Ethical Issues Involved in End-of-Life Decision-Making Essay Example for Free

Ethical Issues Involved in End-of-Life Decision-Making Essay End-of-life decision-making entails looking into ethical, cultural, as well as, legal concerns. All of the aforementioned has to be carefully considered if one has to decide to end his or her own life. This paper will look into the ethical, cultural, and legal issues that go along with end-of-life decision-making. It also intends to state what therapist can contribute in his or her participation in the discussion of end-of-life decision making together with his or her colleagues, as well as, patients their families. Ethical Issues Involved in End-of-Life Decision-Making There are ethical indispensable issues involved in end-of-life decision-making and some are the following: First of all is the issue on utilitarianism, since this is said to be the â€Å"foundation of morals† then it is linked to the end-of-life decision-making as well (Ebenstein Ebenstein 1991, p. 580). Here, it is said that â€Å"actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness† (Ebenstein Ebenstein 1991, p. 580). â€Å"Happiness† here is regarded as the â€Å"absence of pain† and â€Å"unhappiness† is the presence of the aforementioned (Germino 1972, p. 240). It is an issue because happiness is not all that matters in ending a life (Ebenstein Ebenstein 1991, p. 580). In addition to that, how can one be sure that the absence of pain, which is death in this case, will lead to happiness of the person chiefly involved in the end-of-life decision-making (Ebenstein Ebenstein 1991, p. 580)? The same is true with the family of main person involved, will they be experience happiness if the patient opts to end his or her life voluntarily instead of waiting for his or her ‘natural’ death to take place (Ebenstein Ebenstein 1991, p. 580)? Second is the issue related with the Kantian model or what is technically referred to as the â€Å"deontological theory† (Bennagen, 2000, p. 50). This states that a person has to fulfill a certain responsibility or duty as a part of his objective (Bennagen, 2000, p. 50). This statement now seems to be irrational since the concrete definition of a responsibility or duty is not provided (Bennagen, 2000, p. 50). For example, is it the person’s responsibility to subject himself or herself to death (Bennagen, 2000, p. 50). It may be his or her right to choose to live or die but if asked if it is his or her responsibility remains a big question (Bennagen, 2000, p. 50). Last but not least, there are some health care providers who are extremely conscious about â€Å"how much money is spent on patients and how effectively it is spent† (Hinman, 2000, p. 9). Some individuals feel that the amount of money spent on terminally ill patients is not really worth it (Hinman, 2000, p. 9). This is highly unethical; it is as if one is saying that money is far more important than actually trying to save a life (Hinman, 2000, p. 9). Cultural Issues Involved in End of Life Decision-Making Furthermore, there are several cultural issues involved in end-of-life decision-making as well and some are the following: First of all, there are some members of a cultural minority that prefers to be spoken to directly with regards to the disease that they are going through (Searight et. al. , 2005, p. 516). Although, there are also some who do not (Searight et. al. , 2005, p. 516. ). In fact some immediate family members request that they be the ones to be spoken to only since they believe that informing the patient will only make the patient feel worse and will eventually negatively affect him or her (Searight et. al. , 2005, p. 516. ). The same is true when it comes to making decisions with regards to the medications/treatment that the patient will undergo; some family members prefer that they be the ones to be in charge about this instead of the doctor and/or the patient (Searight et. al. , 2005, p. 516. ). Second, patients who belong to a cultural