Chapter One. Product Introduction 1 - 1
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Chapter One. Study description 1 Introduction 1 Respiratory therapists 1 Moral distress 3 Moral uncertainty, moral dilemma vs. moral distress 4 Root causes of moral distress 4 The “medical hierarchy” 5 End of life care 9 Inappropriate use of resources 10 Conclusion 10 Research questions 11 Chapter Two – Literature review 12 Introduction 12 Defining moral distress 12 Root causes of moral distress 15 Clinical situations 16 External constraints 16 Internal constraints 17 Perception and powerlessness 18 Initial and reactive moral distress 19 Measurement of moral distress 21 X X Xxxxxx 21 X X Xxxxxx 21 X X Xxxxxx 22 Wocial and Xxxxxx 23 Workplace ethical climate 24 Relationship between moral distress and workplace ethical climate 25 Moral distress in RTs 27 Xxxxxx et al 28 Xxxxxxxxx and Wang 30 Xxxxx et al 31 Houston et al 32 Respiratory therapy, moral distress and the Sentimentalist moral theory 33 Professional boundaries 35 RTs and end-of-life care 37 Conclusion 40 Chapter Three – Study Methods 45 Introduction 45 Study methods summary 46 Supplement vs. replace MDS-R 47 Survey development 49 Pilot studies 50 Rationale for survey items 54 Preparations for initiating the survey 58 Data collection 58 Statistical analysis 60 Cronbach’s alpha 60 Covariance and correlations 61 Chapter Four – Results 63 Introduction 63 Description of data and statistical tests 63 Cronbach’s alpha 64 Descriptive data 64 Comparisons of moral distress index 67 Moral distress vs. intent to leave a position 67 Correlation with workplace ethical climate 69 Answers to research questions 70 Research question #1 70 Research question #2 70 Research question #3 72 Summary of results 75 Chapter Five – Conclusions and Next Steps 87 Introduction 87 Research question #1 87 Research question #2 90 Research question #3 91 Other data 92 Moral Distress and Perception of Workplace Ethical Climate 92 Moral Distress and the Intent to Leave a Clinical Position 92 Conclusion 93 Recommendations for future research 93 Bibliography 96 Non-print citations 102 Illustrations Tables
Chapter One. Authority In his speech Against Xxxxxxxxx, Xxxxxxxxx tells of the fate of Xxxxxxxxxxxx, the Athenian general who was condemned to death for treason in 361 BC and, defying his punishment, fled Athens. As Lykourgos recounts: later, hearing from the god at Delphi that if he returned to Athens he would receive treatment according to the laws (τεύξεται τῶν νόμων), he came back and taking refuge at the altar of the twelve gods (ἐπὶ τὸν βωμὸν τῶν δώδεκα θεῶν καταφυγόντα) was nonetheless put to death by the city (ὑπὸ τῆς πόλεως), and rightly so, for treatment according to the laws is, in the case of wrongdoers, punishment (Lyc. 93). Having first flouted the judgement of the city, Xxxxxxxxxxxx sought out a sign of divine will, which encouraged a path of action heeding the laws. His interpretation of this sign made him return to Athens and subsequently take refuge at an altar in the middle of the Agora. Ignoring the protection afforded by the altar of the twelve gods and Xxxxxxxxxxxx’ request, the Athenians put Xxxxxxxxxxxx to death, thus administering the punishment they had seen fit for the treasonous general all along. That the story should be taken as a paradigm not only for the moral justice of the gods but also for the way they make use of human action to administer this justice of theirs is what Xxxxxxxxx contends in his denouement of the tale: “And thus the god (ὁ θεὸς) too acted rightly in allowing those who had been wronged to punish the offender” (93). The abstraction of the agent who “puts Xxxxxxxxxxxx to death” – it is simply said to be the city (πόλις), not even its people (the δῆμος) – reinforces Lykourgos’ suggestion that the divine was the real executor of this outcome. Of course, one may wonder whether in fact the existence of this story to begin with – a well-known one, according to Xxxxxxxxx (1.93) – points rather to a mechanism quite opposite from the one Xxxxxxxxx wishes to convey to his audience: the convenient use of an oracle story as justification for a human action, the execution of Xxxxxxxxxxxx.77 Yet while 77 Xxxxx (2016) has shown that oracle stories are a particular form of narrative which should be treated as narratives: they change with every retelling and recontextualisation. For a full analysis of the Kallistratos oracle, see Chapter Two of this thesis. Lykourgos draws from it the conclusion that divine will and human laws work hand in hand, the story in fact illuminates the intricacy of decision-making processes, both the one port...
