profession

As an excellent graduate in commerce faculty, it is my great honor to work with so many talented colleagues with versatile skills in professional accounting and advisory areas. More importantly, now I have enough confidence in assimilating this multicultural environment and master my current profession as soon as possible. Describe your Expertise. What do you enjoy most working with us?

With the firm theoretic basis of accounting, marketing, planning and other relating knowledge as ell as my advisory and consulting practice, I have the ability to manage different clients involving in various problems and provide strategies to them. The most enjoyable part for me is that, I am always meeting with tough but exciting tasks which definitely exert my potential capability, both challenging and rewarding. Draw your Timeline about . 2016– I achieved my first consulting project with satisfactory results and Joined the current consulting team as an associate. ? 2015– I completed my summer n PAW’S advisory group as an assistant. Introduce your unique Qualifications to us. 2015– I successfully passed the CPA exam. 2013– I finished my bachelor degree and was enrolled in the University of Adelaide as a postgraduate to continue my of accounting in business profession. 2009–1 began my 4 years study in marketing profession at the University of International Relations (Beijing, China) as a freshman. What about your personal life outside the office? Balancing work and personal interests is indeed necessary.

I always do sports to keep it and go shopping once a week to enhance my appearance. Sometimes I would like to travel with my friends to different countries and places. How can we improve you? It is a combination of challenge and opportunity working here. I was lucky enough to be offered this unique position from which I have the chance to contact different clients from all over the world. At the same time, the comfortable and friendly working atmosphere encourages me to work with full energy. Why not Join and become one of this lovely team? It is the best choice I have ever made! Profile By Leviathans

Currently, issues related to teaching profession have become a topic of debate. This paper describes teaching as a profession, rationale for teaching and factors affecting teaching profession in Tanzania. This paper goes further to deliberate on how teaching may be transformed into a strong and powerful profession in Tanzania. Background to the Study Occupational status depends on the public valuing of the competence, role and overall contribution of a particular occupation to individual and societal welfare.

Regardless of development status, the teaching force in most countries has never enjoyed full professional status. However, the status of teachers as a developing-profession is more evident in developing countries like Tanzania. If it has to be traced back during colonial era and early years of independence the status of teaching professions was highly respected and valued, as during those times teachers were given fully respect and they were recognized by the societies, never the less, the introduction of Musoma resolution in 1974 and Arusha declaration in 1967 strengthened the status of teaching profession.

But soon after the introduction of universal primary education (UPE) in 1977 the status of teaching profession started to decline and seems to be of very low status as most people think of it as the work of those who failed or they have no alternative of life but to be rescued by the teaching profession. Teaching has been defined by Wells, G. 1982) as cluster of activities that are noted about teachers such as explaining, deducing, questioning, motivating, taking attendance, keeping record of works, students’ progress and students’ background information. Profession refers to enterprises or endeavor founded up on specialized educational training, the purpose of which is to supply services to others or it is an occupation that requires extensive education or training (Babyegeya and Mushi, 2009) in (Ndibalema, P 2012). Teachers are more than workers. They are also members of a profession. Their occupation renders definite and essential services to society. As a profession, however, teaching has had a long and difficult history. Its social and cultural functions have never been critically challenged, but nevertheless the public has not adequately supported teaching, Compared with other learned professions such as medicine, law, engineering, and architecture teaching ranks rather low.

Goodson (2003) noted that Occupations that have attained professional status share the following characteristics: a high level of education and training based on a unique and specialized body of knowledge, a strong ideal of public service with an enforced professional code of conduct and high levels of respect from the public at large, registration and regulation by the profession itself, trusted to act in the clients‘ best interests within a framework of accountability, a supportive working environment, similar levels of compensation as other professions.

As noted above, a profession requires a lengthy period of academic and practical training. Training and certification are essential parts of a profession. Period long training is needed to develop specialists and technicians in any profession. There must be some specification of the nature of the training through state regulations. Teaching certainly fulfils this criterion, but the teacher‘s period of training is not as long as that required for doctors and lawyers. The code of ethics indicates how members of the profession should behave.