group sometimes opt â€Å"not to be directly informed† about the disease he or she is going through especially if it’s a life-threatening one (Searight et. al. , 2005, p. 516. ). Third, some patients also would prefer to carry out certain religious activities and spiritual traditions so as to assist in their medical treatment, and eventually, their healing as well (Searight et. al. , 2005, p. 516. ). Last but not least, some patients take into consideration their beliefs and outlook when it comes to the â€Å"medical experts, suffering, as well as, the afterlife† (Searight et. al. , 2005, p. 516. ). Legal Issues Involved in End-of-Life Decision-Making There are also certain legal concerns when it comes to end-of-life decision-making: Most of the States disallows physician-assisted suicide; for example in New York, it is unlawful â€Å"under the general homicide laws† (Legal Status of Assisted/Euthanasia in the United States, n. d. , n. p. ). The same is true in Virginia wherein â€Å"there is no law that actually covers physician-assisted suicide but there is a statute which imposes civil sanctions on persons assisting in a suicide† (Legal Status of Assisted/Euthanasia in the United States, n. d. , n. p. ). My Participation as a Therapist in the Discussion of End-of-Life Decision-Making along with Colleagues There are several things that I may contribute as a therapist to my colleagues. I can share with them my knowledge with regards to how to communicate with patients of diverse culture (Searight et. al. , 2005, p. 521. ). I can request them to â€Å"demonstrate an interest to the patient’s cultural heritage† for them to be able to give the patient â€Å"culturally-sensitive care† (Searight et. al. , 2005, p. 521. ). In addition to that, I will also let them know that it is important to give the patient â€Å"autonomy† especially when it comes to â€Å"non-disclosure of medical information and family-centered decision-making† because through the aforementioned, the patient will eventually feel that their â€Å"cultural norms are being respected† (Searight et. al. , 2005, p. 521. ). My Participation as a Therapist in the Discussion of End-of-Life Decision-Making along Patients and their Families Finally, I may also be of great assistance to patients and their families with regards to their discussion of end-of-life decision-making through the following: 1) I will respect it if the â€Å"patient prefers that his or her family members be the recipients of diagnostic and treatment information†; 2) I will make sure first who is the member of the family who’s appointed to make treatment decisions before speaking to him or her or giving them an advice with regards to the medical procedures or treatment; and 3) I will help them find another therapist/physician in case they are uncomfortable with the current one and especially if their therapist/physician â€Å"belong to the different ethnic background† (Searight et. al. , 2005, p. 521. ). As a therapist, I will try to advise them the best I can while considering their cultural background, incorporating my ethical/moral standards, and making sure that I will abide by the laws as well. References Bennagen, P. (2000). Social Economic and Political Thought. Q. C. : UP Press. Ebenstein, W. and Ebenstein, A. 1991, Great Political Thinkers: Plato to the President.Harcourt Brace, Forth Worth. Germino, D. 1972, Machiavelli to Marx: Modern Western Political Thought. University of Chicago Press, Chicago. Hinman, L. M. (2000). Ethical Issues in End of Life Decisions: A Guide to Understanding Differences. Retrieved April 28, 2008 from http://ethics. sandiego. edu/presentations/sharp/index_files/v3_document. htm Legal Status of Assisted/Euthanasia in the United States. (n. d. ). Retrieved April 28, 2008 from http://www. nightingalealliance. org/pdf/state_grid. pdf Searight, H. R. Gafford, J. (2005). Cultural Diversity at the End of Life: Issues and Guidelines for Family Physicians. American Family Physician, 71(3), 515 – 522.

