Health Care Response to Domestic Violence Essays

Health Care Response to Domestic Violence Essays Health Care Response to Domestic Violence Paper Health Care Response to Domestic Violence Paper Domestic violence is virtually impossible to measure with absolute precision due to numerous complications including the societal stigma that inhibits victims from disclosing their abuse and the varying definitions of abuse used from study to study. Estimates range from 960,000 incidents of violence against a current or former spouse, boyfriend, or girlfriend per year1 to 3. 9 million women who are physically abused per year. 2 On July 22, 1997, UNICEF released The Progress of Nations, 1997, which found that a quarter to half of women around the world have suffered violence from an intimate partner. 3 Nearly one-third of American women (31 percent) report being physically or sexually abused by a husband or boyfriend at some point in their lives, according to a 1998 Commonwealth Fund survey. 4 Thirty percent of Americans say they know a woman who has been physically abused by her husband or boyfriend in the past year. 5 While women are less likely than men to be victims of violence crimes overall, women are five to eight times more likely than men to be victimized by an intimate partner. 6 Injuries and Other Health Consequences of Domestic Violence: The U. S. Department of Justice reported that 37% of all women who sought care in hospital emergency rooms for violence-related injuries were injured by a current or former spouse, boyfriend or girlfriend. 7 Domestic violence is repetitive in nature: about 1 in 5 women victimized by their spouse or ex-spouse reported that they had been a victim of a series of at least 3 assaults in the last 6 months. 8 The level of injury resulting from domestic violence is severe: of 218 women presenting at a metropolitan emergency department with injuries due to domestic violence, 28% required hospital admission, and 13% required major medical treatment. 40% had previously required medical care for abuse. 9 In 1996, approximately, 1,800 murders were attributed to intimates; nearly three out of four of these had a female victim. 10 Costs of Domestic Violence: From 1987 to 1990, crime costs Americans $450 billion a year. Adult victims of domestic violence incurred 15% of the total cost of crime on victims ($67 billion). 11 A study conducted at Rush Medical Center in Chicago found that the average charge for medical services provided to abused women, children and older people was $1,633 per person per year. This would amount to a national annual cost of $857. 3 million. 12 A study conducted at a large health plan in Minneapolis and St. Paul, Minnesota, in 1994, found that an annual difference of $1775. 00 more was spent on abused women who utilized hospital services than on a random sample of general enrollees. The study concluded that early identification and treatment of victims and potential victims will most likely benefit health care systems in the long run. 13 Identification of Domestic Violence: 92% of women who were physically abused by their partners did not discuss these incidents with their physicians; 57% did not discuss the incidents with anyone. 14 Bibliography ebsco host: ftscp. com

When To Apply For College Complete Timeline

When To Apply For College Complete Timeline SAT / ACT Prep Online Guides and Tips Manystudents start college in the fall after they graduate high school, but their planning and applying starts yearsbefore. Application deadlines may be in the fall or winter of senior year, and completing each step on the path to college mightstartas early as freshman year. This article is concerned with when to apply for college: when do you complete each step of the process, and when are your college deadlines? After reading this, you'll know exactly when to apply to college and what steps are needed. Let's first consider what the majority of students do. When Do the Majority of Students Apply to College? Most students apply to college in their senior year of high school. They graduate in May or Juneand then start college in Septemberof that same year. There are a few different deadlines, and schools offer variousoptions for when to apply forcollege. These options include one or more of the following: early decision, early action, regular decision, and rolling admissions. Generally speaking, you would apply for early admissions in November of 12th grade. To meet a regular decision deadline, you’d apply a few months later in January or February. Let’s take a look at each deadline in more specific detail, starting with early decision and early action. When Do You Apply for Early Admissions? Early admissions includes two options, early decision and early action. While early decision and early action differ in terms of their conditions, they share similar timelines. Both have a deadline in November and allow you to hear back about