Professionalization occurs when enforcement is possible and vigorous (Ankomah, 2005). Tanzanian teachers have an ethical code of conduct. There exist however, no licensed body to enforce the codes.  Rationale for Teaching Profession By its very nature, teaching possesses two very appealing traits. First, it deals with the young, with those whose minds and characters are forming. It is a privilege to be entrusted with the task of facilitating the growth and development of the younger generation. Second, teaching provides opportunities for intellectual development.

It brings those who pursue it into intimate contact with books, experiments, and ideas. Education and Training In Tanzania teaching profession ranges from degree level which takes three years, diploma level which takes two years and certificate level which takes two years, but due to country policy and demand of teachers those years of training do vary. For example in 2005/6 there was clash program of three months where form six leavers were trained to be teachers in secondary schools, so this situation seems to jeopardize the teaching profession.

Consequently, as an occupational group, teachers do not have the equivalent level of education and training nor the cohesiveness as well established professions, such as medical doctors, engineers and lawyers, which have uniformly high academic entry qualifications (Ingvarson, 1998). Self-Regulation The established professions enjoy a high degree of self-regulation and are successful in maintaining high barriers to entry in terms of qualification requirements and registration.

Teachers, on the other hand, tend to have weak, state-dominated professional organizations with factions (Wells, 1982). Public Service belief and Professional Conduct Teaching has become employment of the last source of help among university graduates and secondary school leavers in many countries. Consequently, teachers often lack a strong, long-term commitment to teaching as a vocation. On a comparative note, around one-half of (Form 4 and 6) secondary school leavers in Tanzania who finished school in 1990 were employed as teachers in 2001.

Thus, in the absence of alternative employment opportunities, becoming a school teacher is the main avenue for social and economic advancement for Tanzanian graduates (Ibid). The Work Environment and Remuneration Teachers rarely enjoy the same work environment as other professions. The size of the teaching force coupled with lower educational qualifications means that teachers are also paid considerably less than the mainstream professions. For example in Tanzania teachers’ live in poor houses and other lacks even those poor houses.

And they also lack teaching facilities like books, teaching aids and well equipped classrooms (Goodson, 2003). The Social Class and Academic Background of Entrants to the Profession The standing of a profession is to some extent affected by the social class background of its recruits; the higher the social strata from which recruits generally come, the higher the status of the profession. And, of course, the higher the status of a profession, the more it will attract recruits from the higher social strata (Hoyle, 1969).

Also the teaching profession in Tanzania is affected, since those who are recruited into the education field of study are considered to have low grades that look education as the last option (Ingvarson, 1998). Commitment to the Profession Another problem that is affecting teaching as a profession is how committed are the teachers to the profession. There is no doubt that membership of the major professions implies a life commitment to the task. In the case of teaching, no such a life commitment to the task of teaching is apparent as in other professions.

There are a number of factors that contribute to this state of affairs. One of these factors is the general notion of teaching as a second Choice profession with many of the teachers only committing themselves to it at a late stage when they know that they cannot change their profession. Majority of the teachers at the initial stage of their teaching career did not expect to stay in teaching for more than a few years. They consider it as a stepping stone to other occupations. This invariably affects their commitment to the profession (Hargreaves, 2001). Salary Although the economic status of the teacher has been steadily improving, teachers do not in general receive salaries comparable to those received within the major professions. As a result commitment to the growth of the profession is affected (Ibid). Pupil-Teacher Ratios The weak correlation between school enrolments and the numbers of teachers employed in each school is the most obvious indicator of poor deployment. Variations in pupil-teacher ratios between schools are typically very large in most countries.

For example, in Tanzania the mid-late 1990s, they ranged from 50 to 70 pupils to 1 teacher. Recently, however improvements are being made to balance pupil-teacher ratio to 30-45 pupils to 1 teacher (Ankomah, 2005). After seeing what affect the teaching profession there are various measures which can be taken into consideration so as to restore and revive the status of teaching profession in Tanzania, some of them are elaborated hereunder. Need for Commitment to the Profession. Commitments bear no fruit until they are substantiated by action.