The English Patient Essay -- Film Movie Movies English Patient

Count Lazlo Almasy, the English Patient, is a man in an Imperial time and world. The people in this world live by Imperial rules and perpetuate Imperial stereotypes. The film takes place in World War II era Africa, and as the film portrays it, in the mysterious and exotic Sahara desert and in Cairo, Egypt. Count Almasy’s character lives in the desert among imperial explorers and in the desert environment full of natives who bring to life classic stereotypes full of ignorance and white prevalence and power. Ella Shohat and Robert Stam, authors of Unthinking Eurocentrism, believe that the Imperial attitudes that the British government and the Western imperial society initiated, continue today and are alive in the cinema. The film, â€Å"The English Patient† is a key example of Imperial influence on cinema with the exception of one character: Count Almasy. On the surface, Almasy seems to be just like those around him, but when one looks deeper, his characteristics show tha t he is in fact an anti-imperial. Almasy’s character invites the viewer to identify with his seeming quest for adventure and then reveals qualities that then revise the colonial stereotypes that he seemed to personify previously. In the chapter â€Å"Imperial Imaginary† by Shohat and Stam, the authors discuss the idea that the perfect imperial subject is the adolescent male because of his vulnerability and hunger for adventure (101). The nature of imperialism is one of power and control. To teach a man to be an imperial one must teach him to love adventure. According to the authors, the empire by its very nature is the man’s plaything and that â€Å"boys [can] play in the space of an empire† (101). It gives them the freedom and creativity to explore and through cinema... ...at, unpredictable weather, and the general exoticism of the Sahara, Almasy is the odd light in the dark of the â€Å"Imperial Imaginary†. According to Stam and Shohat’s definition of the imperial, Almasy fits into their image only on the surface. He believes in many things that are antithetical to that of the imperial,largely his feelings about borders, names, and maps. When one delves deeper into his personality and beliefs, it can be seen that he is in fact the anti-imperial amidst a plethora of imperial stereotypes. Works Cited Ondaatje, Michael. The English Patient. New York: Random House, Inc., 1992. Shohat, Ella, and Robert Stam. Unthinking Eurocentrism: Multiculturalism and theMedia. New York: Routledge, 1994. †The English Patient†. Dir. Anthony Minghella. Perf. Ralph Fiennes, Juliette Binoche, Willem Defoe, and Kristin Scott Thomas. Miramax, 1996.

How far did Stalin’s social policies change

How far did Stalin's social policies change the lives of women and children In the years to 1945? Following Stalin's succession to power in 1929, once again, Russia was transformed. As part of Socialism In One Country, Stalin focussed his intentions internally. This involved the notorious industrialisation and collectivisation drives which were intended to reform the economy. Nevertheless, do so, Stalin realised he would have to create a more ordered and disciplined society.Consequently, as part of the Revolution from Above and what was deemed by Sheila Fitzpatrick as the â€Å"great etreat†, where Stalin turned away from the policies of his predecessor, Stalin embarked on numerous social policies which focussed on the reforms of education and family life. Consequently, Stalin's legislation on the one hand, changed the lives of countless Soviet women and children. Nevertheless, it is also argued that his policies were no similar to previous social legislation under the Tsar an d Lenin.Consequently the extent of change and the significance of Stalins policies remains in Following the Russian revolution, Lenin assumed the Premiership of question. Russia and redefined the social polices experienced by women and children. In terms of policies which affected women and the family, Lenin was comparatively Liberal compared to Tsarist Russia. He considered traditional marriage to be slavery, economic and sexual exploitation. Robert Service has argued that as a result, official spokesmen began to urge wives to refuse to give â€Å"automatic obedience to husbands. Lenin went against previously traditional conservative policy and legalised divorce as well as abortion. Lenin attempted to free women from their domestic roles under Tsarism by requisitioning large scale provision of facilities such as canteens, laundries and cr ©ches as party of what is argued by Corin and Fiehn as the â€Å"socialisation of domestic services. † Although, In retrospect, this po licy was unaffordable, costing well over the national budget and consequently, the socialisation was not universal, reducing overall change.Nevertheless, Lenin did Implement legislation previously unthinkable to allow free love. as well as the creation the Zhenotdel, which gave opportunity for the first time for women to be involved in the running of the state. Additionally, Lenin reformed the education ystem which ultimately Impacted heavily on children. Lenin focussed on an industrial education which made use of apprenticeship schemes, but to the detriment of a broad education. Yet, also as part of his liberalising