Evil in The Picture of Dorian Gray: :: Picture Dorian Gray Essays

Evil in The Picture of Dorian Gray:      Ã‚  Ã‚  Ã‚  Ã‚   The Picture Of Dorian Gray is yet another novel portraying evil.   The theme is very much reflected by the book's setting, plot structure and characterisation.   It shows how individuals can slowly deteriorate because of the evil lying within themselves.   The evil of this book is the evil created by one's self and thrusted upon one's self.   The power of greed and selfishness take over Dorian Gray and create an ugly evil side to him.      Ã‚  Ã‚  Ã‚  Ã‚   The mid eighteenth century was a very influential era, specially in England.   This period judged much upon appearance and status.   Dorian was a very wealthy, intelligent man with a very high status.   He knew the very influential and rich people in his town as well.   His beauty charmed the world.   Basil was inspired to draw his portrait in order to preserve his beauty and youth. Dorian recognised that as long as he remained young he would be handsome.   He dreaded the day that he would age slightly and start to form wrinkles and such ugly (in Dorian's opinion) ugly things.   He believed that that day would deprive him of triumphs that would result in him being miserable.      Ã‚  Ã‚  Ã‚  Ã‚   The degree of evil within Dorian increases as the plot develops.   By trading his soul for his youth, Dorian rids of the good inside of himself.   The plot proves to us that evil does actually lie within an individual.   From the moment that he becomes forever young he begins to deteriorate.   Even once he reached his epiphany and saw his evil through the portrait he simply denied seeing it and continued his malicious deeds.      Ã‚  Ã‚  Ã‚  Ã‚   The characterisation of the book is one of the most important elements of this book.   Dorian begins by being a very naà ¯ve lad.   He is very easily influenced by others especially his two new good friends; Basil and Lord Henry. Basil, the painter of the portrait, influenced Dorian in more of a good, honest way.   While Lord Henry, although not being evil himself, gave him a more evil insight on life.   Both of them changed his life forever.   How little they both knew what went on inside that man.      Ã‚  Ã‚  Ã‚  Ã‚   Basil does not have any real direct influence on the youngster; without

Comment The Five Minds of a Manager Essay

The Five Minds of a Manager the five aspects of the managerial mind—has proved not only powerful in the classroom but insightful in practice, as we hope to demonstrate in this article. We’ll first explain how we came up with the five managerial mind-sets, then we’ll discuss each in some depth before concluding with the case for interweaving the five. The Five Managerial Mind-Sets Jonathan Gosling is the director of the Centre for Leadership Studies at the University of Exeter in Exeter, England. Henry Mintzberg is the Cleghorn Professor of Management Studies at McGill University in Montreal and the author of the forthcoming book Managers Not MBAs from Berrett-Koehler. The International Federation of Red Cross and Red Crescent Societies, headquartered in Geneva, has a management development concern. It worries that it may be drifting too far toward a fast-action culture. It knows that it must act quickly in responding to disasters everywhere—earthquakes and wars, floods and famines—but it also sees the need to engage in the slower, more delicate task of building a capacity for action that is careful, thoughtful, and tailored to local conditions and needs. Many business organizations face a similar problem—they know how to execute, but they are not so adept at stepping back to reflect on their situations. Others face the opposite predicament: They get so mired in thinking about their problems that they can’t get things done fast enough. We all know bureaucracies that are great at planning and organizing but slow to respond to market forces, just as we’re all acquainted with the nimble companies that react to every stimulus, but sloppily, and have to be constantly fixing things. And then, of course, there are those that suffer from both afflictions—for example, firms whose marketing departments are absorbed with grand positioning statements while their sales forces chase every possible deal. Those two aspects establish the bounds of management: Everything that every effective manager does is sandwiched between action on the ground and reflection in the abstract. Action without reflection is thoughtless; reflection without action is passive. Every manager has to find a way to combine these two mindsets—to function at the point where reflective thinking meets practical doing. But action and reflection about what? One obvious answer is: about collaboration, about getting things done cooperatively with other people—in negotiations, for example, where a manager cannot act alone. Another answer is that action, reflection, and collaboration have to be rooted in a deep appreciation of reality harvard business review †¢ november 2003 in all its facets. We call this mind-set worldly, which the Oxford English Dictionary defines as â€Å"experienced in life, sophisticated, practical. † Finally, action, reflection, and collaboration, as well as worldliness, must subscribe to a certain rationality or logic; they rely on an analytic mind-set, too. So we have five sets of the managerial mind, five ways in which managers interpret and deal with the world around