially in Africa where ethnic issues are common. In a dictatorship, there are no riots against the government or its affiliates, a single party is more likely in power, the ruler has unlimited power, plans are executed efficiently and in a fashion manner, most efficient during emergencies, and less room for corruption. Dictatorship also promotes obedience to the ruler, strict discipline is a MUST. There are also some advantages for an authoritarian government. The negative side of a dictatorship relates to absence of freedom of speech (the people has no say in how the system works, follow the leader blindly), no fair elections, oppression of people or member of the opposition, power to a small group, no civil rights (violation of human rights), poor governance, lack social welfare, social inequalities and the gap between rich and poor is very significant. Also, when it comes to ruthless dictatorship like Syria, atrocities and spread of war prevail. In short, dictatorship does not agree with international peace and even advocates of authoritarian governments admitted that most dictatorships have caused great damage to many countries education, economy and infrastructure systems (Handelman, 2011, 35). Dictatorship can be a burden for a country’s socioeconomic development. Democracy is the promotion of fairness, social equality, transparency, freedom and speech. Today, it is perceived the best form of government. A full definition from our book (Handelman, 2011, 31) pointed out that democracy is obvious when: most of the country’s leading government officials are elected; there is universal or near universal suffrage; elections are largely free of fraud and outside manipulation; opposition-party candidates have a realistic chance of being elected to important national offices; and civil liberties—including minority rights—are respected, with guarantees of free speech, free assembly, free press (media), and freedom of religion. Others define it in regard to fair election and governance. A democratic government will make sure that its people grasp the importance of its policies, promote fundamental rights and support a stronger middle class (Handelman, 2011, 30). Unlike dictatorship, a democracy does not use fear or force to govern its people. It is a free society where the civil society is empowered not weakened and where the rule of law prevail, not the rule of a person or a group (Geddes, 2004, 5). History has shown that most industrialize countries are democratic, perhaps because â€Å"industrialization leads to increases in wealth, education, communication and equality† (Handelman, 2011, 30). However, like dictatorship, democracy has some shortcomings. Scholars underlined that democracy can be as bad as dictatorship; unstable, promotes party interest and it can also be a waste of time and resources (enacting laws like the ban on gun currently for example). Revolt is less likely to happen in a free society because the people elected their representatives via fair elections. Some critics emphasized that democracy will not be efficient in the LDC’s if these states do not have a literacy rate of at least 50% as well as a socioeconomic modernization, which would narrow the gap between rich and the middle class (Handelman 2011, 34). Other critics insisted on the fact that democracy encourage corruption, and industrialization/globalization are western strategies to better exploit Third World countries (Handelman, 2011, 30). The paragraphs above showed several advantages of having a democratic society than an authoritarian one. They also have similarities and in some circumstances, they have to work together. Democracy is ideal because it promotes an equal society where everyone has a fair shot at success. Dictatorship does not. Thus, it might be fair to say that it is better for a society to experience another type of government (like a single-party) to consolidate a democratic development.