of once Tsarist Russia, he took the power to discipline away from teachers and scrapped the examination and homework methods of education.He also denounced all university lectures as members of the bourgeoisie and members of a hostile class in the education was more liberal than anything previous children had ever seen. Under Stalin, the changing of social policies and their effect on women were numerous. Stalin as part of industrialisation put greater emphasis on Job opportunities for women, by 1940 for example, nearly 41% of heavy industry workers were women. Although, in retrospect, women were still underpaid, receiving only 60-65% of a mans salary in the same Job, reducing overall change.Nevertheless, in contrast to Lenin and Tsarist Russia, Stalin put even greater focus on educational opportunities for women, increasing places for the number of women in colleges and universities. Although, again, these courses were purely focussed on industry, reducing overall change from Lenin. Although, as part of urbanisation, women btained greater opportunities to work in agriculture and by 1945, 80% of workers on the collectives were female. Stalin also placed even greater emphasis on propaganda compared to Lenin and employed the Stakhanov spirit in the female working environment to ensure maximum potential.Women also saw greater opportunities to serve i n the armed forces and by 1945, half a million Soviet Women had served. However, Stalin did abolish the Zhenotdel, formed under Lenin, reducing women's ability to be involved in the running of the state once again, as under Tsarism, reducing the breath of change in overall opportunity. Additionally, Lynch argues that he increase in women into the armed forces, whilst increased their equality, increased their likelihood of â€Å"mistreatment† and â€Å"sexual abuse†, especially by senior officers.This bears similarity to pre-Leninism where abuse of women was commonplace, reducing overall significance of Stalin's social policies effect on changing the lives of women for the better. Although, the state under Stalin compensated the abuse of women in the home itself by introducing a series of social polices which championed the revival of marriage. For example, the state now promoted marriage, legalising wedding rings which had previously been made illegal nder Lenin. Stali n in contrast to Lenin who legalised divorce, limited the availability to end a marriage.This has the effect of reducing the number of women and children becoming impoverished, under Lenin and his policy of free love. Women and children would no longer be left to fend for themselves if a husband chose to divorce. Local Party officials would in addition seek out any husbands who absconded from their marital obligations ensuring this change would be successful and significant. Women were also encouraged more to increase their reproductivity. This was due to greater amounts of women in work as part of industrialisation.Stalin introduced incentives to women with a certain amount of children-7 would gain 2,0000 roubles per year for 5 consecutive years. However, this increased the likelihood of pressure being put on women from their male counterparts to terminate their babies as had been the case when Lenin previously legalised abortion, suggesting a reduction in overall change for the be tter. Although, Stalin did put in place laws to punish such offence with two years imprisonment and made termination illegal.However, ultimately the banning of abortion was an infringement on civil liberties, similar to that of Tsarism, reducing verall change. Additionally, Stalin reverted back to the traditional role of the women in the home. Whilst his changes meant they could work and could receive state support and were compensated by his promotion of the Women's Activists Movement their own family as a â€Å"good Communist† should rather than socialise the entire family as Lenin argued. Stalin therefore reverted back to the traditional view of the purpose of women. He however, gave them two roles.Essentially, as Geoffrey Hosking argues â€Å"the fruits of female emancipation became the building blocks of the Stalinists neopatriarchal society. In terms of Stalins social policies and it's effects on children for the better, they are arguably of less significance. Whilst S talin continued to run the education system via the state as Lenin condoned, Stalin controlled the education of children to a precedent unseen before. Stalin condoned the more extensive regulation of education in order to shape the next younger generation of society, whom could be easily influenced, into the Communist way of thinking.This was seen most notably in 1935, when Stalin brought the original Tsars Imperial Academy, or Soviets Academy of Sciences under direct state control forcing ersonnel to produce work only in line with Stalinist views. Stalin also reintroduced discipline into children's lives, giving power back to teachers which had previously been taken away under Lenin. He also further tightened the regulations imposed on children in terms of appearance, such as school uniforms, to surpass Lenin's attempts to create a truly egalitarian society.Stalin also changed the material in lessons, introducing a new curriculum in 1935 which was created by the state which was acc ompanied