them. Each has a dominant subject, or target, of its own. For reflection, the subject is the self; there can be no insight without self-knowledge. Collaboration takes the subject beyond the self, into the manager’s network of relationships. Analysis goes a step beyond that, to the organization; organizations depend on the systematic decomposition of activities, and that’s what analysis is all about. Beyond the organization lies what we consider the subject of the worldly mind-set, namely context—the worlds around the organization. Finally, the action mind-set pulls everything together through the process of change—in self, relationships, organization, and context. The practice of managing, then, involves five perspectives, which correspond to the five modules of our program: †¢ Managing self: the reflective mind-set †¢ Managing organizations: the analytic mind-set †¢ Managing context: the worldly mind-set †¢ Managing relationships: the collaborative mind-set †¢ Managing change: the action mind-set If you are a manager, this is your world! Let us make clear several characteristics of this set of sets. First, we make no claim that our framework is either scientific or comprehensive. It simply has proved useful in our work with managers, including in our master’s program. (For more on the program, see the sidebar â€Å"Mind-Sets for Management Development. †) Second, we ask you to consider each of these managerial mind-sets as an attitude, a frame of mind that opens new vistas. Unless you get into a reflective frame of mind, for example, you cannot open yourself to new ideas. You might not even notice such ideas in the first place without a worldly frame of mind. And, of course, you cannot appreciate the buzz, the vistas, and the opportunities of actions unless you engage in them. Third, a word on our word â€Å"mind-sets. † We page 2 The Five Minds of a Manager do not use it to set any manager’s mind. All of us have had more than enough of that. Rather, we use the word in the spirit of a fortune one of us happened to pull out of a Chinese cookie recently: â€Å"Get your mind set. Confidence will lead you on. † We ask you to get your mind set around five key ideas. Then, not just confidence but coherence can lead you on. Think, too, of these mind-sets as mind-sights—perspectives. But be aware that, improperly used, they can also be mine sites. Too much of any of them—obsessive analyzing or compulsive collaborating, for instance—and the mind-set can blow up in your face. Managing Self: The Reflective Mind-Set Managers who are sent off to development courses these days often find themselves being welcomed to â€Å"boot camp. † This is no country club, they are warned; you’ll have to work hard. But this is wrongheaded. While managers certainly don’t need a country club atmosphere for development, neither do they need boot camp. Most managers we know already live boot camp every day. Besides, in real boot camps, soldiers learn to march and obey, not to stop and think. These days, what managers desperately need is to stop and think, to step back and reflect thoughtfully on their experiences. Indeed, in his book Rules for Radicals, Saul Alinsky makes the interesting point that events, or â€Å"happenings,† become experience only after they have been reflected upon thoughtfully: â€Å"Most people do not accumulate a body of experience. Most people go through life undergoing a series of happenings, which pass through their systems undigested. Happenings become experiences when they are digested, when they are reflected on, related to general patterns, and synthesized. † Unless the meaning is understood, managing is mindless. Hence we take reflection to be that space suspended between experience and explanation, where the mind makes the connections. Imagine yourself in a meeting when someone suddenly erupts with a personal rant. You’re tempted to ignore or dismiss the outburst—you’ve heard, after all, that the person is having problems at home. But why not use it to reflect on your own reaction—whether em- Mind-Sets for Management Development In 1996, when we founded the International Masters Program in Practicing Management with colleagues from around the world, we developed the managerial mind-sets as a new way to structure management education and development. Managers are sent to the IMPM by their companies, preferably in groups of four or five. They stay on the job, coming into our classrooms for five modules of two weeks each, one for each of the mindsets, over a period of 16 months. We open with a module on the reflective mind-set. The module is located at Lancaster University in the reflective atmosphere of northern England—the nearby hills and lakes inspire reflection on the purpose of life and work. Then it is on to McGill University in Montreal, where the grid-like regularity of the city reflects the energy and order of the analytic mind-set. The worldly mind-set on context comes alive at the Indian Institute of Management in Bangalore, where new technologies jostle ancient traditions on the crowded streets. Then comes the collabora- harvard business review †¢ november 2003 tive mind-set, hosted by faculty in Japan, where collaboration has been the key to managerial innovations, and Korea, where alliances and partnerships have become the basis for business growth. Last is the action mind-set module, located at Insead in France, where emerging trends from around the world convert into lessons for