Once they have affirmed their commitments, teachers must devote their time and energies to their professional activities. Teachers should actively join in curricular development, instructional design, and technical planning, as well as policy making. They should have certain organized ways in which they can participate in the formation of the controlling aims, methods, and materials of the school system of which they are a part. Therefore, teachers’ organizations have a very important role to play in the advancement of the teaching profession. Innovative pathways in recruitment and continual innovation in teacher preparation programmes are required. Teacher preparations programmes need to broaden their entry requirements to diversify the teaching corps and better represent diverse student populations. Teacher preparation programmes require innovative recruitment pathways that allow entry for non-traditional candidates. Teacher preparation programmes require continual innovation to respond to changing needs. Teacher education is enhanced by comprehensive teacher induction that fosters lifelong learning.

Induction is most effective when seen as a comprehensive system beyond just support and assistance for beginning teachers. Effective professional development strategies seek the active involvement of teachers and are largely school-based, developmental in nature and ongoing. Ankomah, Y. A. (2005 November).

In her essay, “Professions for Women”, Virginia Woolf writes of the internal conflict many women endured every day in the face of a male dominated society. They are pressured to hide their intellect behind the facade of a delicate, emotional person who is unable think for themselves. Woolf uses metaphor and anaphora to urge women to think and stand up for themselves. Woolf’s purpose of inspiring women to be whatever they want to be is conveyed through two explicit metaphors predominantly used in this essay.

The first is the Angel in the House, the Angel representing the image of the stereotypical Victorian era woman. The Angel is “charming”, “sympathetic”, and has all the qualities expected of women. Instead of allowing Woolf to write what she thinks, the Angel attempts to persuade her to “be sympathetic, be tender; flatter; deceive; use all the arts and wiles of your sex. Never let anybody guess that you have a mind of your own. ” If the Angel was not stopped, she would have “plucked the heart out of [Woolf’s] writing. Killing the Angel signifies Woolf’s overcoming of societal pressures to become the cliched Victorian woman. The next important metaphor is of the fisherman in a girl’s dream. In the dream the girl is at the bottom of a lake which is symbolically used to characterize her mind. The girl lets “her imagination sweep unchecked around every rock and cranny of the world that lies submerged in the depths of our unconscious being. ” She was able to think freely and let her imagination take over.

The fisherman was “on the verge of a deep lake with a rod held out over the water. ” Then “her imagination rushed away” and the girl was “roused from her dream. ” The reason behind the fisherman in the dream was to show the censorship placed on the minds of women because they were considered below men with only thoughts of trivial things. “Men, her reason told her, would be shocked” if they knew that she in fact did have even a hint of brainpower. “Her imagination could no work longer. To reach out to the women in her audience, Woolf uses anaphora in her conclusion. With the repeated use of the word “you”, she tells women that they have to be the ones who take action. Once they do so, they may reach an equal standing with men and make their own decisions in order to make changes for themselves. With the use of the rhetorical strategies, Woolf shows how women in her time were “impeded by the extreme conventionality of the other sex. ” She encourages women to think independently and to not let a man’s judgment hinder their potential.

Abstract

Nurses committed to the interpersonal caring hold themselves accountable for the human well being of patients entrusted to their health care. Being accountable means being attentive and responsive to the health care needs of individual patient. It means that my concern for the patient transcends whatever happens during my shift, and that I ensure continuity of care when I leave the patient. In today’s highly fragmented system of care, patients often find themselves unable to point to any one care giver who knows the overall situation and is capable and willing to coordinate the efforts of the healthcare team. Being responsive and responsible earns a patient’s trust that “all will be well” as the healthcare needs are addressed. This will be the central them of this paper in the quest of establish the nurse’s accountabilities in evaluating or implementing change.

Nurses who are sensitive to the legal dimensions of practice are careful to develop a strong sense of both ethical and legal accountability. Competent practice is a nurses’ best legal safeguard. When working to develop ethical and legal accountabilities, nurses must recognize that both deficiencies and or excesses of responsible caring are problematic.

Although it is reasonable to hold oneself accountable for promoting the human well being of the patients, nurses can err by setting unrealistic standards of responsiveness and responsibility for themselves. Prudence is always necessary to balance responsible self care with care for others. Inexperienced nurses might feel totally responsible for effecting patient outcomes beyond their control and become frustrated and sad when unable to produce the desired outcome Conversations about what is reasonable to hold ourselves and others accountable for are always helpful.