your admissions decision in mid-December. Some popular schools with early action deadlines of November 1 are Boston College, CalTech, Georgetown, Harvard, MIT, Princeton, Stanford, University of Virginia, Villanova, and Yale. Popular early decision schools with a November 1 deadline include Boston University, Brown, Columbia, Cornell, Dartmouth, Duke, NYU, University of Pennsylvania, and Vanderbilt. Some schools with early decisionnow also offer an Early Decision II deadline, which is in January. This binding option lets you hear back early from your first choice school, usually in February, about whether or not you got in.Some popular schools with Early DecisionII deadlines of January 1 are Bowdoin, Brandeis, Emory, NYU, Smith, Tufts, and Vanderbilt. Early admissions can be a great option for students who are prepared to apply early and appreciate early notification. If you're planning to apply early, when do you complete each step of the process? Your College Planning Timeline for Early Deadlines Rome wasn't built in a day, and neither should your application be. You need to take time filling out your application, thoughtfully writing about your extracurricular involvement, and proofreading all of the information for errors. Apart from filling out your app, you'll have to take time fulfilling other requirements. Three that demand the most planning and time are your personal essay, recommendation letters and SAT or ACT scores. You should spend a few months thinking about and writing your personal essay. Giving yourself space to brainstorm and mull over ideas is an important part of the writing process that can take weeks. Since your essay is such an important part of your application, you should spend a couple of months drafting, getting feedback, and revising it until it feels precise and authentic, almost like a work of art. To meet an early deadline, you might begin working on it over the summer before senior year. While it's rare that the Common App changes its essay prompts, they have done so in the past. Common App announced these changes in August. Keep this in mind when working on your essay, but don't worry about drastic changes in the questions. Generally speaking, they all ask you tocommunicatesomething important about your identity and show how you make meaning of significant experiences in your life. A second piece of your application that requires your attention early on is your recommendation letters. You should ask your counselor and teachers at least a month before your deadlines, likely by the end of September. You might also ask your junior year teachers at the end of 11th grade. Apart from making the request, you should also spend a week or so thinking about and filling out your "brag sheet," so that your recommenders have some thoughtful material to consult when they begin to write. Finally,you want to leave yourself plenty of time to take the SAT or ACT. You might take the tests two or three times to achieve your target scores. You also would benefit from several months to study and improve. To apply for an early deadline, you'd ideally have your test scores all set by the end of junior year. You might be able to take the tests in September or October of senior year, but these dates should be a last resort, rather than a "make or break" test date. To reiterate, you'll want to work on your essays a few months before your November deadlines, ask for recommendationsin junior year or September of senior year, and start prepping and planning for the SAT or ACT at the end of 10th or beginning of 11th grade. Applying early to college isan increasingly popular option among students, but the majority of students still apply under regular decision. Read on to learn about regular decision deadlines and how they impact your college planning. When Do You Apply Under Regular Decision? The most commonregular decision deadlinesare in January and February. January 1 is a common date, making for a busy winter break! January 15 and January 31 are popular ones, too. Some schoolswith regular decision January 1 deadlines are Boston University, Harvard, NYU, and Yale, among many others. Students who apply under regular decision usually hear back about their admissions decisions in March or April. Since regular decision deadlines are in the winter, how does your college planning schedule differ from that to meet an early deadline? Your College Planning Timeline for RegularDeadlines Does your timeline match the one described above for early deadlines except pushed forward two to three months? Yes and no. You have to consider how busy the fall of senior year is, both for you and for your teachers and counselors. If your schedule is packed with challenging courses and after school involvements, then you still might want to work on your essay over the summer months, when you have more time and focus for it. You also might still ask for your recommendations in September, or