by State prescribed textbooks through which children would now earn; a valuable method in the influencing of the next generation of socialists. Although, in retrospect, it could be argued that state influence in children's education was not a vast change. Lenin himself had requisitioned a book entitled A Brief History of Russia by Bolshevik Pokrovsky which was acquired as the Soviet School Text Book. Although, state influence in education under Lenin was rather in terms of class struggle.Stalin changed this to an overall insight into the positive age of the Russian past, focussing on fgures such as Peter the Great. He also made it compulsory along ith homework and exams to in fact go to school. Whereas Lenin saw it as a mere obligation to learn the basic aspects of reading and writing, Stalin saw education as essential in breeding a new generation of productive and capable workers and consequently provided free schooling for the first time time up to the age of 15. For exam ple, between 1929 and 1940, the number of children attending school rose from 12 to 35 million.Although, in retrospect, whilst there were grants, most parents of children in secondary education were still expected to pay and certainly could not ttend higher education without such a financial contribution, reducing overall change in terms of opportunity for children. This change is made more insignificant by the fact that ironically, whilst the Russian revolutionaries had poured scorn on the bourgeoisie governing elites that monopolised power previously, Stalin continued to produce an equivalent and did not change this hypocrisy.Party officials were allowed the right for their children to have the best training to give them access to higher education and were often given the best places, similar to the Tsarist elite, and going against Lenin. For example, in the period from 1928-1932, a third of all undergraduates were Party nominees. Essentially, Stalin did not change the existence o f a ruling class which allowed their children to dominate the education system. Lynch even argues that, â€Å"it enhanced Stalins power by creating a class of his creatures. In conclusion, essentially, Stalin did make extensive changes in social polices which effected the lives of countless women and children. Authority, discipline and effort were now championed in a drive to become a truly independent Socialist State. In terms of children and their education, Stalin, although he continued ith state intervention, undeniably made changes to allow compulsory education to all which made the literacy rate rise significantly from 51% in 1926 to 88% in 1940, allowing a new breed of educated workers to run the economy.However, Stalins changes to the lives of children are however inevitably undermined by the fact that he did nothing to prevent an intelligentsia forming once again which was allowed to dominate the nomenklatura. Not only was education still streamlined as it had been under L enin and even under Tsarism in the universities, but ordinary children were till prevented from top posts and were confined to be â€Å"cogs† in the industrialisation process.

Empathy and Understanding with Emotional Intelligence

Imagine a close associate whose pet has just passed away. You console the grief-stricken associate and you try to make him forget about the pain and stop him lamenting over their loss. In the process you too start to feel their loss, and you feel a sense of sadness both for the pet, and for your friend. It is this understanding and management of emotions that is the basis for Emotional Intelligence, or simply â€Å"EI†. In its simplest terms, EI is â€Å"the capacity to reason about emotions, and of emotions to enhance thinking† (Mayer, Salovey and Caruso, lines 47-48). Emotional Intelligence helps us understand and empathize with a tribulation or problem that other people are facing. Though many psychologists believed that the IQ was more important, new research suggests that EI is more critical for daily life because it allows us to understand and manage other’s emotions as well as ours. One major component of EI is managing emotions. At any given time, we hav e to control our emotions to best fit our environment. In the workplace, we have to maintain a sense of professional, often not showing whether we are distraught or sad. Though many employers do not want their workers to seem distraught, they often try to do anything to improve the morale, and thus productivity, of their workers. Many employers know how emotions affect the productivity of their workers, so they try their best so that the workers feel as happy and safe as they can at work. Psychologists Steven Stein and HowardShow MoreRelatedThe Effects Of Emotional Intelligence On Health Care Professionals1716 Words   |  7 PagesEmpathy is used to describe a wide range of experiences. It is the â€Å"capacity† to share and understand other people’s emotions and another’s â€Å"state of mind†. Empathy is being able to imagine what someone else might be thinking or feeling while maintaining a state of vulnerability to one’s previous experiences, biases, and emotions. Empathy is a very powerful concept that is often misunderstood or discounted for its importance, especially for health care professionals. The use of empathy, vulnerabilityRead MorePersonal Statement Assessment : My Personality As A Business Owner843 Words   |  4 Pagesinteractions with employees as a business owner. The implications of the Emotional Intelligence assessment have inspired me to identify and single out the positive and negative aspects of my personality as a business leader. I have become more aware of the importance of self-knowledge as a way to identify emotional patterns that can help me understand my employees outside of their job performance. 