Ethical Egoism free essay sample

Imagine that you’re walking down a crowded street and an old woman with bags in her hand is walking towards you. The handles on her bags break, and all of her belongings go tumbling to the ground. People walk by, look at her, and keep walking. Unlike them, you stop and help her pick everything up. She simply looks at you and says, â€Å"Thank you†. You smile at her and then continue on your way, feeling much better about yourself because you cared enough to stop and help. Some people think we ought to only do what is best for ourselves, but I will present evidence that this is a misunderstanding of ethics and the incorrect way of approaching ethics. Ethical egoism doesn’t say that we have no choice but to act in our self-interest like psychological egoism. Instead, it says that we ought to only do what is in our personal rational self-interest; this self-interest should be long term. We will write a custom essay sample on Ethical Egoism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For example, an ethical egoist realizes that I should go to the dentist to get a cavity removed even though it causes me pain because it can prevent even more pain in the future. In this paper, I will explain what ethical egoism is, give examples why ethical egoism is incorrect, provide examples that support ethical egoism, and clarify why those reasons are inaccurate. We have â€Å"natural duties† to others â€Å"simply because they are people who could be helped or harmed by our actions† (FE p. 113). In other words, if a certain action on our part could help another, then this is a reason why we should help others. The interests of others count from a moral point of view, even if ethical egoism claims that morality comes from doing what is in our self-interest; I don’t believe that true. So: other peoples’ interests are significant and count from a moral point of view. We can help others. Thus, we should help others. This argument would be an argument for altruism. Some disagree with it, namely ethical egoists; according to ethical egoism, â€Å"one has a moral obligation to only serve and promote one’s own interests† (FE p. 107). The first argument I would like to bring to light is the argument from altruism. It starts with three assumptions. 1.) We do not know the interests of others. Since we cannot know others’ interests, we are likely to fail in our attempts to help others. We are, however, in a good position to know our own interests. 2.) Helping others is invasive. 3.) Helping others can be degrading in the way it says that they  are not competent to care for themselves. From these assumptions, we get the following argument: 1.) We should do whatever will promote the interests of everyone alike. 2.) The interests of others are best promoted if each of us adopts the policy of pursuing our own interests. 3.) Thus, each of us should adopt the policy of pursuing our own interests exclusively. However, retaliation is quite simple. The above argument is not an egoistic argument—it’s actually an altruistic one. Notice that although the conclusion says that we ought to act egoistically, the conclusion is driven by the motivation of altruism (in premise 1). So it really says, â€Å"In order to be successfully altruistic, everyone should act as an egoist.† Thomas Hobbes’s argument says that common-sense moral intuitions can always be explained in terms of ethical egoism. We should do certain things (like tell the truth, don’t kill, etc.) because in the long run they serve our interests. Examples of those would be if we make a habit of harming others, people will be reluctant to help us or refrain from harming us (thus it is in our own interests not to harm others), and if we lie to people, we will get a bad reputation so people won’t be honest with us as a result (thus it is in our own best interests to be truthful). Hobbes’s argument looks something like this: 1.) If it serves my own interests to adopt some â€Å"altruistic principles,† then I should adopt some altruistic principles. 2.) It serves my own interests (as in the examples provided above) to adopt some â€Å"altruistic principles.† 3.) In conclusion, I should adopt some altruistic principles (Hobbes, EL, p. 120). Hobbes’s argument is the reverse of the argument from altruism. (We start with egoistic motivations and goals, and end up acting like altruists.) A great example of why ethical egoism doesn’t work lies in racism. Why doesn’t racism work? Because it claims that one groups’ interests are more important than another’s yet fails to be able to show that the one group has properties which are salient in the sense of proving that they’re more important. Now what about egoism? It requires that we believe that from each person’s perspective, his or her own interests are more important than everyone else’s. If this is so, we must be able to come up with some salient differences between the self and others to ground it. Otherwise, it is no different than racism. However, an ethical egoist could simply say it is in fact in our best interest to put our own interests above everyone else’s. If everyone were to do that, we would all be of the same importance. Now, I’m going to integrate an argument for ethical egoism that I learned in an economics class. It’s called the invisible hand, which is an economic theory that claims that we should expect a prosperous society from rationally self-interested individuals motivated by profit who compete for business. The invisible hand is an argument for ethical egoism because if the invisible hand argument is sound, ethical egoism within a capitalistic economy leads to prosperity. Ethical egoism is endorsed by the invisible hand argument as long as it requires people to act on the profit motive, have rational self-interest and has absolutely no need for empathy. Ethical egoism could be used for practical reasons because everyday decision-making is not necessarily compatible with a completed moral theory. There might be some sort of ethical egoism that encourages us to have empathy, help others, and look out for the interests of others, but the egoism endorsed by the â€Å"invisible hand† is not that sort of egoism. Instead, it requires a more selfish and pure form of egoism. This kind of egoism is impractical because we generally hurt others exactly when we think it’s in our self-interest to do so, and it seems false because it seems unlikely that hurting others would never be in our personal self-interest. Whether you believe the moral thing to do is pursuing your own self interest exclusively or that doing the moral thing is simply doing the right thing in regards to others’ needs, morals are and always have been a complicated issue. We are raised with morals, told to obey the moral laws, we marry people with the same moral values that we posses, and then pass on our moral values to our children. Although there are positives to ethical egoism, such as only being responsible for your own self-interests, I don’t believe it’s the correct approach to ethics. I believe in altruism, and it only takes one person doing a truly selfless act to disprove ethical egoism.