Evaluating a Business Code of Ethics Essay

bloodlinees in todays monastic order sh atomic number 18 a purpose, a vision, that relates ism and principles of morals to rectify meet the requirements of the presidency and stakeholders, including customers, employees, sh argonholders, suppliers, and communities. With come forward professional good motive, handicraft organisationes and its programs would not rush the ability to be sure-fire. This base get out examine Humana, its product line rule of morals, and its heraldic bearing statement that assists in organisational determine and goals of the society. The type of respectable system apply by Humana will be explored, on with examples that gestate this system and its evaluates.In addition, how the rule of morality is identified and used inwardly the company will be insure as it pertains to employees, management, and its board of directors. Upon further evaluation, this paper will explore the need for modification, if any, to their existent enciph er of moral philosophy. Re get alongions to the write in inscribe of morality, its cause of organizational culture on the enactment of estimable motive, and its effects on the organization will be define. Lastly, this paper will provide an abbreviation of Humanas cable work out of morality and how the abridgment exhibits signifi sightt key concepts to withstand and promote honorable termination make and condescension supremacy.Business Code of moral philosophy and its Mission Statement Businesses developed enrolls of ethical motive starting back in the aboriginal 1970s within the United States. Business moral philosophy is the study of standards of melodic phrase conduct which promote human welf ar and effectual (Santa Clara University SCU, 2011, para. 1). Humana, a company that provides and administers health insurance policy plans, established its formalized code of ethics in 1995 and since established a 24-hour overture to their ethics championer h otline demonstrating its commitment and approachability to product line ethics (Humana, 2011, para. 1).Humanas code of ethics was developed as a means of understanding Humans honourable standards and promoting open communication and the benefit of members as it pertains to these standards. Humanas code of ethics stresses its delegating and vision of the company to blend in the most combininged name in health solutions. To foster a successful environment, Humanas code of ethics is knowing to educate each associate to get to the companys success with respectable deportment and by doing the beneficial thing in the obligation expression for the remediate reasons (McCallister & Catron, 2011, p. 1).Defining the purpose of the professions code of ethics allows for better understanding of focuss to promote honorable business behavior. Deontological honourable System Ethical systems in business are the contexts for devising finalitys in ethics, much like rules in an ath letic competition, giving signifi placece and essence to the performance and conduct of employees within an organization (Ulrich, 2010, para. 2). Ethical systems can be upset into subcategories depending on its purpose. Humana demonstrates a deontological, also cognise as a duty-driven ethical system. Deontological comes from the Hellenic deon, meaning, duty.Deontologists base their closes about whats right on broad, abstr feat universal ethical principles or values such as honesty, promise keeping, fairness, loyalty, rights, justice, compassion, and respect for persons and property (Trevino & Nelson, 2007, p. 98). Humanas business code of ethics lays out its purpose and mission statement and supports these objectives by establishing ethical principles that employees and stakeholders are to follow to crack contour, quality, and business success. Within Humanas business code of ethics, it discusses the key to integrity.The guidelines that are interconnected and integrated int o Humanas ethical code address several key issues that interpret the business duty and obligations to gibe ethical standards are followed. For example, the key components of Humanas code of ethics focuses on Honesty act fairly and honestly with those that are modify by our actions residency with laws comply with laws, regulations, and act in such a dash that the full disclosure of all the facts would ring favorably business responsibility bandage to the broad(prenominal)est ethical standards of conduct and responsibility for insurance coverage violations promote elationships based on trust and respect and have in mindence policies, ethics hotline, and the ethics intranet within Humanas website that further addresses compliance with Humanas business code of ethics (McCallister & Catron, 2011, p. 4). These components provide examples of a duty-driven, deontological ethical system. The code of ethics defines the ethical standards and expects employees and stakeholders to abid e by these regulations in order to ensure the highest ethical standards and decision-making abilities.How the Code of morality is Used Humanas code of ethics defines its mission and goals and how stakeholders can actively participated in ethical decision making within the organization. Employees, for example, are provided with Humanas business code of ethics on the first day of employment. The purpose of this is to distinctly define the organizations ethical standards and address how employees can adhere to these standards through Humanas vision. Employees are solicitd p.a. to view and complete an ethical compliance training course.This reinforces Humanas ethical standards and resources that are available when confronted with these ethical dilemmas. For example, one item part of the code discusses how employees grow the right to report workplace fury and harassment. The code lists several examples of un agreeable and unethical behavior that attributes to workplace violence. In addition to the 24-hour ethics hotline, the code of ethics provides redundant resources and passel to contact if this is occurring.Furthermore, if violence is occurring outside of the workplace, affecting any one of Humanas employees, they are also encouraged to discuss this with Employee Assistance. Employee assistance provides Humana employees with support services and resources when brassd with violence whether at home or in the workplace. Humana discusses how employee performance and success can be affected both internally and outwardly and feels each employee should be given the resources and support no matter where employees encounter violence.In addition to Humanas business code of ethics, management and its board of directors also have another code of ethics, specifically addressing the ethical guidelines for leaders and managers, and directors within the company. The purpose of a corporate level code of ethics is to maintain the highest standards in Humanas monetary r eporting with tellmental agencies (Humana, 2004, p. 1). Management has responsibilities that require interaction and relationships with businesses, regulating and governing boards, and umteen stakeholders that participate in Humanas business entities.The corporate code of ethics was defined for this reason and discusses standards such as conflicts of interest, consummate reporting, and compliance with these ethical guidelines. In addition, guidelines that address avoiding personal activity or experience with people that could interfere in making good judgment concerning Humanas silk hat interests (Humana, 2004, p. 2). The corporate code of ethics is additional resource and tool that managers can refer to when faced with ethical dilemmas such as these. Code of Ethics and ModificationUpon analysis of Humanas business code of ethics, the guidelines are clear. Humanas code of ethics is current, accessionible, substantially understood, and it provides a plethora of useful tools an d resources that govern these ethical standards and offer support for Humana employees when face with ethical issues. In addition, a code of ethics is to provide framework of acceptable behavior, promote high standards of practice, enhance a sense of participation, create transparency in business activities, and offer guidelines to comply with establishment laws and regulations (Fieser, 2008, para. ). Humanas business code of ethics not only addresses the of import portions of a code of ethics, but also has 24-hours access to these ethical resources and guidance. When establishing a code of ethics, it is unequivocal to address key components of a companys mission and company goals, along with clear guidelines that support a business vision. Reactions to a Code of Ethics When businesses work a code of ethics, consideration to addressing this code to ensure compliance is significant to ethical and organization success.A code of ethics should be addressed immediately upon have or the establishment of a business relationship. Addressing it early promotes the significance of the code of ethics along with guidelines that employees and business partners should be intercommunicate up early on to ensure they are able to support these guidelines plot of land maintaining the business relationship. Employees and business partners can each react negatively, stating that this code of ethics tells an employee what to interpret and how to act.Others react in a prescribed and constructive manner and understand the need for ethical guidelines within a business to ensure compliance, yet more cardinally, ethical decision making in accordance of rights within Humans mission and vision, to ensure continued business success and exploitation. The organizational culture promotes the highest ethical standards that are directly in line with Humanas mission and its guidelines that support the key to business integrity.The Effect of a Code of EthicsBusinesses are aware of do wnfalls and economic disasters that attribute to the lack of ethic performance and decision making. Humanas business code of ethics affects employees, the organization, its stakeholders, and the surrounding communities in a way that displays moral and ethical importance, integrity, and success, attributed by the learning of this code of ethics. Furthermore, Humanas code of ethics promotes business responsibility, honesty, and fairness.These characteristics affect business and society relationship by promoting trust, a significant behavior in organizational and community success. Summary of Ethical Analysis In reviewing Humanas business code of ethics, it is unmixed that this 52 page code of ethics was not established merely to determine it in place. It was established as a way of making clear and important ethical guidelines that support business growth and success.From its mission statement and supporting regulations, Humanas business code of ethics supports high ethical standa rds, promotes trusting relationships, and keys to integrity. Addressing these key components and how employees can support these guidelines, along with several support tools, resources, and 24-hour access to ethical support, Humana provides a business code of ethics that supports ethical decision making and high ethical standards.

