Difference between ethics and.docx
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This document contains questions about the differences between ethics and laws, as well as ethical issues in healthcare administration. It discusses definitions of ethics, the difference between administrative and biomedical ethics, steps in problem-solving methodology, when an ethics audit may be necessary, the responsibilities of healthcare executives, fiduciary duty, conflicts of interest, and applies ethical principles to a case study about "Baby K" who was born with anencephaly.
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Law & mental health
Mental health professionals must comply with subpoenas unless an accompanying court order is required under the Illinois Mental Health and Developmental Disabilities Confidentiality Act. The Act restricts subpoenas in certain legal proceedings without a court order, such as child custody cases. Clinicians should consult legal counsel if unsure whether a subpoena requires a court order due to the complexities of mental health confidentiality laws.
430 Chapter 17 Death and DyingCase 17-1When Parents Refu.docx
430 Chapter 17 Death and Dying
Case 17-1
When Parents Refuse to Give Up1
Nine-year-old Yusef Camp began experiencing symptoms soon after eating a pickle bought
from a street vendor. He felt dizzy and fell down, he could not use his legs, and he began
to scream. By 10:00 p.m., he was hallucinating and was transported to the DC General
Hospital by ambulance. He went into convulsions. His stomach was pumped, and they
found traces of marijuana and possibly PCP. He soon stopped breathing, and by the next
morning, brain scans showed no activity.
Four months later, Yusef’s condition had not changed. The physicians believed his brain
was not functioning and wanted to pronounce him dead based on brain criteria. Several
difficulties were encountered, however. First, there was some disagreement among the
medical personnel over whether his brain function had ceased completely. Second, at that
time the District of Columbia had no law authorizing death pronouncement based on
brain criteria. It was not clear that physicians could use death as grounds for stopping
treatment. Most important, Ronald Camp, the boy’s father, protested vigorously any sug-
gestion that treatment be stopped. A devout Muslim, he said, “I could walk up and say
unplug him; but for the rest of my life I would be thinking, was I too hasty? Could he have
recovered if I had given it another 6 months or a year? I’m leaving it in Almighty God’s
hand to let it take whatever flow it will.”
The nurses involved in Yusef’s care faced several problems. Maggots were found
growing in Yusef’s lungs and nasal passages. His right foot and ankle became gangre-
nous. He showed no response to noises or painful stimuli. The nurses had the responsi-
bility not only for maintaining the respiratory tract and the gangrenous limb, but also for
providing the intensive nursing care needed to maintain Yusef in debilitated condition
on life support systems. Had the aggressive care been serving any purpose, they would
have been willing to provide it no matter how repulsive the boy’s condition was and in
spite of there being many other patients desperately needing their attention. However,
some of the nurses caring for Yusef were convinced that they were doing no good what-
soever for the boy. They believed they were only consuming enormous amounts of time
and hospital resources in what appeared to be a futile effort. In the process, other
patients were not getting as much care as would certainly be of benefit to them. Could
the nurses or the physicians argue that care should be stopped because he was dead?
Could they overrule the parents’ judgment about the usefulness of the treatment even
if he were not dead? Could they legitimately take into account the welfare of the other
patients and the enormous costs involved when deciding whether to limit their atten-
tion to Yusef?
1Weiser, B. (1980, September 5). Boy, 9, may not be “brain dead,” new medical examiner
shows. Washington Post, ...
Florida National University Nursing Leadership Discussion.pdf
This document discusses several topics related to nursing ethics including:
1. It provides examples of behaviors that may be considered ethical but illegal, legal but unethical, illegal and unethical, or legal and ethical.
2. It differentiates between deontological theories, utilitarianism, and principlism as ethical frameworks.
3. It asks questions about disclosing a poor prognosis or private health information to clients against their or their family's wishes.
Student NameLING 305WProject #1 Final Draft - Handout2.docx
Student Name
LING 305W
Project #1 Final Draft - Handout
23 February 2012
Genre Analysis of the Online Article, ‘Superfoods’ Everyone Needs
Genre: online article
Author: Susan Seliger
Target Audience: variety of ages; healthy people, healthy cooks, people who want to eat better, people
with illnesses, diseases, or other health ailments
Article Title: ‘Superfoods’ Everyone Needs
Source: www.webmd.com
Date: February 2007
Author’s claim: “A healthy diet incorporating a variety of... superfoods will help you maintain your
weight, fight disease, and live longer.” (para. 4)
My analysis tool: COLFV model, which stands for five elements—content, organization, language,
format, and values
My claim: Using the COLFV model to analyze the genre of this informative online article, I find that
Seliger effectively uses organization, language, and values;
however, the content and format of the text could be improved.