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Empathy is a very powerful concept that is often misunderstood, or discountedRead MoreEmotional Intelligence : A Leader And A Nurse1363 Words   |  6 Pagestheir support has always been something that I have admired. Jube’s emotional intelligence makes him a great leader. At times, I have been jealous that same emotional intelligence does not come quite so naturally to me, particularly as I move forward in my career in the nursing field. Even though emotional intelligence may take some time to master and may not come naturally to everyone, improving our level of emotional intelligence dictates our s uccess as a leader and a nurse because it allows us to

How Federal Title I Program Helps Students and Schools

Title I provides federal funding to schools that serve an area with high poverty. The funding is meant to help students who are at risk of falling behind academically. The funding provides supplemental instruction for students who are economically disadvantaged or at risk of failing to meet state standards. Students are expected to show academic growth at a faster rate with the support of Title I instruction. The Origin of Title I The Title I program originated as the Title I of the Elementary and Secondary Act of 1965. It is now associated with Title I, Part A of the No Child Left Behind Act of 2001 (NCLB). Its primary purpose was to ensure that all children were given the opportunity to be provided with a high-quality education. Title I is the largest federally funded education program for elementary and secondary schools. Title I is also designed to focus on special needs populations and to reduce the gap between advantaged and disadvantaged students. Benefits of Title I Title I has benefited schools in many ways. Perhaps the most important is the funding itself. Public education is cash strapped and having Title I funds available affords schools the opportunity to maintain or initiate programs that target specific students.  Without this funding, many schools would not be able to provide their students with these services.  Furthermore, the students have reaped the benefits of Title I funds having opportunities that they otherwise would not have. In short, Title I has helped some students succeed when they may not have otherwise. Some schools may opt to use the funds to initiate a school-wide Title I program where every student can benefit from these services. Schools must have a child poverty rate of at least 40% to implement a school-wide Title I program. A school-wide Title I program can provide benefits to all students and is not just limited to those students who are considered to be economically disadvantaged. This path gives schools the biggest bang for their buck because they are able to impact a larger number of students. Requirements of Title I Schools Schools that utilize Title I funds have several requirements to keep the funding. Some of these requirements are as follows: Schools must create a comprehensive needs assessment that specifies why Title I funds are needed and how they will be used.Schools must use highly qualified teachers to provide instruction.Teachers must utilize highly effective, research-based instructional strategies.Schools must provide their teachers with quality professional development designed to improve the areas identified by the needs assessment.Schools must create a targeted parental involvement plan with associated activities such as a family engagement night.Schools must identify students who are not meeting state standards and create a strategic plan for helping those students grow and improve.Schools must show annual growth and improvement. They must prove that what they are doing is working.

Structure And Operation Of A Enterprise Architecture

TOPIC A1 Enterprise Architecture EA is about designing, managing and planning an organization/firm’s IT assets, people, and processes so it can achieve business strategy/goals providing benefit to the business.An enterprise architecture (EA) is a conceptual blueprint that defines the structure and operation of an organization. The intent of enterprise architecture is to understand how an organization can most effectively achieve its current and future objectives. Importance of EA ïÆ'Ëœ Holistic Approach ïÆ'Ëœ Consistency in Delivering Solutions to Business Problems ïÆ'Ëœ Building Enterprise-wide Repository ïÆ'Ëœ IT Governance ïÆ'Ëœ Defined Business/Technical/Information System Architecture: ïÆ'Ëœ Ensure alignment of business and IT, Effectively use IT assets to support business strategy and needs, ïÆ'Ëœ Perform long-term IT planning to support business strategy, Plan and manage program to avoid failures, ïÆ'Ëœ Maximize investment in IT spending EA is similar to city planning City plan --Business Vision – provides context to define and evolve EA. Zoning plan: Patterns - different systems supporting different business functions but each can be classified by pattern (e.g. transactional, n-tier, client-server). Building code: Standards - common principles and standards that drive architectural decisions and design (e.g. web services must be used for integration, off-shelf preferred over custom build). 