Each employing institution or agency providing nursing service has an obligation to establish a process for reporting and handling practices by individual or by health care systems that jeopardizes a patient’s health or safety. The American Nurses Association code of Ethics obligates nurses to report professional conduct that is incompetent, unethical or illegal. For nurses, incompetent practice in measured by nursing standards, unethical practice is evaluated in light of the professional codes of ethics, while illegal practice is identified in terms of violation of federal legislations and laws.

Nurses must respect the accountability and responsibility inherent in their roles.  They have the moral obligations in the provision of nursing care, hence they collaborate with other health care providers in providing comprehensive health care, recognizing the perspective and expertise of each member.  Nurses have a moral right to refuse to participate in procedures that may violate their own personal moral conscience since they are entitled to conscientious objection. They must keep all information obtained in a professional capacity confidential and employ professional judgment in sharing this information on a need to know basis. Nurses are expected to protect individuals under their care against lack of privacy by confining their verbal communications only to appropriate personnel; settings, and to professional purposes. They are obliged to adhere to practice that limits access to personal records to appropriate personnel.

They must value the promotion of a social as well as economic environment that supports and sustains health and well-being. It includes the involvement in the detection of ill effects of the environment on the health of the patient as well as the ill effects of human activities to the natural environment. They must acknowledge that the social environment in which the patient inhabits has an impact on health. Nurses must respect the rights of individuals to make informed choices in relation to their care. They have this responsibility to inform individuals about the care available to them, and the choice to accept or reject that care.  If the person is not able to speak for themselves, nurses must ensure the availability of someone to represent them. It is vital to respect the decisions made concerning the individual’s care.

Standards of care are one measure of quality.  Quality nursing care provides care by qualified individuals. Likewise, the individual needs, values, and culture of the patient relative to the provision of nursing care is important to be respected and considered hence it should not be compromised for reasons of ethnicity, gender, spiritual values, disability, age, economic, social or health status, or any other grounds.  Respect for an individual’s needs includes recognition of the individual’s place in a family and the community. It is due to this reason that others should be included in the provision of care, most significantly the family members. Respect for needs, beliefs and values includes culturally sensitive care, and the need for comfort, dignity, privacy and alleviation of pain and anxiety as much as possible.

“Evidence-based practice (EBP) is a problem solving approach to clinical practice that integrates the conscientious use of best evidence in combination with a clinician’s expertise as well as patient preferences and values to make decisions about the type of care that is provided” (Melnyk, 2004). Quality of care outcomes refers to accuracy and relevance demonstrated by the decisions concerning the need for medical and surgical intervention. Evidence of appropriateness in healthcare is necessary to improve health outcomes, balance costs, provide guidance to physicians and meet the need of the new informed health consumer. Appropriateness is unlike effectiveness since the later refers to the degree in which an intervention achieves the objectives set (Muir Gray, 1997). One criterion of appropriateness is that of necessity.

As technology and improved methods of care has advanced, access to appropriate interventions should likewise improve. Today some interventions are still limited such as magnetic resonance imaging (MRI) in rural communities and since access to this technology is limited, a criterion of necessity is used to determine who is able to access and how quickly. Therefore although use of MRI may be appropriate in diagnostics, it may be underused. Advancements in technology, interventions and clinical research will provide updated evidence which in turn would affect ratings of appropriateness (Muir Gray, 1997). Clinical guideline statements are developed from evidence to assist healthcare practitioners in making appropriate health interventions (Woolf, Grol, Hutchinson, Eccles & Grimshaw, 1999).

The clinical guideline may be a general statement or concise instruction on which diagnostic test to order or how best to treat a specific condition. The purpose of clinical guidelines is as a tool for making decisions that will result in more consistent and efficient care. Guidelines are not rules nor are they mandatory. The benefits of clinical guidelines include: Improved health outcomes; Increased beneficial/appropriate care; Consistency of care; Improved patient information; Ability to positively influence policy; Provide direction to health care practitioners;

References

Agency of Healthcare Research and Quality. (n.d.). Outcomes research fact sheet. [Online].