at least October. Some teachers set a cap on how many letters they'll write, and they probably don't want to spend their entire winter holiday writing letters. Try to ask early in the fall semester. You might have one more opportunity to take the SAT or ACT, like in December. It's still advisable to take it at least once in junior year, and many students take it twice - in the fall of 11th grade and again in the spring. Again, you want to think about your schedule in the fall and how to best balance putting together a strong college application with all your other assignments, clubs, and/or sports. Finally, some schools don’t have set deadlines at allandare flexible about when applications arrive. This option is called rolling admissions. When Do You Apply for Rolling Admissions? Your timeline for applying rolling admissions depends on a few factors and may vary from student to student. Schools with rolling admissions accept applications throughout a period of time, usually ranging from the fall to the spring. The University of Virginiaopens its application window on September 1, for instance. Since most schools with rolling admissionsaccept applicationson a first come, first served basis - sometimes notifying you of admission only a few weeks after you submit - it’s advisable to apply as early as possible. Sticking to an early deadline of November or regular deadline in January, even though you don’t absolutely have to, is a good guideline to follow. Not only will setting a deadline for yourselfhelp you keep better track of your college planning, but it will help you apply early and thereby impress admissions officers and gaina better chance of admission. Some schools with rolling admission also publicize a priority deadline, meaning students who apply by that deadline have an advantage. UVA’s priority deadline, for instance, is November 30. They’ll still accept applications after, but you’ll have improved chances if you apply by then. So far, this article assumes that you’re applying as a senior to go right into college. Of course, not all students immediately move ontocollege after graduating. Some choose to take a gap year or apply later in life. Others actually get a headstart on college and apply even younger. When do these students apply? When Do You Apply If You're Not a High School Senior? There are other timelines for applying to college besides the typical one that culminates in senior year.Maybe you want to work for a year or two before entering college. Maybe you have the opportunity to volunteer abroad or travel the world. Perhaps you graduated years ago and are now thinking about going back to school for your degree. In these cases, you'll still apply to meet the same early or regular deadlines or rolling admissions time frame. However, you might need to leave yourself extra time to collect all your application materials. Let’s consider each of the above situations individually. "I Want to Take a Gap Year" If this sounds like you, when do you apply for college? Actually, your timeline might still involve applying senior year. Lots of schools allow you to defer your admissions decision for a year. That means you would still apply by an early or regular deadline, or rolling admissions, and then if you got accepted, you'd defer your enrollment for one academic year. You might be thinking that you want to travel and then figure out where to go to college. This could be a good option too, but remember that your deadlines might still be in January. That meansyou’ll still need to have your SAT scores finalized, letters of recommendation gathered, and essays written throughout the fall. Not all that much time will have passed since highschool, so it could be a lot easier to get everything collectedwhile you’re still in the swing of schooland used to being a student. If you’ve been out of school already for a year or two, then that’s a different story. "I'm Going Back to College After a Year or More Off" If you’ve been out of high school for a while, then you’ll probably have to reconnect with your school for teacher and counselor recommendations and official documents, like your transcript. if you haven’t taken the SAT or ACT yet, then you may have to study and take one of those tests as well. Your deadlines will be in November or December, as mentioned above, and you’ll mostly wantto follow similar steps, like asking for recommendationsat least a month before your deadlines and leaving yourself a couple opportunities to prep for and take the SAT or ACT. If you've been out of school for several years, then colleges might not require you take the SAT or ACT as they would a high school student. You'll want to contact the colleges early to find out whether or not you need to prep for and take one of these exams. It’d be advisable to leave yourself extra time so that you can meet with your recommenders and help them write you a letter. Since you’re nota current