managerial action. So our locations not only teach the mindsets but also encourage the participating managers to live them. And so have we, in the very conception of the program. Our approach to management development is fundamentally reflective. We believe managers need to step back from the pressures of their jobs and reflect thoughtfully on their experiences. We as faculty members bring concepts; the participants bring experience. Learning occurs where these meet—in individual heads, small groups, and all together. Our 50-50 rule says that half the classroom time should be turned over to the participants, on their agendas. The program is fully collaborative all around. There is no lead school; much of the organizational responsibility is distributed. Likewise, the faculty’s relationship with the participants is collaborative. And faculty members work closely with the participating companies, which over the past eight years have included Alcan, BT, EDF Group and Gaz de France, Fujitsu, the International Red Cross Federation, LG, Lufthansa, Matsushita, Motorola, Royal Bank of Canada, and Zeneca. We think of our setting as being especially worldly, because the participating managers and faculty host their colleagues at home, in their own cultures, and are guests abroad. We also believe that the program’s reflective orientation allows us to probe into analysis more deeply than in regular education and work. Finally, our own purpose is action: We seek fundamental change in management education worldwide—to help change business schools into true schools of management. page 3 The Five Minds of a Manager These days, what managers desperately need is to stop and think—to step back and reflect thoughtfully on their experiences. barrassment, anger, or frustration—and so recognize some comparable feelings in yourself? Your own reaction now becomes a learning experience for you: You have opened a space for imagination, between your experience and your explanation. It can make all the difference. Organizations may not need â€Å"mirror people,† who see in everything only reflections of their own behavior. But neither do they need â€Å"window people,† who cannot see beyond the images in front of them. They need managers who see both ways—in a sense, ones who look out the window at dawn, to see through their own reflections to the awakening world outside. â€Å"Reflect† in Latin means to refold, which suggests that attention turns inward so that it can be turned outward. This means going beyond introspection. It means looking in so that you can better see out in order to perceive a familiar thing in a different way—a product as a service, maybe, or a customer as a partner. Does that not describe the thinking of the really successful managers, the Andy Groves of the world? Compare such people with the Messiers and Lays, who dazzle with great mergers and grand strategies before burning out their companies. Likewise, reflective managers are able to see behind in order to look ahead. Successful â€Å"visions† are not immaculately conceived; they are painted, stroke by stroke, out of the experiences of the past. Reflective managers, in other words, have a healthy respect for history—not just the grand history of deals and disasters but also the everyday history of all the little actions that make organizations work. Consider in this regard Kofi Annan’s deep personal understanding of the United Nations, a comprehension that has been the source of his ability to help move that complex body to a different and better place. You must appreciate the past if you wish to use the present to get to a better future.

Professionalism and the Foundations of Dental Practice - Free Essay Example

Sample details Pages: 9 Words: 2623 Downloads: 10 Date added: 2019/04/04 Category Career Essay Level High school Tags: Professionalism Essay Did you like this example? Professionalism is one of the most important fundamental aspects for a healthcare practitioner. It embodies the very essence of how a private practice should be operated properly. This is because it encompasses not one particular aspect of a practice, but all aspects. Don’t waste time! Our writers will create an original "Professionalism and the Foundations of Dental Practice" essay for you Create order Without it, not only would the practice ultimately fail, but also everyone associated with the practice (patients, doctor, and staff) may be affected in such a way that his or her very well being, health, and safety may be put at risk. Professionalism does not strictly apply to private practice though. Professionalism applies to other healthcare facilities including educational institutions like Nova Southeastern University. One of the fundamental aspects of professionalism in the dental practice is infection control. The same protocols apply to the orthodontic practice as well. This is because dental patients and dental healthcare providers have the potential for exposure to a vast array of microorganisms including HBV, HCV, HIV, CMV, HSV1, HSV2, Mycobacterium tuberculosis, staphylocci, streptococci and others. Infection control is broken down into two tiers of recommended precautions within the healthcare setting: transmission-based and standard precautions. The less common transmission-based precautions are added level of precautions to standard precautions that are used when patients may be infected or colonized with certain infectious agents. These precautions