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The intent of Enterprise Architecture is to determine how an organization can most effectively achieve its current and future objectives. Enterprise Architecture is management and technology practice devoted to improve the performance of enterprise by enabling them to see themselves in terms of a holistic and integrated view of their strategic directionRead MoreConcept Of Enterprise Architecture ( Ea )960 Words   |  4 PagesThis article shows you a review about the concept of enterprise architecture (EA), and its importance of being integrated within the modern organizations in order to improve and proper document the organizations’ process. Organizations function in an operational environment that is enough complex, governed and globalized, as well as the need to maintain high levels of competitiveness. 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Tourism And Hospitality Management Of Eventâ€Myassignmenthelp.Com

Question: Discuss About The Tourism And Hospitality Management Of Event? Answer: Introduction The application of project management in conducting large scale events such as festivals, conferences, sports is referred as event management. It involves various aspects from planning of the event course using research data to tourism and hospitality management. Winter Olympic of 2014 that was held in Sochi, Russia is the focus of this report. Event life cycle stages that are formation, growth and staging will be critically analyzed in the following part of the essay. A recommendation for the future development based on the case study is provided in the final part of the report. Sochis Winter Olympics 2014 The Winter Olympics of 2014 was held in Sochi, Russia. Though the event was a grand success, some controversies took plan about the capability of Russian event management. The total expenditure for the event was $55 billion that surpluses any previous events. A detailed analysis of the event life cycle is given in the following in respect to tourism and hospitality management (playthegame.org. 2017). Formation stage of Sochis Winter Olympics 2014 Formation stage is the first and most important stage of event management. Planning of the whole project along with risk assessment is done in this stage of project management (Saunders and Lewis 2012).The finance bidding for the hosting was done between Australia, South Korea and Russia where Russia took away the contract. Sochi was the hottest venue among the nominated countries that resulted into hike in the budget of the event. Multiple issues in event management from Russias end grabbed attention. The project was supposed to be time and budget oriented and it failed in both the cases. A clear corruption was noticed in distribution of the contracts where the totals of 21 contracts were handed over to close friends and family members (Persson and Petersson 2014). It is the sum total of $7 billion that is 14% of the total expenditure of the event. Moreover, some investigation alleged the contractors who inflated costs by providing unjustified and false project estimates. Their inad equate planning resulted into serious shortcomings not only in the budgeting, but in other fields too. Their initial budget was $12 billion that ended up to $ 55 Billion in the final years of the project completion. They proved poor management in the city infrastructure, hospitality management, security and many more as they failed to complete the projects before time (independent.co.uk. 2017; Kerzner 2013). Growth stage of Sochis Winter Olympics 2014 This is the stage when the planning process is over and the implementation takes place. It is the growth stage of the project (Burke 2013). The poor planning was reflecting in the development or growth stage of the event. The project was incomplete until the last day of completion. Initially the plan was to make four-lane roads to increase the infrastructure of the city that was drop down to two. Most of the planning and development of the event management was covered by the Russian government that is the prime suspension of corruption. They claim the reason of cost inflammation is due to the facilities that were required to build. Moreover, the quality of the project can be considered as unsatisfactory as the visitors and the players had to go through the inconvenience that is a shame for Russia. While considering the last piece of the event management that is the timing, the rating of Sochi Olympics get the lowest rating as they failed in this section too. The project was incomplet e until the last day. Hence, the Sochi Winter Olympics failed from all three perspectives as they failed in budgeting, quality and timing of completion of the project (cnn.com. 2017). Staging of Sochis Winter Olympics 2014 This is considered as the final stage of project where the complete project is handed over to the sponsor. Three main