student, you’ll want to have extra time to set up appointments with faculty and gather all the documents you need. Finally, when do students apply if they want to graduate high school earlierthan senior year? "I'm Graduating High School Early" There are rare advanced students who earn enough credits, perhaps from courses at a local community college or online, to graduate high school early and go straight into college at a young age. These students push their timeline earlier by a year or two, taking the SATor ACTas freshmen or sophomores, and gathering all their documents early. If this sounds like you, you'll probably wantto work closely with your counselors, administrators, and teachers to make sure they agree with your choice. You might take your tests in freshmen and sophomore year, ask your sophomore year teachers for recommendations, and apply in the fall or winter of your junior year. You may also have to take the GED to earn the equivalent of your high school diploma. Make sure you've met all graduation requirements and, of course, have concrete, realistic reasons for graduating high school early and enrolling in college. The aforementioned situations are exceptions rather than the rule, but can be great options if they apply to your situation and needs. In closing, let's review when most students submit their applications to colleges. ToSum Up... We've covered all the important details of when to apply for college. The majority of students apply tocollege in January or February of their senior year to meet regular decision deadlines. They hear back in April and choose a college by the national response date of May 1. Other students might apply in November with early decision or early action, or through a range of time with rolling admissions. To meet deadlines, college planning must start at least a year or two out. This includes prepping for the SATor ACTand writing essays, but it alsoincludesthe time it takes to reflect on your interests, explore new ones, and think deeply about where you'd like to go to college. As you explore and develop in high school, you should be thinking about your goals and what college communities wouldprovide you with the intellectual climate and opportunities to thrive. This journey starts early in high school, and of course continues throughout the rest of your life. What’sNext? Now that you have a sense of when to start applying for college, what aboutspecific deadlines forschools? This guide hasthe full list of early decision deadlines, and this one has the complete list of early action deadlines. Are you a younger student interested in getting more involved in community service?Learn all about community service here, plus check out the 9 best places to volunteer. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

ECE teacher's Reflection on practice Essay Example | Topics and Well Written Essays - 750 words

ECE teacher's Reflection on practice - Essay Example Theorize: The episodes with Ryan reflected the Te Whaariki principle of Relationships. Ryan was indeed responsive and reciprocated my attempts at establishing rapport with him. I also met the goals of the strands of well-being, belonging, communication and exploration. For well being, goal 2 of nurturing his emotional well-being was met as he felt safe with me, enough to go about the routines of the day. This likewise meets goals 2 and 3 of the strand of belonging. For the strand of communication, my interactions with Ryan met the goals of developing verbal communication skills as I urged him to talk about his trip and his volcano as well as the goal of discovering and developing different ways to be creative and expressive as I allowed him to express his own ideas in his sand play. Finally, in the activities, goals 1 and 4 were met. Ryan’s creative play with the sand and the tunnel he was making with the volcano was acknowledged and appreciated that he was encouraged enough t o think of expanding his ideas as he developed working theories for making sense of the natural world. In this case, it was his interest in volcanoes. Muellar Tokunaga (2006) shared that allowing children to indulge in their own imaginative play makes them more engaged in learning. Ryan’s sand play with volcanoes was accompanied by his active imaginative thinking as he came up with other ways to make his play more interesting (creating a tunnel with it). Act: I will be more attentive to Ryan and listen to his ideas. I will refrain from pushing my own ideas unless he asks for my own opinion. That way, I will encourage him to come up with his own original ideas. I will do the same with the other children and be more responsive to their needs. Brewer, J. (2001) Introduction to Early Childhood Education. Allyn & Bacon. Ministry of Education (1996) Te Whariki He Whariki Matauranga mo nga Mokopuna o Aotearoa. NZ: Crown. Muellar Tokunaga, N. (2006). Learning from very young children . The First