Usability Report on the Battery

Questions: Create a usability report on the battery using the three sections outlined below. 1. Write an Executive Summary. 2. Write a requirements analysis and/or a task analysis. 3. Conduct a usability analysis on the device. Answers: Executive summary Cogstate Brief Battery is a playing card based battery and it is administered by IT technologies. Diseases such as schizophrenia, Alzheimers disease, dementia, depression, etc., which are neurodegenerative are screened by this battery. The ability of individuals in cognitive tasks are measured by this battery which are impaired with the diseases (Cogstate, 2015., Maruff et al., 2013). There are four tests which the battery is composed of. The tests have been designed so as to measure different domain of diseases. The four tests are as follows: Detection Test: Processing speed is measured by this test through the use of reaction time paradigm. Identification Test: Attention is measured by this test through the use of a choice reaction time paradigm One Card Learning Test: Visual Learning is measured by this test through the use of a pattern separation paradigm and One-back Test: Working memory is measured by this test through the use of an end back paradigm (Cogstate, 2015). Exploration of The One Card Learning Task and The Detection Task will be done for the purpose of this analysis. The clinical trials of Cogstate provide the scientific services and products for optimization of the design and execution of the clinical trials aimed at establishing the cognitive effects of the investigation or the marked products. The designs have the computer tests which are specific to patients populations, in this case, they are reliable for use, brief and concise, valid, sensitive to the changes across the languages and cultural aspects. The cogstate gives the provisions for management for scale, monitoring services, and the paper and pencil neuropsychological testing, and questionarres for the patient reports the outcome. Requirement analysis The batteries engage the study subjects which are the cogstate tests are known to be brief in the industry. For the appropriate site staff it involved with scheduling in the patient and also do the requirement study analysis, and at the end of the survey appreciate the ease use of the cogstate system. The products delivered in the approach of various platforms which are the laptops, web based and also on the tablets. In this case, they do not require to checked by an expert in neuropsychologist, but they can conduct from remote access. The training process for the system is easy. The system has to meet all the relevant regulatory and security requirements, also, the clinical data integrity. The system is procedure guidelines are in line with the ISO 9001:2008. The computerized tests in the cogstate clinical trials have provision rapid, sensitive, and valid measure of the different cognitive functions. The tests use novel and verbal stimuli to enhance the assessment. All the tasks are designed for repetitive practices in the little training and learning factors making them a high factor for the clinical trials. The batteries comprise of some individual tasks each designed to a particular area of cognition. Each single task battery is customizable. The services includes are scientific consultations, scales management; it also includes the selection, training, certification, recalibrations and the quality control measures. The teams in the clinical developments always the cost efficient and scale and high quality cognitive data. The management and training services are provided by the cogstate. High quality cognitive data is of the essence, and will result in the generation and collection of valid questionnaires. The baseline and change in the range of cognitive domains are measured by various cognitive tasks which are computerized. Memory, attention, language cognition, executive function and emotional cognition can be assessed by specific tasks. Not only that the effect of drugs, nutraceuticals, devices are also determined by the batteries. The batteries re also used in screening programs and large scale sports medicine programs. International peer reviewed journals have also validated the cogstate testing method. A wide range of cognitive domains such as attention cognition, social-emotional cognition, simple reaction tome are targeted by these batteries. The tests are designed to decrease the noise from cognitive records taken from the trials in research and increase the signal . and The ability has been proven to detect both the reduction in the in cognition and improvement. Usability analysis on the device There has been extensive use of Cogstate batteries for assessing a number of diseases. Four cognitive domains are assessed by the Cogstate batteries. These are Working memory Visual learning Attention Processing speed Any of the four tests which have been mentioned in the starting of the paper may be used by researchers for measuring the domains. The researchers may choose test according to their suitability and convenience. The use of the cogstate batteries have been very reliable as it has been tested by a large number of researchers. A huge range of language and cultural groups have used these tests and given positive feedbacks with respect to reliability of the batteries. Using and navigation of minimal interface is easy. The difference between a failed and a successful experiment can be made by the services provided by the Cogstate. It will be helpful for the clinical teams. Assessment of cognitive functions in both younger and older adults and in clinical gropus suffering from pysochologiocal illness and dementian are done by the costate batteries. The