CONTENT:
Feature 1 – Percentages
• In reference to the outside source, Elizabeth Somer, Seliger
includes percentages. “I’d say about 50%-70% of suffering
could be eliminated by what people eat and how they move:
heart disease, diabetes, cancer, hypertension can all be
impacted.” (para. 3)
✛ By including these percentages, the reader can easily
refer to them in the text.
✛ Percentages make the comment more tangible.
Feature 2 – Comparisons
• The author compares age with calcium levels for adults (para. 12). For example, the author includes:
“Age 9-18 – 1300mg; age 19-50 – 1000mg; age 51 and over – 1200mg,” in bullet point format on
separate lines.
✛ These comparisons by age and level of calcium help readers find which level fits them.
✕ These comparisons are important, however, the ages are limited to adults. Albeit the first group
includes children from ages 9-18, it can be useful for readers to be informed about the levels for
younger children.
ORGANIZATION:
Feature 1 – Classification
• Seliger classifies each highlighted superfood in the subheadings. For example, blueberries are the
“antioxident superfood” (above para. 5) whereas tea lowers cholesterol and inhibits cancer (above
para. 11).
✛ These classifications help distinguish the beneficial properties of each superfood.
Feature 2 –Expansion
Blueberries—one
of
the
superfoods
Seliger
describes.
Source:
www.sciencedaily.com
• Describing the preferred form of beans to purchase for the superfood, fiber, Seliger cites Dr. Ann
Kulze (para. 10). Kulze expands beyond the dried, fresh and frozen form of beans by mentioning that
consumers should try to avoid canned beans as they contain high amounts of sodium usually.
LANGUAGE:
Feature 1 – Informal
• The author uses vocabulary like “guess what?” (para. 1) and “yummiest” (above para. 13).
✛ Seliger does a great job of connecting to her more general audience by using informal vocabulary.
This shows readers that an expert, like Seliger, is more similar to them.
Feature 2 – Acronyms
• “ECGC” .
Contemporary Medical Ethics
Medical ethics is the discipline that deals with what we believe to be good or bad, right or wrong about the ends of Medicine and the means used to achieve those ends.
It is not about what we can do in a given set of circumstances. It is about what we should do in those circumstances.
Learning Objectives of this Presentation:
1. Appreciate the ethos of contemporary clinical ethics
2. Understand the function and responsibilities of ethics committees
3. Appreciate the clinical context of the core principles of medical ethics
4. Understand the relationship of ethics, science, law, politics, and professionalism
5. Examine different theories of ethics
Presentation by: Richard L. Wasserman, M.D., Ph.D.
Clinical Professor of Pediatrics
University of Texas Southwestern Medical School
2009
YourGenes,YourChoicesby Catherine BakerExplorin.docx
Your
Genes,
Your
Choices:
by Catherine Baker
Exploring the
Issues Raised by
Genetic Research
5
Table of Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Chapter 1
Martin Needs Medical Treatment (or does he?) . . . . . . . . . .9
Chapter 2
Priya Should Find Out if She
Has Inherited a Fatal Disease (or should she?) . . . . . . . . . .14
Chapter 3
Howard’s Health Is Up to Him (or is it?) . . . . . . . . . . . . . . .26
Chapter 4
Carlos and Mollie Can Have a
Perfectly Healthy Baby (or can they?) . . . . . . . . . . . . . . . . . .35
Chapter 5
Donita Should Cooperate
with the Police (or should she?) . . . . . . . . . . . . . . . . . . . . . . . . . .45
Chapter 6
John and Elsa Will Profit from
Biotech Farming (or will they?) . . . . . . . . . . . . . . . . . . . . . . . . . .52
Chapter 7
Dr. Lu’s Patients Have the Right
to Be Tall (or do they?) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Science+Literacy for Health
Human Genome Project Advisory Board . . . . . . . . . . . . . . . . . . . . .82
6
Acknowledgments
I am not a science writer by trade. In order to write this book, I first
had to study up on genetics and the issues involved. Then I had to try to
explain them in a way that other newcomers to the subject could
understand, without making terrible errors. It was a difficult task!