are more often used in a hospital-based setting with added precautions like ensuring the patient is placed in an airborne infection isolation room (AIIR) in the case the patient is known or suspected to be infected with Tuberculosis and limiting transport and movement of the patient outside of the room for solely purposes that warrant medical necessities. The more common tier of infection control within an orthodontic practice is standard precautions. These are used on every patient. Standard precautions are divided into sub-categories that include: hand hygiene, use of personal protective equipment (PPE), respiratory hygiene/cough recommendations, proper patient placement, proper handling of clean and disinfected instruments, handling of laundry, injection safety, and proper handling of sharps. The recommended protocol for hand hygiene will vary depending on the procedure done, the amount of contamination present, and the desired persistence of antimicrobial action on the skin. Hand washing with soap and water is indicated when there is visual evidence of contamination of the hands with proteinaceous material or when they are visibly soiled with body fluids like blood. If the hands are not visibly soiled, then an alcohol-based hand disinfectant is suitable to decontaminate the hands. It is important for the healthcare provider to understand that gloves do not preclude the need for hand washing. The hands must be decontaminated before direct patient contact. Kalra et al. recommend hand washing for one minute under cold water to minimize the amount of skin pores that open and then use a hand disinfectant afterwards. To minimize dryness that may occur as a result of frequent hand hygiene, a lotion may be used. However, petroleum-based lotions should be used only at the end of the workday to minimize any latex glove weakening and increased permeability. Personal protective equipment (PPE) in the dental setting involves certain protective clothing like gowns, gloves, masks, protective eyewear, and face shields. PPE is aimed to protect against exposure of the mucous membranes of the eyes, nose, and mouth and the skin to blood or other potentially infectious materials (OPIM). This is especially important when using rotary dental instruments like handpieces that create a visible spray (composed of aerosols and spatter) that may contain potentially infectious agents.6 Honda and Iwata recommend that to improve proper PPE compliance, the most important approach is through training and education. Specifically, healthcare workers should receive repetitive hands-on training periodically to reinforce the principals that govern proper PPE compliance. To preclude contamination of normal, everyday clothing, protective clothing should be worn. The protective clothing should be changed as quickly as possible when the healthcare provider notices vis ible contamination of it. Before leaving work, the healthcare provider should also remove all protective clothing and equipment. OSHA states that employers are responsible for training employees on proper PPE protocols, for providing the PPE, and ensuring that the work place is best equipped to minimize potential health and barrier hazards by doing a hazard assessment. For an employer to select the PPE that is best suited for employee protection, OSHA requires that much of the PPE including eye and face protection to meet the stands set fort by the American National Standards Institute (ANSI). However, this is no ANSI standard for gloves, therefore, OSHA recommends picking gloves that are best suited for what tasks are to be done. A meta analysis by Brewer et al. compared the rates of surgical site infection (SSI) between sterile and non-sterile gloves in common outpatient dental procedures and found no difference in the rate of postoperative SSI between the two gloves. The sterilization of equipment and dental instruments falls into three categorizes: critical, semicritical, and noncritical. These categories are based on the items potential risk to transmit infectious agents associated with its intended task. Critical items represent the highest risk of disease transmission. As such, they should always be heat sterilized. These items include instruments use to penetrate the soft tissue and bone like surgical instruments and periodontal scalars. For orthodontic practices, these items include temporary anchorage devices (mini-implant placement kits), bands, band forming pliers, band removers, and ligature directors. Semicritical items have lower risks than critical items for the transmission of diseases. They include items that come into contact with non-intact skin and mucous membranes like amalgam condensers, dental impressions tray that are reusable, mouth mirrors, and retractors. As such, the majority of these items are heat tolerable and should be heat sterilized when they are. If they cannot be heat sterilized, the item should either be replaced with a heat tolerant one or a disposable alternative found that is used only once and discarded appropriately. Most orthodontic instruments also fall under this category. A very important item that also falls under this category is the dental handpiece and its associated attachments including reusable prophy angles and low-speed motors. These items should never be disinfected with a surface or high-level disinfectant and instead, always heat sterilized between patients.10 This is because studies have shown