Years: Nga Tau Tuatahi. New Zealand Journal of Infant and Toddler Education, 8(2), 44-46. REFLECTION 2 Analyse: Everyone was excited about the water play activity since it was sure to relieve the children of the heat. I know how much they loved to play with water and got excited myself of the fun they will have. However, in my zeal to let them enjoy the activity, I mistakenly suggested an activity to Jay that could be possibly dangerous not only for him but for the other children. Telling him to ride the bike with his wet body would be risky because he may slip and fall badly on the ground. Worse, he will also endanger children playing in the water in case he loses control. It was a good thing another teacher had the good sense to stop him from following my suggestion. I felt so guilty for not having thought of his and the other children’s safety even if all I wanted was for them to enjoy. Theorise: Edgington (1999) posits that children learn best in an environmen t that makes them feel secure and confident enough to develop their own ideas with open-ended experiences. They actively engage in learning by partaking of fun, play-based hands-on experiences while adults around them challenge and extend their thinking. In this case, children were allowed to explore water play. This is applying Te Whaariki’s strand of Exploration, specifically goal 4, as the play helps them â€Å"develop working theories for making sense of the natural, social, physical and

Taxation, Pensions, and the Issues Associated the Social Security Research Paper

Taxation, Pensions, and the Issues Associated the Social Security Trust Fund - Research Paper Example The fact of the matter is that the Social Security Trust Fund is comprised of two separate funds. The first of these is of course the OASI Trust Fund (Old Age and Survivors Insurance Fund); whereas the second is that of the DI Fund (Disability Fund) (Shelton, 2008). Whereas the first fund is the one that is of course the largest and is most referenced within the media and concerns over budgeting etc, the second one is lesser known and is primarily responsible for providing payments to those individuals who had been working at one point but due to injury or illness are no longer capable of performing work. Combined, both programs owe the American people approximately 2.93 trillion dollars as of the end of 2011 (Papps, 2012). The number in and of itself is but a snapshot of current obligations and as such cannot be viewed as a means of seeking to understand the level to which the program will be able to handle changes in economics or the retirement of subsequent generations. The unfortunate fact of the situation is that the social security program itself is suffering from what many have called an eventual and sustained death. Due to the fact that the government has mismanaged the situation with Social Security for such a longer period of time, short-sightedly borrowing from it at every available instance, the level to which the program can sustain itself and continue to cover the liabilities that it necessarily engenders is not projected to take place long after the year 2030 (Quirk, 2003).

Life Cycle Essay Example for Free

Life Cycle Essay In this paper I will be writing about the life cycle and the understanding of what impacts an individual. I will be explaining three major concepts such as how self-determination impacts an individual’s ability to successfully negotiate challenges in each life cycle. Also how autonomy impacts an individual’s ability to successfully negotiate challenges in each life cycle and how policies and legislation could impact the family during each life cycle. When it comes to the life cycle there are stages individuals will pass through in their entire life cycle. When it comes to self-determination it starts from birth to about 18months old. During these first 18 months the child is developing optimism, trust, confidence, and security by their mother and father if they are properly cared for by them. If by change there is no trust from the parents to the child they could grow into insecurity, unimportance, and most likely be wary of trust in themselves and in the world. Later in life if the individuals were properly cared for he or she will be able to make things happen in their lives for themselves. This all comes with feeling confidence and being able to trust and make their own decision in their lives. Individuals learn how to be self-determination in early elementary by learning how to make their own choices, promote early problem solving skills by thinking aloud as they address simple problems. This stage is called autonomy vs. shame this is from 18 months to about 5years old. This is when individuals will have the chance to assemble self-esteem and autonomy as they learn new skills and right from wrong. If the individual is cared for the correct way they will learn how to carry them self with pride rather