I am therefore indebted to the members of the AAAS Advisory Panel
(listed on page 82). At an all-day meeting in the spring of 1995, they
steered my away from my original outline toward the book you find
here. Many months later, several panel members provided very useful
reviews of the manuscript. For this, I would like to thank Ruth Allen,
Jeffrey Botkin, Ron Cole-Turner, Robert Cook-Deegan, and Joan Weiss.
From the AAAS, Mark Frankel, Jerry Bell, and Shirley Malcom provided
detailed critiques, as did Daniel Drell of the Department of Energy’s
Human Genome Program. Dr. Drell and Dr. Cook-Deegan are to be
thanked especially for their painstaking reviews of the second draft.
Finally, my colleague from the literacy field, Mike Fox, provided a
“plain-language” edit that seemed excessive when I first saw the pen
marks, but proved on the mark, as usual.
It should be noted that in addition to the publications cited in the
bibliography, the Washington Post’s coverage of this fast-changing topic
assisted my genetics education. I also looked at Science and Human
Genome News (which were useful when I could u.
DISCUSSION QUESTIONS ENGLISH 1020-200 WORDS EACH1. In this unit,.docx
This document contains discussion questions and information about end-of-life issues, patient consent, and informed consent. It discusses key concepts like autonomy, advance directives, withdrawal and withholding of treatment, do-not-resuscitate orders, and ethics committees. It also examines the role of patients, physicians, and hospitals in the informed consent process and different forms of consent.
Week 3 DiscussionThe Discussions are not simply statements of opin.docx
Week 3 Discussion
The Discussions are not simply statements of opinion. They are intended to allow you to expand upon and apply the principles discussed in your textbook, the lectures, and/or other research you conduct. Each week a question will be posed for your consideration. Before answering, you should review the chapters covered during this week and the lectures.
For the Week 3 discussion, please pick one of the topics below to discuss.
Your initial post to the Week 3 discussion is required to be completed and posted by 11:59 p.m. ET Thursday
.
Your initial post is required to be at least 250 words and this
MUST
be in your own words. You are
required
to include at least one reference in your initial post with proper citation and this includes
BOTH
an in-text citation and a full citation reference at the end of the post.
Do
NOT
use
Wikipedia
,
Blurtit
, Yahoo Answers or ANY open
blog
or ANY open source where anyone can post responses and the information is not verified. These are unacceptable academic resources; be sure to use reliable sources of information and research carefully.
Also, do NOT copy and paste from the Internet. If you DO quote a phrase, be sure to try and explain the phrase afterward, be sure it is enclosed in quotation marks (""), and be sure that you show which reference the quote came from. Do not count quoted material or the citation in your 250 word count requirement. Please do not plagiarize. If you quote word for word (verbatim) from a source, you
MUST
put quotation marks around it AND you
MUST
cite the source at the end of your post. It is NOT simply enough to put a source at the end.
You are
required
to make at
least two additional response posts to two different students (or one student and the professor) on two separate days
and not posted on the same day as your initial post. The response posts should be at least 100 words and be substantive in nature. While pleasantries such as "I agree" or "great job" are nice, they will not count as one of your required posts. A complimentary, philosophical, or off-topic comment does not count as one of the three required entries. For example, it does not help us to tell us that you did not know something before you read an entry. All entries should help everyone understand one or more of the concepts presented.
Your posts are required to be posted on at least 3 separate days with all being completed by 11:59 p.m. ET Sunday of Week 3
(the end of the week). Refer to the rubric below to see how points are allotted for the discussion board posts.
Refer to the rubric below to see how points are allotted for the discussion board posts.
Threaded Discussion Rubric
Post 1
60 Points Possible
1. Student submitted an appropriate and substantive post to the original assignment. This includes addressing all of the original questions/issues in a grammatically correct and logical manner.
30
2. Assignment submitted on time and on a different day than other posts.
1.
Recommended
Law & mental health
Mental health professionals must comply with subpoenas unless an accompanying court order is required under the Illinois Mental Health and Developmental Disabilities Confidentiality Act. The Act restricts subpoenas in certain legal proceedings without a court order, such as child custody cases. Clinicians should consult legal counsel if unsure whether a subpoena requires a court order due to the complexities of mental health confidentiality laws.