Chapter One. Riot Grrrl History One of the most striking characteristics of the riot grrrl movement is the absence of either “a centralized ideology” or leaders.11 Instead, riot grrrl “made leaders out of anyone who chose to pick up the task of carving out a cultural place for herself where there wasn't one before.”12 While de facto role models emerged from within, the women who began the “task of carving” out a unique cultural space never established a supervisory hierarchy. Instead, through the self-publication of zines and the creation of a unique genre of girl music, riot grrrl embraced the notion of a decentralized creative space. The movement did, however, begin with a handful of women activists and artists who were inspired by a variety of cultural influences: namely, academic and activist feminism and the punk rock music scene. Although punk music has developed into several related genres, it remains one of the most recognizable forms of rock music. Established in the mid-1970s as a response to non-political rock music produced earlier in the decade, punk attempted to integrate political consciousness into rock 'n' roll and strip down rock music into a simpler, purer form. Bands like the Ramones, the Clash, and the Sex Pistols are quintessential punk bands and arguably the most notorious examples of the genre. These bands embodied a do-it-yourself, or DIY, ethic, inspired by an anti-establishment mentality. According to Xxxxxxx Xxxxxxx, the “equation was simple: If punk was rebellious and DIY was 11 Xxxxxx Xxxxx, Riot Grrrl: Revolution Girl Style Now! (London: Black Dog Publishing, 2007),
Chapter One. Section 1.1 uses bullet points. In order to format your bullet point correctly, please select the style Point 1 Point 2 Point 3
Chapter One. Section 1.1.1 Third level sub section. Use of Images and captions Your document will contain for sure several pictures, graphs or tables. This section shows you how the correct caption should be formatted.
Chapter One. Introduction Professional development is important for novice teachers because it helps them to develop their teacher professionalism and identity and can influence teachers retention in the profession (Cook, 2012). Through constant professional development, novice teachers can also acquire effective teaching skills and get professional support that positively affects their well- being and increases motivation to work. There are many forms of professional development for novice teachers and one of those professional development forms that a school can offer is regarded as ‘mentoring’, when a recently employed teacher works in cooperation with a more experienced teacher (Xxxxxxx, et al., 2017). Effective mentoring relationships are crucial for the mentoring process because they can boost the efficiency of the whole process. In this study, the question under discussion is the relationship that can occur between a mentor and a mentee. In other words, the purpose of this study is to analyze the experience of novice teacher mentees to identify which types of mentoring relationships have been practiced, as well as some benefits and challenges. Novice teachers in one school in the South of Kazakhstan were interviewed in person on this subject matter and data was collected based on their responses. The data was then coded and analyzed to understand the factors that novice teachers believe make it difficult for mentoring to succeed. The findings were then interpreted, discussed and used to make recommendations aimed at informing mentors of the factors that may hinder their efforts to develop the skills of novice teachers. This study thus serves to provide important findings which will improve the effectiveness of mentoring in meeting the needs and requirements of novice teachers on mentoring matters. This chapter is organized into seven sections. In the first section, I provide information on my experience as a mentee and answer the question of why mentoring is an important process that each novice teacher should undergo. The second section dwells on mentoring relationships in the context of Kazakhstan. In the third section, the statement of the problem is highlighted, and in the fourth section the purpose of the research is outlined. In the fifth section, research questions are provided, finally finishing with the significance of the study in the sixth section.
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Chapter One. Prologue