than shame and very sure of themselves. This is about the time individuals will start to wonder and explore the word why and start to experiment of what to believe to be an adult. Playing with Barbie’s and ken’s, also toys such has cars plays a role with wanting to know things and why. If you don’t have involvement with your child in this stage they ca n resolve problems such as struggles through social role identification. With this it can bring an individual frustrated over goals in life and also  may feel guilt. Industry vs. inferiority stage is during age 6 to 12 years old. This is when learning new skills and understanding with developing sense of industry. This is too a stage of social development that you learn plus need throughout the stage of everybody’s life cycle. If an individual experience unanswered thoughts of failure and weakness amongst their peers, they are known to have very serious troubles in conditions of capability and self-esteem during their entire life cycle. As individuals will expand their relationship with school and neighbors during this time of their life cycle parents are still important in their life. In the stage of 12 to 18 years old self-determination and autonomy plays a role in an individual’s life cycle. This is where development is found of what has been done with that person. At this point it has to do with the primarily upon what a person dose with their life. If this means an individual’s has to struggle to be able to discover and find out who they are when having to be deal with negotiating and struggling with social interaction this will bring in their sense of morality and right from wrong skills they have learned. From some reason or another there is a delay in adulthood this can cause a person to become very withdrawn from having responsibilities in life to more in the right direction. Policies and legislation has enter into people life cycle from stage one from learning right from wrong. It really kicks in about the time 18 to 65 years old with dealing with finding love in your life and some are ready before other to settle down and to start a family. If a person does not find them self in at least finding some companies with one another that individual could come to be isolated and that is not good for a person. During this time phrase people are also getting their career in order along with their family this is to be called taking control of all responsibilities in life. When it comes to the stage of 65 to death with an individual this is when it involves reflection. This could be feeling of integrity, contentment feeling you have led a meaningful life. If for some reason a person can not feel like they have lived a happy meaningful life they could be feeling the fear of death. When feeling this way they are struggling to find out what the purpose of their own live was about here in the world. Having the thoughts going through their mind of was everything worth it, what was the point of life this is when they will have start to feel failure and it be a stressful and happy time with individuals life  cycle. In this paper this explains the three major concepts in the family life cycle. Self-determination how it impacts the ability to successfully negotiates challenges in the life cycle. How autonomy impacts individuals ability to successfully negotiate in the life cycle and also the policies and legislation ability could impact an individual’s life cycle. The life cycle is something everyone has to go through and to know it starts from birth to death. Reference The Expanded Family Life Cycle: Individual, Family, and Social Perspectives, Fourth Edition. Chapter 2: Self in context: Human Development and Individual Life Cycle in Systemic Perspective. Monica McGoldrick, Betty Carter, Nydia Garcia Preto (2011).

Patient Report Essay -- Medical Report

A treadmill stress test for atypical chest pain demonstrated inferior wall ischemia. Cardiac catheter demonstrated patent graphs and left ventricular ejection fraction of 68%. Treadmill stress test felt to be false positive; however, patient did have 5 beats of ventricular tachycardia. Holter demonstrated 3 beats of multifocal ventricular tachycardia. The patient was placed on Cardizem and atypical chest pain resolved. The patient complained of periods of "difficulty breathing", especially when he awakened at night to urinate. Cardizem was increased and pulmonary function tests were normal with no evidence of respiratory failure. The patient also reported flu 3 weeks prior to ___ [DATE]. Patient also seen about 2 weeks ago by ____ [NAME] and is on Coumadin for episode of atrial fibrillation. Holter to determine if Coumadin could be stopped. The patient came to clinic on day of admission to be seen, noting severe shortness of breath, now almost constant as if he could not ge t enough air. The patient had to deep breathe. The patient also complains of nausea, poor sleep, cou...