430 Chapter 17 Death and DyingCase 17-1When Parents Refu.docx
430 Chapter 17 Death and Dying
Case 17-1
When Parents Refuse to Give Up1
Nine-year-old Yusef Camp began experiencing symptoms soon after eating a pickle bought
from a street vendor. He felt dizzy and fell down, he could not use his legs, and he began
to scream. By 10:00 p.m., he was hallucinating and was transported to the DC General
Hospital by ambulance. He went into convulsions. His stomach was pumped, and they
found traces of marijuana and possibly PCP. He soon stopped breathing, and by the next
morning, brain scans showed no activity.
Four months later, Yusef’s condition had not changed. The physicians believed his brain
was not functioning and wanted to pronounce him dead based on brain criteria. Several
difficulties were encountered, however. First, there was some disagreement among the
medical personnel over whether his brain function had ceased completely. Second, at that
time the District of Columbia had no law authorizing death pronouncement based on
brain criteria. It was not clear that physicians could use death as grounds for stopping
treatment. Most important, Ronald Camp, the boy’s father, protested vigorously any sug-
gestion that treatment be stopped. A devout Muslim, he said, “I could walk up and say
unplug him; but for the rest of my life I would be thinking, was I too hasty? Could he have
recovered if I had given it another 6 months or a year? I’m leaving it in Almighty God’s
hand to let it take whatever flow it will.”
The nurses involved in Yusef’s care faced several problems. Maggots were found
growing in Yusef’s lungs and nasal passages. His right foot and ankle became gangre-
nous. He showed no response to noises or painful stimuli. The nurses had the responsi-
bility not only for maintaining the respiratory tract and the gangrenous limb, but also for
providing the intensive nursing care needed to maintain Yusef in debilitated condition
on life support systems. Had the aggressive care been serving any purpose, they would
have been willing to provide it no matter how repulsive the boy’s condition was and in
spite of there being many other patients desperately needing their attention. However,
some of the nurses caring for Yusef were convinced that they were doing no good what-
soever for the boy. They believed they were only consuming enormous amounts of time
and hospital resources in what appeared to be a futile effort. In the process, other
patients were not getting as much care as would certainly be of benefit to them. Could
the nurses or the physicians argue that care should be stopped because he was dead?
Could they overrule the parents’ judgment about the usefulness of the treatment even
if he were not dead? Could they legitimately take into account the welfare of the other
patients and the enormous costs involved when deciding whether to limit their atten-
tion to Yusef?
1Weiser, B. (1980, September 5). Boy, 9, may not be “brain dead,” new medical examiner
shows. Washington Post, ...
Florida National University Nursing Leadership Discussion.pdf
This document discusses several topics related to nursing ethics including:
1. It provides examples of behaviors that may be considered ethical but illegal, legal but unethical, illegal and unethical, or legal and ethical.
2. It differentiates between deontological theories, utilitarianism, and principlism as ethical frameworks.
3. It asks questions about disclosing a poor prognosis or private health information to clients against their or their family's wishes.
Student NameLING 305WProject #1 Final Draft - Handout2.docx
Student Name
LING 305W
Project #1 Final Draft - Handout
23 February 2012
Genre Analysis of the Online Article, ‘Superfoods’ Everyone Needs
Genre: online article
Author: Susan Seliger
Target Audience: variety of ages; healthy people, healthy cooks, people who want to eat better, people
with illnesses, diseases, or other health ailments
Article Title: ‘Superfoods’ Everyone Needs
Source: www.webmd.com
Date: February 2007
Author’s claim: “A healthy diet incorporating a variety of... superfoods will help you maintain your
weight, fight disease, and live longer.” (para. 4)
My analysis tool: COLFV model, which stands for five elements—content, organization, language,
format, and values
My claim: Using the COLFV model to analyze the genre of this informative online article, I find that
Seliger effectively uses organization, language, and values;
however, the content and format of the text could be improved.
CONTENT:
Feature 1 – Percentages
• In reference to the outside source, Elizabeth Somer, Seliger
includes percentages. “I’d say about 50%-70% of suffering
could be eliminated by what people eat and how they move:
heart disease, diabetes, cancer, hypertension can all be
impacted.” (para. 3)
✛ By including these percentages, the reader can easily
refer to them in the text.
✛ Percentages make the comment more tangible.