that during patient use, the internal stru ctures of the handpiece and its associated attachment can become contaminated which puts the next patient at risk to potentially infectious materials if only disinfected and not heat-sterilized.10 In fact, a 2017 study aimed at evaluating the level of disinfection of high-speed handpieces with 70% w/v alcohol found the that level of bactericide and fungicide action was insufficient with the survival of microorganisms and spores that normally would be killed with heat-sterilization.11 In 2018, the CDC updated their recommendations for dental handpieces and recommends that if a handpiece or intraoral device can be removed from dental unit air and waterlines, then they should be cleaned and heat-sterilized between patients. To best follow proper protocols, the CDC recommends that DHCPs follow the manufacturers instructions for sterilizing, cleaning and lubrications the devices. In addition, the handpieces should have FDA clearance. In the even that the handpiece does not have FDA clear ance and cannot be heat-sterilized, it should be discarded immediately.12 For other orthodontic instruments, chemical disinfection is more detrimental to the lifespan of these instruments like cutters than is autoclave sterilization. Chemical disinfection may cause unwanted, localized corroding like pitting which is more deleterious for the patient than surface corrosion. The same can be sad for surface disinfectants that come in the form of a spray, because the pH within the spray may damage the chromium oxide layer of the instrument. Finally, noncritical items include those items that pose the least risk of transmitting infectious materials by contacting skin that is still intact and thus is an effective barrier to microorganism penetration. They include items like blood pressure cuffs, facebow, pulse oximeter, and radiograph head/cone.10 In the case of orthodontic equipment, Kalra et al. identified least critical objects that those instruments that do not touch the mucous membranes. They include orthodontic instruments like ligature cutters, torquing keys, distal-end cutters, V-bend forming pliers, arch form pliers, and bracket positioning gauges. All of which must be disinfected.5 Unless visibly soiled, cleaning is sufficient. If visibly soiled, then an EPA-registered hospital disinfectant should be used after cleaning. When the item is visibly soiled with OPIM or blood, then an intermediate-level disinfectant should be used with tuberculocidal claim. Depending on the intended use of the item within the dental practice, that should determine the level of disinfection necessary and as such DHCPs should closely follow the manufacturers directions regarding exposure time and concentrations for proper disinfectant activity for that specific product. When sterilizing instruments, its crucial to adhere to standard protocols to ensure that the sterilization process is effective. Before sterilizing and disinfecting instruments, it is vital to remove debris and organic contamination from blood and saliva. Failure to do so may result in microorganisms being protected underneath the debris and compromise the sterilization efficacy. This can be done using an ultrasonic cleaner or washer-disinfector.The instruments should be dried after cleaning and inspected, wrapped, and packaged before heat sterilization. Sterilizer performance is critical and as such must be monitored regularly to ensure its performance is working properly. Using a combination of indicators that are biological, chemical, and mechanical in nature can do this. The most accepted method to do for monitoring sterilization is using biological indicator, otherwise known as spore tests. This is because the spore tests use highly resistant microorganisms like Geobacillus or B acillus species and directly assess the killing process. Spore tests must be done once per week at a minimum. Because spore tests are only done sporadically, mechanical and chemical tests should also be used. While they do not guarantee sterilization, they allow the DHCP to assess any procedural or equipment errors and malfunctions that may be occurring. Mechanical monitoring involves assessing sterilization equipment by looking at computer printouts, gauges, exposure times, temperature readings, etc. Chemical monitoring involves assess color changes that occur in certain chemical when exposed to high temperatures. Examples of these chemical indicators include strips or tabs and chemical indicator tapes. Inside every package, there should be a chemical indicator so that the DHCP can see that the sterilization process made it inside the package. An external indicator should be also be used in cases where the DDHCP cannot see the internal chemical indicator. If there is no change in color of the chemical, those dental instruments should not be used. Finally, its vital to maintain accurate records to ensure that the sterilization is being done properly and effectively to establish accountability. To achieve this, its important to have the manufacturer instructions readily available for use. It is also important to assign responsibilities for reprocessing of dental equipment to employees who are appropriately trained in sterilization duties. During the handling and reprocessing of instruments, and equipment, DHCP should always wear PPE. Environmental surfaces should also be routinely cleaned and disinfected. Before disinfection, cleaning should