Available: https://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/index.html

Brook, R.H. (1994). Appropriateness: The next frontier. [Online]. Available:

http://www.bmj.com/content/308/6923/218.full?ijkey=t7GNbMJu0NIhA

Fitch, K., Bernstien, S. J., Aguilar, M. D., Burand, B., LaCalle, J. R., Lazaro, P. van het Loo,

McDonnell, J., Vader, J. P., & Kahan, J. P. (2001). The RAND/UCLA appropriateness

method user’s manual. [Online]. Available:

http://www.rand.org/pubs/monograph_reports/MR1269.html?

John A. Hartford Foundation. (n.d.). [Online]. Available: http://www.johnahartford.org/

Muir Gray, J.A. (1997). Evidence-based healthcare: How to make health policy and management

decisions, New York: Churchill Livingstone.

Woolf, S. H., Grol, R., Hutchinson, A., Eccles, M., & Grimshaw, J. (1999). Clinical guidelines:

Potential benefits, limitations and harms of clinical guidelines. [Online]. Available:

http://www.bmj.com/content/318/7182/527.full

Caring is a human instinct. Especially with people that are close to our hearts, people would not hesitate to care for their general well-being. More so, people whose duty is in the service sector, they are more enjoined to care for their customers. This is why “caring” is both a duty and a responsibility to people involved in the health care profession. As defined by Mosby’s Medical, Nursing and Allied Health Dictionary (2002), caring means the actions characteristic of concern for the well-being, such as sensitivity, comforting, attentive listening, and honesty for the patient.

One of the frequent reminders offered to health care professionals is that “patients are people”. This is not because health care professionals do not know this or, worse, do not care about the status of their patients. It is simply that in the cut and thrust of decision making in relation to the clinical management of a patient’s condition, the human side of health care can be overshadowed by its technical aspects.

No doubt, to become a successful nurse, one must not only learn to deal with their patients as clients, caring for them is important to assure their recovery from any maladies. Since the days of Florence Nightingale, there has been a direct link between nursing and service to others (Kearney, 2001). When a child is asked why they want to become a doctor or a nurse, they often respond, “To help other people”.  This response partially defines caring because caring cannot occur if others are not involved. Caring requires a recipient.

Several theorists have developed conceptual models based on caring. One of them is Dorthea Orem, who developed the Self-Care Deficit Model (1995). Orem believed that all individuals desire to care for and meet their personal care needs and that each person has varied abilities to participate in meeting his personal self-care needs.

The nurse attempts to meet the client’s self-care needs in an effort to reduce the client’s self-care deficits. On the other hand, Watson (1999) believed that caring is a moral ideal and that nursing is a caring art and science. The client is the center of human caring. Finally, Leininger (2001) purported that nursing is a learned art focused on caring in accord with an individual’s culture. To these theorists, caring definitely is a vital component of nursing.

Moreover, Bertero (1999) deemed that caring includes “all aspects of delivering nursing care to patients” (p. 414). Thus, caring is the essence and the unifying core of nursing. In her book, Leininger proposed that caring is the trademark of nursing practice: “Care is the essence and the central unifying and dominant domain to characterize nursing. Care has also been postulated to be an essential human need for the full development, health maintenance, and survival of human beings in all world cultures” (1988, p. 3). These statements imply that caring is both the duty and responsibility of all nurses as members of the health care profession..

Indeed, the central aim of both nursing and medicine is to act in the best interests of the patient. This is such an obvious statement that it is hardly worth setting down on the page. However, the old adage ‘easier said than done’ springs readily to mind once we begin to think out the practicalities of acting in the patient’s best interests. Most difficult, perhaps, is the question of how we know what the patient would say these are.

The place of advance directives is relevant here as they present a very clear example of situations where the patient’s interests are known, yet they still lead to complex discussions about the validity of the patient’s view on their situation. The problem is that nurses have to be sure that the circumstances they face are the ones anticipated by the patient when the advance directive was made.

With all the stress and challenges of being a nurse, coupled with the management of extended workloads and staff shortages within already restricted finances, it is not surprising that the focus of nursing and caring gets lost within the biomedical emphasis. The advent of clinical supervision focused on reflective practice has promoted a refocusing of the emphasis towards patient-centered care and caring as central to nursing. It provides a structure within which any nurse can develop both personally and professionally, maximizing their therapeutic potential to improve patient care while balancing all challenges with caring for their patients.