battery has always been described in detail in the scientific literature and used broadly to guide clinical decision making in early phase settings. Due of its brevity and lack of generation of any practice effects upon repeated administration, it can be given many times in a single day and then on many days in the same experiment. The psychometric characteristics of the Cogstate Early Phase battery and its demonstrated sensitivity to change associated with drug effects are the subject of numerous for peer-review scientific journal publications. In the early phase Clinical Research Units want to imlement a proven, sensitive and rapid test battery to measure the cognitive effect of the new drugs of their Pharmaceutical Sponsor clients, the Cogstate scientific consultancy , software, training and data monitoring systems enable fast yet precise cognitive data collection. The other test batteries, the Cogstate Early Phase battery is easy to use, engaging and brief for subjects. For site staff, the system is quick to set-up, requires minimal training, is very easy to use and requires minimal data reconciliation work. Assessment of the device Benefits are accrued to battery users of targeted clinical population. The users do not need to learn the use of battery and they are also not distracted by the new information while progressing through the test. Thus there is not more interference from the programming which are assessed by the battery. However, there are certain flaws associated with the use of the battery. The Cogstate Research comprises a customizable range of computerized cognitive tasks able to conduct baseline and change in a wide variety of cognitive domains. The baseline and change in the range of cognitive domains are measured by various cognitive tasks which are computerized. Memory, attention, language cognition, executive function and emotional cognition can be assessed by specific tasks. Not only that the effect of drugs, nutraceuticals, devices are also determined by the batteries. It would not be feasible to use the batteries in screening and large-scale sports medicine programs. Audition of the quality and data systems are done by global pharmaceutical companies and by independent consultants. There are flaws associated with the use of battery. The feedbacks of error should be shown in red because red is accepted as an error colour. There is problem in understanding the error tone which accompanies the display as it cannot be heard properly. There are also certain guess abilities associated with the test and both my volunteer and I did not require the reading of detailed instructions while applying the test. There were concise instructions written and the instruction page also contained a start button. Signifiers and conventional constraints were used by the start button. The button was dark and it lit up once an user proceeds. Mapping was also used to establish a similarity between the onscreen keys and the keyboard keys. Thus I completed using the battery without going through much of the instructions. I could easily identify what needed to be done. The feedback for correct responses was being shown in green which was quite pleasing. However the error feedbacks were accompanied by low tone and blue cross and I did not find pleasing at all in the beginning. It created a kind of confusion. I tried to click on the no and yes button as it seemed to me that those buttons were clickable which were actually not. The mapping of the two keys on screen which were analogous to the keyboard was however appreciable. The tasks were quite lengthy and at some points I was getting really confused whether I was still in the practice test or in the real test. The tests being lengthy I was getting a bit bored as well. These were the minor problems associated with the performance of the tasks. Overall the tests have been designed quite well and it was a pleasant experience for me. References Alzheimers disease. BMC Pharmacology Toxicology, 1. doi: 10.1186/2050-7283-1-30 Barbas, N., Darby, D., Giordani, B., Hammers, D., Heidebrink, J., Persad, C., Ryan, K., Spurgeon, E.(2012). Validity of a brief computerized cognitive screening test in dementia. Journal of Geriatric Psychiatry and Neurology, 25, 89 99. Doi:10.1177/0891988712447894 Cogstate Ltd. (2015, October 10). Cogstate brief battery. Retrieved from: community-dwelling older adults. J Alzheimers.Dis 2011;27(3):627-37. Lim YY, Ellis KA, Harrington K, Ames D, Martins RN, Masters CL, et al. Use of the CogState Brief Battery in the assessment of Alzheimer's disease related cognitive impairment in the Australian Imaging, Biomarkers and Lifestyle (AIBL) study. J Clin Exp.Neuropsychol. 2012;34(4):345-58. Lim, Y. Y., Jaeger, J., Harrington, K., Ashwood, T., Ellis, K. a, Stffler, A., Maruff, P. (2013). Three- Month Stability of the CogState Brief Battery in Healthy Older Adults. Louey, A. G., Cromer, J. A., Schembri, A. J., Darby, D. G., Maruff, P., Makdissi, M., Mccrory, P. (2014). Detecting cognitive impairment after concussion: sensitivity of change from baseline and normative data methods using the CogSport/Axon cognitive test battery. Archives of Clinical Maruff P, Thomas E, Cysique L, Brew B, Collie A, Snyder P, et al. Validity of the CogState brief battery: relationship to standardized tests and sensitivity to cognitive impairment in mild traumatic brain injury, schizophrenia, and AIDS dementia complex. Arch.Clin Neuropsychol. 2009;24(2):165-78. Maruff, P., Lim, Y. Y., Darby, D., Ellis, K. A., Pietrzak, R. H., Snyder P. J., Bush, A. I., Szoeke, C., Mild Cognitive Impairment, and Alzheimers Disease: Results from the Australian Imaging, Biomarkers, and Lifestyle-Rate of Change Substudy (AIBL-ROCS). Archives of clinical neuropsych.