always be done as it removes a large proportion of microorganisms prior to disinfection. Disinfection kills all microorganisms that are recognized as being pathogenic except for bacterial spores. In fact; Rutala et al. defined sterilization as killing of all microorganisms including bacterial spores. Examples include steam at high temperatures and liquid immersion with chemical sterilants. Disinfection was categorized into high and low-level disinfection. High-level disinfection involves destroying all microorganisms except for high numbers of bacterial spores. Examples include pasteurization and liquid immersion with a different chemical sterilant. Low-level disinfection does not destroy bacterial spores as well as mycobacteria. It does destroy vegetative bacteria and some fungi and viruses. Examples include EPA-registered disinfectants that have no tuberculocidal claim and 70-90% alcohol. Cleaning and disinfecting should be emphasized on environmental surfaces where there is a high chance for contamination with pathogens. Examples include clinical contact surfaces like bracket trays, light handles, switches for dental units, and computer keyboards. To minimize the level of contamination whenever possible, the DHCP should place a protective barrier over the surfaces. After, the surfaces should be cleaned and disinfected between patient.10 Housekeeping surfaces that pose less of a risk of being contaminated can be cleaned with regular soap and water unless there is visible evidence of contamination with blood, then they too, must be disinfected.10 Bacterial growth and biofilm formation are also very prevalent in dental unit waterlines. Their formation occurs because of uneven water flow rates, the long narrow-bore tubing present within the waterline, and because oral fluids may be retracted within the system. The water must be treated to meet the standards consistent with typical drinking water set for by the EPA of less than or equal to 500 CFU/mL of heterotrophic bacteria. Simply providing water-bottle systems or using independent reservoirs is not enough to ensure quality water standards. Cleaning dental unit waterlines can be difficult. Szymanska and Sitkowska found that contamination of waterlines occurred regularly with aerobic and facultative anaerobic bacteria. Mesophile bacteria had mean concentrations that exceeded 1.1105 CFU/mL in the dental unit reservoir. Bulkholderiaceae, Rolstoniaeceae, Sphingomonadaceae, and Pseudomonadaceae were the predominant Gram-negative bacterial species found within the dental unit rese rvoir. Nearly half of all aerobic and facultative anaerobic bacteria constituted Ralstonia pickettii. Brevibacterium were the highest percentage among Gram-possible rods while Actinomyces species had the highest percentage shares of all Gram-positive microorganisms. Given the diversity of microorganisms within the dental unit waterline, the ADA recommends testing the water that comes out of the unit. There are produces that can estimate the number of free-floating heterotrophic bacteria within the unit. There are also water quality indicators that cannot only detect the type of aerobic mesophilic heterotrophic waterborne bacteria but also the concentration too. There are four methods to improve the water quality within the dental unit. None of the methods will eliminate biofilms though. The four methods include: chemical treatments, filtration, anti-retraction valves, and using water sources that are separate from the public water system. The best way to maintain the dental unit wat erlines and ensure high water quality is to follow the manufacturers recommendations for monitoring water quality and invoke strict protocols with staff involving regular water checks. A study by Wirthlin and Roth found that chlorine dioxide waterline cleaners were the most effective at containing dental-unit waterline contamination. In cases of accidental exposures, immediately wash cuts and needlesticks with soap and water. Eyes should be irrigated with water or saline solution. Flush splashes should be performed to the nose, skin, and mouth.18 In the cases of potential bloodborne exposure to HIV, immediate medical consult should be done. Postexposure prophylaxis (PEP) will often be initiated that involves a combination of three or more antiretroviral drugs for a four-week duration. Close follow-up and counseling will also be done from baseline to six months after exposure. Adhering to strict infection control practices within orthodontic practices and educational institutions as a whole is vital to patient and DHCP safety. It does not matter if it is here at Nova Southeastern University or in private practice. The use of standard precautions helps mitigate the risks of contamination to microbial pathogens and exposure to infectious materials. The onus is on the orthodontist and other DHCPs to ensure that infec tion control procedures are never deviated from the standard, that infection control is always made a priority, and that routine education is given to keep up-to-date with the latest guidelines. Maintaining a sense of professionalism and integrity will ensure that such principles and protocols are followed. As one of the key components of ethics, integrity ensures that the DHCP maintains a strong sense of moral character and subsequently leads by example. Only then can the DHCP achieve a level of respect, honor, trustworthiness, dependability, honesty, and truthfulness.