Feature 2 – Comparisons
• The author compares age with calcium levels for adults (para. 12). For example, the author includes:
“Age 9-18 – 1300mg; age 19-50 – 1000mg; age 51 and over – 1200mg,” in bullet point format on
separate lines.
✛ These comparisons by age and level of calcium help readers find which level fits them.
✕ These comparisons are important, however, the ages are limited to adults. Albeit the first group
includes children from ages 9-18, it can be useful for readers to be informed about the levels for
younger children.
ORGANIZATION:
Feature 1 – Classification
• Seliger classifies each highlighted superfood in the subheadings. For example, blueberries are the
“antioxident superfood” (above para. 5) whereas tea lowers cholesterol and inhibits cancer (above
para. 11).
✛ These classifications help distinguish the beneficial properties of each superfood.
Feature 2 –Expansion
Blueberries—one
of
the
superfoods
Seliger
describes.
Source:
www.sciencedaily.com
• Describing the preferred form of beans to purchase for the superfood, fiber, Seliger cites Dr. Ann
Kulze (para. 10). Kulze expands beyond the dried, fresh and frozen form of beans by mentioning that
consumers should try to avoid canned beans as they contain high amounts of sodium usually.
LANGUAGE:
Feature 1 – Informal
• The author uses vocabulary like “guess what?” (para. 1) and “yummiest” (above para. 13).
✛ Seliger does a great job of connecting to her more general audience by using informal vocabulary.
This shows readers that an expert, like Seliger, is more similar to them.
Feature 2 – Acronyms
• “ECGC” .
Contemporary Medical Ethics
Medical ethics is the discipline that deals with what we believe to be good or bad, right or wrong about the ends of Medicine and the means used to achieve those ends.
It is not about what we can do in a given set of circumstances. It is about what we should do in those circumstances.
Learning Objectives of this Presentation:
1. Appreciate the ethos of contemporary clinical ethics
2. Understand the function and responsibilities of ethics committees
3. Appreciate the clinical context of the core principles of medical ethics
4. Understand the relationship of ethics, science, law, politics, and professionalism
5. Examine different theories of ethics
Presentation by: Richard L. Wasserman, M.D., Ph.D.
Clinical Professor of Pediatrics
University of Texas Southwestern Medical School
2009
YourGenes,YourChoicesby Catherine BakerExplorin.docx
Your
Genes,
Your
Choices:
by Catherine Baker
Exploring the
Issues Raised by
Genetic Research
5
Table of Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Chapter 1
Martin Needs Medical Treatment (or does he?) . . . . . . . . . .9
Chapter 2
Priya Should Find Out if She
Has Inherited a Fatal Disease (or should she?) . . . . . . . . . .14
Chapter 3
Howard’s Health Is Up to Him (or is it?) . . . . . . . . . . . . . . .26
Chapter 4
Carlos and Mollie Can Have a
Perfectly Healthy Baby (or can they?) . . . . . . . . . . . . . . . . . .35
Chapter 5
Donita Should Cooperate
with the Police (or should she?) . . . . . . . . . . . . . . . . . . . . . . . . . .45
Chapter 6
John and Elsa Will Profit from
Biotech Farming (or will they?) . . . . . . . . . . . . . . . . . . . . . . . . . .52
Chapter 7
Dr. Lu’s Patients Have the Right
to Be Tall (or do they?) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Science+Literacy for Health
Human Genome Project Advisory Board . . . . . . . . . . . . . . . . . . . . .82
6
Acknowledgments
I am not a science writer by trade. In order to write this book, I first
had to study up on genetics and the issues involved. Then I had to try to
explain them in a way that other newcomers to the subject could
understand, without making terrible errors. It was a difficult task!
I am therefore indebted to the members of the AAAS Advisory Panel
(listed on page 82). At an all-day meeting in the spring of 1995, they
steered my away from my original outline toward the book you find
here. Many months later, several panel members provided very useful
reviews of the manuscript. For this, I would like to thank Ruth Allen,
Jeffrey Botkin, Ron Cole-Turner, Robert Cook-Deegan, and Joan Weiss.
From the AAAS, Mark Frankel, Jerry Bell, and Shirley Malcom provided
detailed critiques, as did Daniel Drell of the Department of Energy’s
Human Genome Program. Dr. Drell and Dr. Cook-Deegan are to be
thanked especially for their painstaking reviews of the second draft.