Sample GED RLA Extended Response With Essay

Sample GED RLA Extended Response With EssayA Sample GED Response-Knowledge (RLA) Extended Response is a required course for high school students interested in earning a General Education diploma. Typically, you will need to write a multiple-choice essay on the following topic: student's goal of obtaining a GED; approaches to increasing student proficiency in English language arts and mathematics; student's role in influencing academic achievement and success in the future; student's role in helping others to develop the knowledge and skills they need for their future career; student's role in promoting lifelong learning; student's role in helping to sustain personal growth and development; student's involvement in fostering a nurturing learning environment; student's involvement in meeting national goals and objectives for students; student's role in helping students become productive learners.The GED-RLA Extended Response requires several elements and is intended to help students pr epare for the 'big time.' Several things can be included in this section of the course, including an essay, a quiz, a short report, and a personal statement. If you are interested in earning a General Education diploma, you should definitely take a look at what this short course has to offer you.Students participating in this section of the course will work on a wide variety of topics. Some of the topics that students will cover include: the student's role in promoting lifelong learning; student's role in developing lifelong learning opportunities; student's role in sustaining personal growth and development; student's role in nurturing learning opportunities; student's role in promoting lifelong learning by encouraging achievement; student's role in encouraging quality student performance in terms of academic achievement; student's role in encouraging quality student performance in terms of interpersonal development; student's role in promoting lifelong learning by contributing to the growth of the learner; student's role in preventing academic failure by providing the learner with the skills necessary to achieve academic success; student's role in enhancing student proficiency in the English language arts and mathematics. As you can see, there are many different topics that you can choose to focus on as you prepare for your GED-RLA Extended Response essay.In order to get the most out of your Sample GED RLA Extended Response with Essay, it is important to know what the requirements are. First, you should not have a 'problem' grade (any score above a 50% in the Essay section). This is in reference to students who are under the age of 16 and/or under the age of 21, who do not have a Social Security Number. Second, you should check the student's age before completing the online form.In order to receive credit for your Sample GED RLA Extended Response with Essay, you should provide your Social Security Number. This will help you keep your grades consistent from o ne essay to the next. Next, you should get a sense of how much information is necessary for your essay. Many courses have very strict rules regarding essay topics and the amount of information that you should include in the essay.If you have not taken a Sample GED RLA Extended Response with Essay, this will give you a good idea of what you should expect. It will also give you a good idea of what you should expect if you decide to take this course in the future.With all of the information that you will need for the Sample GED RLA Extended Response with Essay, it is time to sit down and create your essay. There are a number of different types of essay styles available to you, and it is important that you choose the one that works best for you.With a little bit of research, you should find a style that is appropriate for your needs and your essay. Once you have chosen a style, make sure that you are working on a well-written essay so that you will receive all of the credit that you des erve when you complete the course.