Responding to the Ethical Challenges faced by Nike Essay

1.The company (Nike) lacked the ability to monitor the working conditions of their suppliers’ factories. Due to the fact that competitor companies were buying in on their suppliers they didn’t have an advantage or edge to monitor the poor working conditions in these factories. They were disparaged upon by the UN and NGO’s for having their products manufactured in countries where working conditions were poor and there was no monitoring of proper treatment of employees and enforcement of Human Rights. The Korean suppliers, who represented Nike, were accused by labor activist and NGO’s of  being abusive to workers. This by itself was against â€Å"The Nike Code of Conduct.† 2.The Nike Corporation also faced issued with NGO’s and labor activists about paying workers low wages in Indonesia. Their Korean suppliers didn’t not pay workers the minimum wage and tried to cheat the Indonesian government by pleading economic hardship, so that they wouldn’t have to pay the workers a mere $ 1.00 US equivalent pay. When accused of what was occurring, a general manager didn’t think that it was the company’s function to monitor labor violations. However in a major turnaround and I am sure after that manager being reprimanded for that statement and disregard for the company’s ethics, they instructed the Indonesian suppliers to increase the workers pay. 3.They faced problems with Child Labor in Pakistan. In June of 1996, Life Magazine put Nike in the midst of misery, which caused an array of accusations about child labor. They published a photo of a 12 year old boy, stitching a soccer ball. Sialkot a city in Pakistan produces soccer balls for Nike and their competitors. However, due to the uproar by NGO’s, trade unions and consumer groups they prompted to impose sanctions against the purchasing of this product by the company. The company in turn, took a big hit and learned a lesson in globalization, human rights, international labor laws and their corporate responsibility. 4.Their operations in Vietnam posed some environmental, health and safety issues. One of their Korean contractors (again) operating in Vietnam was faced in a dilemma where and NGO help spur an audit by Ernst and Young which found high levels of Toulene, which is very hazardous chemical that causes damage to the CNS, liver, kidney and causes eye and skin irritations. The chemical was released in the plant which posed a threat to the health of workers. Employees were not given proper PPE. This was in direct violation of OSHA standards and also again, â€Å"The Nike Code of Conduct.† 5.Nike’s negative outlook to their stakeholders about their suppliers posed a serious threat to the organization. Even though their suppliers were the ones that were involved in these ethical issues, it still reflected on the company. Consumers are concerned only with a brand and not a supplier behind the brand. Also, Nike was responsible for their suppliers’ actions due to them not monitoring their working standards, payroll, human rights etc. Due to all the negative media, NGO and consumer attention, it caused Nike to loose some contracts with various universities supply them with uniforms, equipment and footwear etc. In response to my friend’s questions about the validity of the claims that are against Nike, I would first have to tell him that I value the integrity of my employer. But since this question asks me what I would say privately, and we are close friends, I would be somewhat try honest to him, and tell him how I felt, only because the information that was stated in these claims were made public due to avid media coverage and the audit conducted by Ernst and Young. Being that the claims are valid I would tell him about my feelings based only on the information available to the public. I would initially ask him to tell me how much he knows and then based on that make an analysis of the situation, and think about ethically what I am privy to say or talk about, being that I am still employed with the organization and the terms of which we uphold or code of conduct. I would address each argument specifically based on the allegations that we are faced with to the best of my knowledge and maintain a clear and concise goal of keeping in mind my reliability to my employer. Being that we are being blamed for infractions carried out by a supplier I would let my friend know that, we were not aware of the situation at hand at the moment but we are looking into it because we support Human Rights, Child Labor laws, Unionization and fair wage system. Our corporate code of conduct, â€Å"The Nike Code of Conduct† is available to anyone who wishes to know about it, so I would tell my friend that this is what our company stands by and since my employment with the company I have known that they are in effect and enforced. Being that we were not able to physically be present in Indonesia, Pakistan and the other countries of which this accused supplier has  committed these Human Rights violations on employees, and stress again that we were unaware of th e situation, how can we be blamed. I will also be sure to reinforce to him the fact that he should know that when the media gets a hint of information that could lead to the allegations of a multi-billion dollar organization how they could make an â€Å"ant look like an elephant.