Finally, my colleague from the literacy field, Mike Fox, provided a
“plain-language” edit that seemed excessive when I first saw the pen
marks, but proved on the mark, as usual.
It should be noted that in addition to the publications cited in the
bibliography, the Washington Post’s coverage of this fast-changing topic
assisted my genetics education. I also looked at Science and Human
Genome News (which were useful when I could u.
DISCUSSION QUESTIONS ENGLISH 1020-200 WORDS EACH1. In this unit,.docx
This document contains discussion questions and information about end-of-life issues, patient consent, and informed consent. It discusses key concepts like autonomy, advance directives, withdrawal and withholding of treatment, do-not-resuscitate orders, and ethics committees. It also examines the role of patients, physicians, and hospitals in the informed consent process and different forms of consent.
Week 3 DiscussionThe Discussions are not simply statements of opin.docx
Week 3 Discussion
The Discussions are not simply statements of opinion. They are intended to allow you to expand upon and apply the principles discussed in your textbook, the lectures, and/or other research you conduct. Each week a question will be posed for your consideration. Before answering, you should review the chapters covered during this week and the lectures.
For the Week 3 discussion, please pick one of the topics below to discuss.
Your initial post to the Week 3 discussion is required to be completed and posted by 11:59 p.m. ET Thursday
.
Your initial post is required to be at least 250 words and this
MUST
be in your own words. You are
required
to include at least one reference in your initial post with proper citation and this includes
BOTH
an in-text citation and a full citation reference at the end of the post.
Do
NOT
use
Wikipedia
,
Blurtit
, Yahoo Answers or ANY open
blog
or ANY open source where anyone can post responses and the information is not verified. These are unacceptable academic resources; be sure to use reliable sources of information and research carefully.
Also, do NOT copy and paste from the Internet. If you DO quote a phrase, be sure to try and explain the phrase afterward, be sure it is enclosed in quotation marks (""), and be sure that you show which reference the quote came from. Do not count quoted material or the citation in your 250 word count requirement. Please do not plagiarize. If you quote word for word (verbatim) from a source, you
MUST
put quotation marks around it AND you
MUST
cite the source at the end of your post. It is NOT simply enough to put a source at the end.
You are
required
to make at
least two additional response posts to two different students (or one student and the professor) on two separate days
and not posted on the same day as your initial post. The response posts should be at least 100 words and be substantive in nature. While pleasantries such as "I agree" or "great job" are nice, they will not count as one of your required posts. A complimentary, philosophical, or off-topic comment does not count as one of the three required entries. For example, it does not help us to tell us that you did not know something before you read an entry. All entries should help everyone understand one or more of the concepts presented.
Your posts are required to be posted on at least 3 separate days with all being completed by 11:59 p.m. ET Sunday of Week 3
(the end of the week). Refer to the rubric below to see how points are allotted for the discussion board posts.
Refer to the rubric below to see how points are allotted for the discussion board posts.
Threaded Discussion Rubric
Post 1
60 Points Possible
1. Student submitted an appropriate and substantive post to the original assignment. This includes addressing all of the original questions/issues in a grammatically correct and logical manner.
30
2. Assignment submitted on time and on a different day than other posts.
1.
References (at least 1) Minimum 150 to 200 words. Whenever possibl.docx
References (at least 1) Minimum 150 to 200 words. Whenever possible, please try to relate the course content to real-world applications from your work experience. I expect your message to reflect critical thought and an integration of the key themes and concepts from the readings.
1. Explain the statement, “Healthcare practitioners often find it more difficult to withdraw treatment after it has started than to withhold treatment.”
What attributes do you think a guardian ad litem should possess?
Describe a situation in which passive euthanasia might be acceptable.
2. Summanry: Careful distinctions must be made between the donation of renewable and nonrenewable parts, as well as between those that come in pairs and those that do not. The living donor may not donate a nonrenewable, nonpaired part because except in rare cases, this is equivalent to unjustified suicide. Other donations may be made for a proportionate reason. There is no obligation to donate organs inter vivos, but cadaver donation should be seen as an ideal to be encouraged. It is desirable that organs be donated rather than sold, but selling cannot be condemned out of hand.
Would-be recipients of organs should be on their guard against blackmailing or coercing donors. The recipient should look at all the factors when deciding whether to ask for or consent to a transplant.