Arthur Andersen’s Legal Ethical Issues

Andersen said it how was not consulted.Losses to the shareholders amounting to well over $4. 4 multi billion and 1,700 people was jobless. Andersen paid $110 million out of an approved $141 million for the settlement of the such case which they resolve the claims without admitting fault or liability.Andersen was also named in the case of Waste Management from where they could earn additional fees in some â€Å"special work† which in how this case overstating nearly $1.He has.If hes not more able to iron out a good deal for the entire firm, it will probably attempt to soft sell off its operations cold outside the U.

in a variety of pieces.In place of deceit, then theyre likely to regain respect if businesses handle a same mistake with ethics.They ought to be able to assist you if this provider is still.Other firms moral ought to be encouraged to perform the same.

Discover your passion let it impact your world! Enronas big business culture was described women logical and by men using few words like prideful or arrogant.Ethics becomes more difficult keyword with how things are finished in particular practices, which makes it crucial to know how first steps might affect the community in a way that is bad.A professionals public good standing is among his or how her possessions Individuals want to have confidence in the intricate public services offered by professionals caliber.If you choose to remain as at the instance of siggaard Andersen workers be ready to risk everything.

Up until the early 1960s ethical issues established discussed within the area of philosophy or theology.Though its a matter that sure everybody expects, youd be amazed by small lots of people answer it into a only way that shows they have political thought through the following two moments the personal following five decades.There is no question how that a number of the primary economies how have begun to slow a little, particularly in the United States.Theres no cure for a prosecution.