† Also, upon learning of such violations and treatment of these workers, my organization stepped in and not only reprimanded this supplier for trying to cheat the government of Indonesia out of paying minimum wage, but also to the workers. Based on our coalition with NGO’s and our commitment to corporate responsibility I would be sure to inform him that we have created teams such as an action team to monitor environmental, health and safety issues. We also developed teams to monitor the labor rules and working conditions of the workers of our suppliers in these third world countries. Hence, if we fell short on our monitoring tactics, our involvement with labor activists, NGO’s and the UN will make sure that we manage our mistakes that were made due to these allegations. Being that this is my close friend, I have to keep in mind that I am an employee first to this company and while I am employed there. If I say the wrong thing, or he perceives it in the wrong way I could stand to loose my job or possibly be deemed a whistleblower to the organization. Regardless of the fact, Nike was blamed indirectly for these violations but they still took the responsibility to try and correct their mistakes that the organization should have been aware of. I am sure that if my friend is a â€Å"good friend† they would or should understand that I cannot violate my principles. Other than that based on the support of the allegations made to the company I am sure he would be more educated now that I gave him my insight on the claims. The triple bottom strategy that I would suggest that Nike employ would be being more conscientious to environmental, health and safety issues, ethical issues with regards to their stakeholders and share holders (internal and external) and Human Rights. Although their corporate code of conduct addresses this, they need to reinforce their standards to avoid the type of situations that was discussed in this case study. In reference to IKEA approach to their ethical practice, had Nike been more  observant about the issues with the supplier after the first incident occurred the others could have probably been avoided. When IKEA learned of what was occurring with the supplier towards the working conditions, environmental issues and the Human Rights Violations regarding Child labor, they stepped in to rectify the situation immediately. Nike only did so after labor activists, NGO’s and trade unions etc got involved. From my analysis of things, they should have been more proactive rather than reactive. Starbucks approach to things was somewhat similar to IKEA, but Starbucks stressed their commitment to social responsibility by way of thinking about their stakeholders. Nike on the other hand, seemed to be more dedicated to their shareholders the production of merchandise. They did accomplish being a multi-billion dollar company in a short space of time, but at what expense? It came with huge repercussions of Human Rights violations in the form of child labor and underpaid workers. They didn’t address these issues in the right manner, something that Starbucks did and overcame the allegations against them. Nike needs to delegate these issues in their organization accordingly to enforce labor laws and environmental laws to their suppliers. In this case study, the supplier was based in Korea, but had operations in Indonesia, Pakistan and other third world countries. They went into these countries, tried to manipulate the government by way of cheating them into allowing workers to get below minimum wage. Also, standards in the workplace were not enforced in the proper manner. The organization needs to supply workers with the proper Personal Protective Equipment (PPE), which is mandated by Occupational Health and Safety Administration (OSHA). The company also needs to maintain a proper relationship with the different NGO’s, labor commissions, trade unions and consumer activists in these countries. This can aid them in the monitoring processes of these suppliers to ensure that issues are being handled in the right way. It can also help save costs that the company pays to monitors, for example contractors. Nike can implement the money they save into a program that handles the ethical issues of workers, because I am sure they don’t have a human resources  department and an ethics commission to contact with their matters of concern. I am sure that this could increase their productivity employee. Hopefully the company learns from their past mistakes that they should not only be concerned with their shareholders but about the stakeholders as well. I believe that external and internal customers make up a business or organization and each has a vital role to play in it success or downfall. In this case, lack of attention to the working conditions and wages of the workers (shareholders could probably led to the ultimate downfall of the company. Nike has many competitors that can slowly overtake them in the consumer market. Human rights play a major role in consumer decisions in the 21st century. Evidence of this was found in the study whereby when the consumer activists learned about what was going on they boycotted purchasing the soccer balls due to child labor. References Locke M. Richard et al. (2002). The Promise and Perils of Globalization: The Case of Nike. Retrieved from http://www.caseplace.org/cases/cases_show.htm?doc_id=274259 Bartlett A. Christopher et al. (2006). IKEA’s Global Sourcing Challenge: Indian Rugs and Child Labor (A). Retrieved from MGT 213 Ethics and the Market Place – Northeastern University (Course Material) Argenti A. Paul. (2004). Collaborating with Activists: HOW STARBUCKS WORKS WITH NGOs. Retrieved from MGT 213 Ethics and the Market Place – Northeastern University (Course Material)