Digital Divide Essays - Digital Media, NetDay, Non-profit Technology

Digital Divide The Digital Define is the distance between the people who have adequate access to technology and those who do not. As teachers, we have numerous avenues through which we can assist in narrowing the gap of the Digital Divide. Some suggestions are the following: 1. Gather teaching materials through sources such as: www.pbs.org/digitaldivide/about.html www.pbs.org/digitaldivide/learning.html www.siliconvallydigitaldivide.net www.ed.gov/free www.fcs.gov/resources.html 1-800-257-5126 2. Donate a computer, obtain a donated computer, or upgrade an obsolete one. Many organizations have been developed to assist in this task; a few are as follows: Share the Technology - www.sharetechnology.org Computers for Learning www.computers.fed.gov NewDeal www.newdealine.com Heaven www.heavens.org 3. Keep informed about the most recent government initiatives, as well as what politicians and government officials have to say. A variety of Web sites can aid you in this undertaking; some are listed here: U.S. Department of Education, Office of Educational Technology www.ed.gov/Technology Federal Communications Commission www.fcc.gov.major.html Closing the Digital Divide www.digitaldivide.gov The National Telecommunications and Information Administration www.ntia.doc.gov/ntiahome/fttn99/contents.html The Digital Divide Network www.digitaldividenetwork.org 4. Investigate the community access centers (CACs) in your area and spread the word about their availability. CACs include places such as libraries, community centers, schools, and other public-access locations. 5. Learn about model initiatives successful models. A few projects include: The Digital Divide Project www.washington.edu/wto/digital/resources/html NetDay www.netday.org Alliance for Community Technology www.communitytechnology.org The Foundry www.thefoundry.org The Village Foundation www.villagefoundation.org/PROGRAMS/pathways/technology/index.html PowerUP: Bridging the Digital Divide www.powerup.org The Maine Laptop Program Lightspan, Inc. www.lightspan.com Plugged In www.pluggedin.org Neighborhood Network www.hud.gov/nnwnnwindex.html 6. Explore opportunities for corporate support. A good place to start is www.wested.org/tie/grant.html#corporate. This site has a list of corporate and foundation funding sources and other grant related resources. The model initiative I chose to investigate is NetDay. NetDay is a project connecting students and their teachers in under-served communities with the necessary resources to facilitate learning through education technology. From this site, NetDay Compass is accessible. NetDay Compass is a teachers guide to educational technology resources. There are sections on developing technology plans, technology infrastructure, grant and funding, classroom support, and model high tech schools. Here teachers will find the information they need to include technology in education and narrow the gap of the digital divide. In the three years I have been teaching in Louisiana, I have seen numerous incidents of digital divide. However, one particular incident stands out in my mind the most. Last year, I had a Financial Math class made up of mostly juniors and seniors. I had never really though about students not having access to the Internet or much less a computer. We had just finished a unit on hiring expenses, when I decide to have the students complete a mock job search. I gave them a list of web sites and asked them to go home and find a job add and bring it back the next day. To my surprise, most of the student brought adds from the newspaper, which was perfectly fine, but it peaked my curiosity. I started inquiring why they had clipped the articles instead of clicking for them. Come to find out, only about ? of the 26 student class had access to the Internet away from school. I was astonished. In addition, the students that had used the Internet to job hunt tended to bring in more professional typ e job interest as compared to the students who used the newspaper. Was this just a coincidence or are the students without Internet access limited in their employment opportunities? The conclusion I have reached scares me! Computers and Internet

201 Week 1 Essay

Psy/201 Week 1 Essay Psy/201 Week 1 Essay My daughter has ADHD (Attention Deficit Hyperactivity Disorder). Some of the problems that I deal with on a daily are lack of attention, failure to follow instructions, loses things easily, and impulsive behaviors. However, having to deal with this, we are dealing with growing pains, her body is growing fast, but her bones are taking their time, so she has some discomfort. With that, her physician told her when she feels pain she may have a pain pill. However this is been a constant problem, every day she has pain. Therefore, I decided to give her a low dose Bayer aspirin, instead of Tylenol. Within less than twenty minutes, she is telling me she is doing just fine. The next couple of days I changed the aspirin to a vitamin, and got the same reaction. For the past 7 months, when she feels pain, she takes a vitamin believing it is a painkiller, and again the same result. In less than twenty minutes, she is feeling no more pain, or discomfort. I used the informal research method of ex perimental research. Psychologist produces a change in one variable to observe the effects of that change on other variables. This is the placebo effect, when a patient has symptoms, they receive what they think is treatment, and their symptoms disseminate. If I had to make this decision again, I am not sure I would handle it the same way again. I personally acknowledge that I am dealing with a child not well; I believe that I am not hurting, but I know I am not helping either, I have seen that