Although some nurses see their profession as a stepping stone for financial reward, others see nursing profession as a vocation  that provides self-satisfaction or self-fulfillment. Whatever intentions they might have in mind, nursing defines who they are. Nursing, to a professional, is a career plan, a central part of his core being; and caring is the behavioral outcome.

The concepts of essential relationships and self-reward may comprise care of others and care of self. “Components of this service ideal include a profound sense of purpose, a true sense of capability, and a deep concern for others demonstrated as caring” (Hood & Leddy, 2003, p. 32). Service to others provides a meaningful life purpose. Service gives the individual feelings of competence in the ability to perform a task. Service is the link between concern for others and action in response to concern.

Definitely, nurses would be able to meet a client’s needs when provide services with care and concern. Caring is a commitment by the nurse to become involved, and its character is relational. Fact is that nurses entered into this relationship with their whole being as they chose to venture in this kind of profession (Bertero, 1999, p. 415). To realize that caring is more than a physical presence, nurses should promote a relational concern for the patient’s well-being. It is essential that there is an active commitment for both the process of healing for the patient and to the furtherance of our nursing knowledge. Thus, there should be a union of caring and competence and the link should be seen as the ultimate goal of the nursing practice.

References

Bertero, C. (1999). Caring For and About Cancer Patients: Identifying the Meaning of the Phenomenon “Caring” through Narratives. Cancer Nursing, 22(6): 414–420.

Hood, L. and Leddy, S. (2003). Leddy and Pepper’s Conceptual Bases of Professional Nursing (5th ed.). Philadelphia: Lippincott .

Kearney, R. (2001). Advancing Your Career: Concepts of Professional Nursing. Philadelphia: F.A. Davis Company Leininger, M. (1988). Care: The Essence of Nursing and Health. Detroit, MI: Wayne State University Press.

Leininger, M. (2001). Culture Care Diversity and Universality: A Theory of Nursing. Boston: Jones and Bartlett.

Mosby’s Medical, Nursing and Allied Health Dictionary. (2002). Caring. Retrieved 27 October 2006, from xreferplus.

Orem, D. (1995). Nursing: Concepts of Practice (5th ed.). St. Louis: Mosby.

Watson, J. (1999). Nursing: Human Science and Human Care (3rd ed.). Norwalk, CT: Appleton-Century-Crofts.

Blowing a whistle is considered to be immoral if done in the premises of a professional firm for the outsiders; consequently, the choice of blowing a whistle is a major problem in engineering. It is the duty of an engineer to tell others about the harm it contains if the boss or the clients are unable to track the instructions. He must also inform about the harm when they are in favour of not only the security but also the interests of people. Being a professional, a person is empowered at a good rank.

Numerous engineers who are likely to become whistle blowers will look for your suggestions; therefore, you must make sure you pay proper heed to them. Furthermore, involving the engineers in the firm offers a good environment for mutual efforts for helping whistle blowers as well as a way for those engineers who follow the principles for the welfare of all. Blowing a whistle is a realistic implementation of the moral conducts of engineers proves to be an advantage as well as helps in sustaining the honour of people including everyone who is a part of the firm.

In case you are referred to by any prospective whistle blower for any suggestions, you must always try to be as pragmatic as possible and must also try to make sure that the danger which has been described is severe enough. It must also be in the form of a document. You must also find out if the seniors were referred to prior to you. Your advice must be to be point only after knowing all the above mentioned requirements as well as whether the seniors tried to deal with the issue before you (Schinzinger and Martin, 2000).

Forming documents is considered to be very crucial as there are cases when any discontented worker is only looking for vengeance. So after documentation, it would be made sure that there is an issue and it must be resolved. However, there are exceptions but they are based on the case itself rather than being mentioned prior to it. A document, for instance, may not be formed when the issue is confidential or has secret information (Schinzinger & Martin, 2000). As a result, it is the duty of the firm to make sure that they know about the advantages and disadvantages which are attached to prospective whistle blowers.

The engineers must remember that it becomes hard for the firm to come up with a good case when a document is not formed; however, it is still possible. You must keep a purposeful point of view being a professional. Turning down the statement of the engineer about no proper proof is not must appreciated as your firm will have to face a lot of problems in the long run in case it is proved later that you knew about the problem but you did not pay much attention to it.