variables are considered that are budget, quality and timing (Meredith and Mantel Jr 2011). Putin in 2007 bidding promised to deliver a quality project in the estimated budget and time. The project was a total disaster according to the point of view of the project management studies. They were quite reluctant in planning on security that caused inconvenience for the athletes and the viewers (Halchin et al. 2014). The growth rate of the projects showed slow pace where many of them were unfinished until the date of the Economy. The security issue was one of the major failures of Sochi planners. Framing the project time was another area of failure of the management. The construction outside the Gorki Plaza East hotel in Krasnaya Plyana was still incomplete a day before the event. The management blamed the weather for the delay, which is a failure of the team as they fail ed in risk analysis and management (Haimes 2015). Moreover, they had time of 7 years from selection. Planning over the accommodation and lodging was another case of failure as the hotels were out of rooms. On to it, many found it a sever issue in management as they could not check in even they had confirmed reservation. It was quite surprising that hotels denied the reservations and they did not have any reservation record while the customers had they part of evidence. Inadequate facilities and infrastructure provided to those who got into the hotels were limitless. One of the hilarious deserves mentioning where a visitor tweeted to exchange three light bulbs for a door handle (edition.cnn.com. 2017; Mller 2014). Recommendation and Conclusion From the above discussion, the project failed from the aspect of tourism and hospitality. Fail in budgeting can be considered as the first strategic failure of the Sochi Winter Olympic 2017. This is due to poor risk management analysis. The planning commotion of the project failed to see the forthcoming issues that needed to be solved first prior to the project implementation. The citys infrastructure was incapable for the project that they had to overcome. Hence, it can be recommended from the case that a proper risk analysis is necessary before planning the project and budgeting. The second issue that can be highlighted from the case is the quality assessment. The project also failed in this part of project management, as the quality provided by the organizer was unsatisfactory. Only the four circles of Olympics logo light up at the starting ceremony even though it should have be one of the first priority. Moreover, the torch went off more than 44 times during the event. These management failures in this level of responsibility is unacceptable from any hosting country. On to it, hotel infrastructure was next to worst as mention in the earlier section. Hence, a proper planning and sketch should be made well before implementing the project. Surely, Putin lacked the important insight too. Last but not the list, the final part was the time management. It is one of the most important considerations of an event management. The project had to reject many plan due to which the management faced time issues too. The construction of the roads was not complete until the last day. Time management is based on the other management planning of the project. Hence, to finish the project on time, they has to be considered. Hence, from the above discussion, it can be concluded that the management failed to see the forthcoming issues in the project as they failed in risk analysis. The risk assessment is the most important part of the project that can be recommended to any event management organization from this failed case. References Burke, R., 2013. Project management: planning and control techniques.New Jersey, USA. cnn.com. 2017.fast facts. [online] Available at: https://edition.cnn.com/2013/10/14/world/2014-sochi-winter-olympics-fast-facts/index.html [Accessed 10 Sep. 2017]. edition.cnn.com. 2017.Is Sochi ready?. [online] Available at: https://edition.cnn.com/2014/02/05/world/is-sochi-ready/index.html [Accessed 10 Sep. 2017]. Halchin, E., Rollins, J.W., Tiersky, A. and Woehrel, S., 2014. The 2014 Sochi Winter Olympics: Security and Human Rights Issues. Haimes, Y.Y., 2015.Risk modeling, assessment, and management. John Wiley Sons. independent.co.uk. 2017.corruption and sensorship. [online] Available at: https://www.independent.co.uk/news/world/europe/2014-sochi-winter-olympics-corruption-and-censorship-cast-shadow-over-russias-games-8862690.html [Accessed 10 Sep. 2017]. Kerzner, H., 2013.Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Meredith, J.R. and Mantel Jr, S.J., 2011.Project management: a managerial approach. John Wiley Sons. Mller, M., 2014. Introduction: Winter Olympics Sochi 2014: what is at stake?.East european politics,30(2), pp.153-157. playthegame.org. 2017.Cost and impact. [online] Available at: https://www.playthegame.org/news/comments/2015/018_after-sochi-2014-costs-and-impacts-of-russias-olympic-games/ [Accessed 10 Sep. 2017]. Persson, E. and Petersson, B., 2014. Political mythmaking and the 2014 Winter Olympics in Sochi: Olympism and the Russian great power myth.East European Politics,30(2), pp.192-209. Saunders, M.N. and Lewis, P., 2012.Doing research in business management: An essential guide to planning your project. Pearson.