Proper consent that respects the will of the donor and the feelings of families is essential even in cadaver organ donations. Legal schemes for increasing the supply of organs that disregard the feelings of families or are disguised forms of manipulation should be avoided.
Distribution by publicity may be tolerated, because it provides some overall educational benefits for society, as well as individuals. In the long run, a medical indications policy needs to be developed and enforced within the limits of the rights of citizens. Until society specifies that transplants are part of the minimum human and adequate medical treatment to which all have a right, economic factors must still be considered. Membership factors may also be valid factors in distribution.
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And that is where ASEA fits in.
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Steph:
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The people of Papua New Guinea were a hidden species, until the 1930's and some twenty years from that, they began being studied and researched. It was estimated that some 200 people, per year died of a condition called " kuru" which meant shivering and trembling. When an individual, primarily a woman or young child ( under the age of 8) contracted the disease, they would lose control of their body functions and emotions. For this reason, some researchers called it the " laughing death". When 'kuru' was first studied, it was believed that sorcery was the culprit, and then furt.
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Steph:
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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- 1. Essay: Difference between ethics and laws. Essay: Difference between ethics and laws.Essay: Difference between ethics and laws.Answer questions underneath the questions on this document.1. Define ethics and explain the difference between ethics and laws. (1 paragraph–including in-text citations and references in proper APA format)2. What is the difference between administrative and biomedical ethical issues. (2 paragraphs–including in-text citations and references in proper APA format)3. List the steps to managers’ problem solving methodology? (refer to week 1.) (1 paragraph including in-text citations and references in proper APA format)4. When might an ethics audit be necessary? Briefly describe the three steps associated with it. (1 paragraph including in-text citations and references in proper APA format)5. The American College of Healthcare Executives (ACHE) is a well-know health services management professional association. According to the ACHE, explain the responsibility/ obligation of a health care executive. (2 paragraphs including in-text citations and references in proper APA format)ORDER NOW FOR CUSTOMIZED, PLAGIARISM-FREE PAPERS6. What is the fiduciary responsibility of health care executives and managers. (2 paragraphs including in-text citations and references in proper APA format)7. Describe at least three examples of conflicts of interests. Explain how conflicts of interests can present ethical dilemmas for managers/ executives. (3 paragraphs including in-text citations and references in proper APA format)8. Read the case study below and answer the following questions. (1 1/2 – 2 pages including in-text citations and references in proper APA format). Your answers to each question should be based on your reading of Darr. If necessary, you may refer to the text. Your answers should demonstrate your understanding of the terms as well as your ability to apply them to the case of Baby K (given the limited facts provided.) 1)Discuss what makes this an ethical dilemma. 2)Discuss the implications of this study in terms of the moral principles described in chapter 1. Respect for persons: Did the hospital/ physicians allow the parents to be autonomous in their decision-making? Do you see any elements of paternalism on behalf of the physicians? Beneficence: Did the hospital/ physicians act beneficently? Nonmaleficence: Did the hospital/ physicians consider nonmaleficence? Justice: Did the hospital act in a just way? Baby K was born at Fairfax Hospital in Northern Virginia on October 13, 1992. Although her face was beautiful, the top of her head was flat. She had no brain The baby’s mother knew from the 16th week of her pregnancy that Baby K’s brain had not developed. Baby K had no cerebrum and no cerebellum, but she did have a normal brain stern. The mother was told that babies with “anencephaly”- from the Greek words for negative (an) and brain (enkephalos) – cannot
- 2. see, hear, or feel anything no matter how long they live. Baby K would have no thoughts, and she would never achieve “personhood.” If she were born alive, her brain stem would prompt her heart to beat and her lungs to pump air in and out of her body. Baby K, like other babies with anencephaly, would be “born dying” but would not be technically brain dead. Anencephaly is one condition, perhaps the only one, that all doctors agree is futile to treat. The general consensus among medical, legal, and other experts is that heroic measures should not be used to keep such babies alive. But Baby K’s mother balked. She wanted to keep her baby alive no matter what the cost. She was motivated by a strong and sincerely held religious belief that “all life is precious” and that a higher being, rather than herself or the doctors or the law, should decide how long her baby would live. Baby K held on (most babies with anencephaly die within the first few days of their lives) and finally left the hospital when she was seven weeks old. No neonatal intensive care unit (NICU) would accept her, so she went to a nursing home. Essay: Difference between ethics and laws.