So, in the same way, if you take part in the helping of whistle blower, then your firm may be able to get back its honour and sustain it, in case it becomes known that you were a strong part of the problem solving events of the whistle blowing issue. It is good for any firm to give suggestions to engineers as it shows that they care and results in a feeling of belonging and loyalty. There are two conflicting perceptions of people as far as whistle blowing is concerned. For some, such people are “heroic defenders of values” while others believe them to be “traitorous violators of organisational loyalty norms”.

The practice of giving advice by the firm is very much in the favour of whistle blowers as people do not appreciate this habit. Whistle blowing is considered as an heroic action while it actually is that a lot of individuals get an impact made on them by the idea to cancel any procedure or a project (Bouville, 2008). Letting the prospective engineers participate in discussions with other engineers who are not a part of the events at office or chat groups for such discussions about blowing whistles must be mentioned in your website.

As a result, those engineers who have been through this before will be able to talk about the problem by remaining anonymous to others. There are codes of standards like for engineers, their functions to be performed, their loyalty, those individuals who control the engineers, how the engineers must perform for the public and the cost-benefit study about blowing whistle can be talked about generally. With the help of this, the prospective whistle blowers will be able to look for suggestions by their fellows prior to consulting the professionals in your firm.

The advantages of blowing a whistle are not only limited to the engineer but also their boss and his firm. A firm that lacks strong values for the engineers is likely to have poor employment and involvement of their workers. There is a code of standards for every professional firm. Its purpose is to ensure that there is equality among all as well as everyone is aware of how to behave. “Why should we be bothered? ” is the most common reaction to the procedures which have been put forward for dealing with the habit of blowing whistles.

According to Davis, there must be a standard of ethics as it helps the engineers in terms of their behaviour, moral judgement as well as it helps them in understanding their profession (Thinking like an Engineer, 1991). Every professional firm must work for engineering professionals as they communicate with them in a number of ways. Every professional firm has a set of standards which must be followed by all its engineers. According to the NSPE (National Society of Professional Engineers, the engineers must not harm the integrity of the professional firm they work in, in any way.

They must also not harm the way other people work or find fault in their work. In case, any engineer feels that others are not working properly of they are not following the ethics of workplace, then they should go and talk to the higher authority so they will look into it (Schinzinger and Martin, 2000). Everyone working at the firm must follow the ethics even those who are looking into any problem. In case any prospective whistle blower fulfils the above conditions and gets considerable encouragement from the chat forum on website, then the firm must provide assistance for the welfare of ethics of engineering.

According to Davis, ethics and standards must be recognized and valued by the person completely or else they will not be successful (Thinking like an Engineering, 1991). The employees of the professional firm must follow the standard or its advantages will not be attained of engineering being a very organized profession. The primary principle of NSPE (National Society of Professional Engineering) encourages serving the public while the fourth principle encourages serving the boss.

There is consent between Bouville and Harris that not only security but the health and interests of people must be kept foremost. On the other hand, it is also very important for a professional organization that they work and promote professional fraternity which helps in performing duty for the people as well as for one another (Bouville, 2008). Blowing a whistle is not always about trial and error but choices can be made with the help of standards which sustain the professional honour by keeping one’s own point of view aside.

It is the duty of professional engineers to follow the code of ethics of their firm (Davis, 1991). They must not only follow the ethics inside their office but also outside it. They must sustain the behaviour especially in those firms where united man power works. The professional firm you work in offers you a cover under which you can work well and deal with the clients and people in a better way as well as you offer advantages to them. In case whistle blowing is needed for this act, then the professional firm should help the engineer as it will bring benefits in the long run.

References Davis, M (1991). Thinking Like an Engineer: The Place of a Code of Ethics in the Practice of a Profession. Philosophy and Public Affairs [online]. 20, [Accessed 2 January 2012 ], p. 150-167. Available from: . Bouville, M. (2008). `Whistle-Blowing and Morality’. Journal of Business Ethics 81(3):579-585. Schinzinger, R. , Martin, M (2000). Chapter 5: Workplace responsibilities and rights. FROM: Schinzinger, R. , Martin, M, Introduction to Engineering Ethics. Boston: McGraw-Hill, pp 167-184.