Graffiti as a Spatial Practice Essay Example | Topics and Well Written Essays - 250 words

Graffiti as a Spatial Practice - Essay Example This is the type of people who air their views through graffiti and put them up in strategic places in the city. Taking a tour around suburbs this can be confirmed for sure. Besides putting up encouraging words or even passing across messages graffiti can be used to comfort people who tend to know where they come from and who relate to it. Speech does not necessarily mean word of mouth in this case thus can be used manipulatively to achieve the main goal of communication. A symbol is a giant tool when it comes to relaying messages because they can easily be interpreted and require a short time to come up with. In a way, graffiti conveys most sensitive information by putting up symbols and images for the purpose. Names point out without necessarily having meaning they too tend to ring a bell to the readers. Graffiti cannot be related to a given group of people because it’s universally applicable across the globe. Relating graffiti with an interpretation of de Certeau wouldn’t be deemed wrong because all in all graffiti as sure as any other functional tool qualifies to be a spatial practice that needs to be allocated.  

Healthcare Interpersonal Communication Research Paper

Healthcare Interpersonal Communication - Research Paper Example Communication is important in practically all human endeavors, especially in the provision of healthcare. The Mental and Physical Health Platform noted that â€Å"better communication and cooperation between medical disciplines, careers, families and service users, must be prioritized to ensure a 360 ° approach to mental and physical health† (Bowis et al., n.d., p. 1). All those involved in healthcare- health professionals, patients and family members should be able to communicate well as part of good practices in improved recognition, monitoring, diagnosis and management of health problems. Likewise, the Mental and Physical Health Platform recognized that implementation of â€Å"measures for improved health literacy, access to better health promoting services, information and advice on lifestyle changes and other factors â€Å" is pat of empowering the â€Å"service users together with their families and careers†. Definitely, effective communication is vital in thi s empowerment. Ensuring effective communication is a great task which should be pursued by the healthcare providers. There are communication problems which have to be identified, and properly solved to guarantee the desired results in healthcare provision and management: health, survival and quality of life. â€Å"The relationship between patient-clinician communication and outcomes of care is, from a conceptual standpoint, one of the least developed areas of communication research† (Pathways from Communication to Health Outcomes: Mediators and Moderators, n.d., p. 56). Applications of interventions and other solutions to communication problems are vital to healthcare provision and management. Identification of barriers and other interpersonal communication problems and their possible solutions, between and among healthcare professionals and patients will improve delivery of healthcare services. There are three types of Interpersonal communication (IPC), namely, caring/socio- emotional communication, diagnostic communication/problem solving and counseling According to De Negri et al. (1995, p. 15), effective IPC is the one resulting in the following outcomes: 1. The patient discloses enough information about the illness to lead to an accurate diagnosis. 2. The provider, in consultation with the client, selects a medically appropriate treatment acceptable to the client. 3. The client understands his or her condition and the prescribed treatment regimen. 4. The provider and the client establish a positive rapport. 5. The client and the provider are both committed to fulfilling their responsibilities during treatment and follow-up care. Nevertheless, the aforementioned outcomes cannot be perceived as the guiding line within the context of effective communication. These steps generally include encouraging a two-way dialogue, establishing a partnership between patient and provider, creating an atmosphere of caring, bridging any social gaps between provider an d client, accounting for social influences, effectively using verbal and non-verbal communication, and allowing patients ample time to tell their story (De Negri et al., 1995, p. 15). COMMUNICATION BETWEEN HEALTHCARE PROFESSIONALS â€Å"Poor communication has been shown to lead to disruptions in continuity of care, delayed diagnoses and duplication of or unnecessary interventions† (Astrom et al., 2007, p. 279). In the study of Astrom et al. (2007, pp. 279-285), it was shown that communication between individuals