Category: uncategorised

  • HSA4431 RVBB 1261

    In Clinical Ethics, three clinical ethicists (a Philosopher Jonsen; a Physician Siegler; and a Lawyer – Winslade) developed a method to work through difficult cases. The process can be thought of as the “Ethics Workup,” similar to the “History and Physical” skills that all medical students use when learning how to “Workup” a patient’s primary complaints. While this method has deep philosophical roots, clinicians who use this method like the way it parallels thinking through tough medical cases.


    Medical Indications All clinical encounters include a diagnosis, prognosis, and treatment options, and include an assessment of goals of care

    Patient Preferences The patients preferences and values are central in determining the best and most respectful course of treatment.

    Quality of Life The objective of all clinical encounters is to improve, or at least address, quality of life for the patient, as experienced by the patient.

    Contextual Features All clinical encounters occur in a wider social context beyond physician and patient, to include family, the law, culture, hospital policy, insurance companies and other financial issues.

    Directions: Carefully read each scenario describing an ethical dilemma in health care. Select TWO scenarios for which you will write a thorough response to not exceed ONE complete paragraph for each. Responses will vary based on an individuals cultural upbringing, ideology, and cognitive development of ethical theories and principles. You must be able to support your individual position by applying theory and principle appropriately. For principles and theories writer must reference the course texts. Also, the application must be explained as it relates to the selected scenario.

    Scenario 1

    At your last office staff meeting, the rising cost of rent and overhead was discussed. One of your

    partners mentioned that he had been approached by a large pharmacy chain with an offer of

    space adjacent to their new pharmacy that is only one block from your current offices. The cost

    per square foot is half of what you are currently paying and there was a suggestion that the rent

    could be lowered if the volume of prescriptions from your office were substantial.

    Although this offer is very tempting, you have reservations about the potential conflict of

    interest. One of your partners is pushing to explore this option. You are wondering if you could

    manage the conflict by refusing to engage in any reduction in rent based on prescription volume

    but still take the space at the reduced lease costs.

    Another partner feels that this arrangement will compromise her autonomy and feels that it will

    look as if the office is associated with the pharmacy even if it is not. Everyone agrees that the

    overhead costs need to be reduced. What is the right thing to do?

    Scenario 2

    You are the training director for a residency program. Recently, several residents have come to

    you reporting that a physician frequently makes disparaging comments to residents and to

    patients about the work of other physicians.

    The physicians latest comment was to a patient in which he said he would not allow a particular

    physician to treat his pets. Other comments attributed to this physician involved telling the

    residents that a surgeon is a butcher and a psychiatrist a mindless twit.

    The residents have attempted to speak to him about this practice to which the physician

    responded by saying he only speaks the truth, adding that patients and residents have a right to

    know.

    The residents report the comments appear to be unwarranted and they seem to be scaring the

    patients. Is this physician behaving unethically? Should physicians question the work of their

    colleagues? How should this be done?

    Scenario 3

    You are nearing the end of your practice career and many of your patients are older. Several of

    them have developed mild dementia and youve been discussing their wishes should they

    continue to lose mental capacity.

    The other day, an elderly gentleman arrived for his appointment with his middle-aged son who

    reported that his father is becoming increasingly forgetful. The son would like to have his father

    moved to a facility rather than continue to live on his own.

    While examining your patient, you note he has multiple bruises on his upper arms that suggest he

    has been grabbed by someones hand. When you discuss with him the idea of moving to an

    assisted living facility, he becomes very upset and says his son wants to get his hands on his

    money and that is why he wants him to move from his own home.

    The patients Mini Mental Status examination is within the normal limits and he reports that his

    multiple bruises are the result of a friend grabbing his arm while they were out walking.

    You would like to respect your patients autonomy to make his own decisions but have some

    concerns that he may be at risk. You are not sure what the ethical principles are and approach

    your colleague for advice. What advice would you give to this colleague if you were

    approached?

    Scenario 4

    You have been treating a 24-year-old man for many years in your family practice. He has an

    anxiety disorder and had some trouble with substance abuse in his teens but has been doing well

    and attending university.

    After his last visit for a minor injury you noted that a prescription pad was missing. A few weeks

    later you received a call from a pharmacy asking you to verify a prescription for Lorazepam 1mg

    bid, 300 tablets and acetaminophen with codeine 300 tabs written for this patient.

    You report that this is a forgery and ask the pharmacy not to fill it. Your colleague urges you to

    report this to the police and states this is allowed under the Health Information Act. You are very

    angry with the betrayal of trust with your patient, but you have never reported a patient to the

    police and wonder what you should do.

    The CMA code of ethics advises you to keep patients personal health information private and

    only consent to release to a third party with consent or as provided for by the law, such as when

    the maintenance of confidentiality would result in a significant risk of substantial harm.

    You are wondering if your patient has a substance abuse problem and whether he could be

    selling this medication. You have called the patient to come in for an appointment, but he has

    refused. Should you notify the police?

    Scenario 5

    A patient has rheumatoid arthritis for which she should be taking drugs to control the disease

    and prevent further joint damage. However, she tells the doctor that she has stopped because she

    does not like the look of the side effects listed on the leaflet in the packet and would like a

    treatment she found on the internet. The doctor disagrees with her preferred treatment. What

    issues does this raise? How should the doctor handle this scenario?

    Scenario 6

    A newly hired nurse is being given orientation and training in the hospital by a senior member of

    the nursing staff. Assigned to a medical -surgical unit the nurse receives instructions on

    procedures. The nurse is instructed to “push Heparin IV” through a tube in the person’s arm. The

    nurse when being trained in nursing program was instructed not to do so such a thing as it could

    have serious consequences. When the newly hired questioned the procedure that nurse was told

    by the senior nurse: “Look that is how we do it here, missy. We are understaffed and do not have

    the time to do it intravenously. If you want to work here that is how you will do it too.”

    What should the response of the new nurse be to this situation? Why?

    Scenario 7

    John, a 32-year-old lawyer, had worried for several years about developing Huntington’s chorea,

    a neurological disorder that appears in a person’s 30s or 40s, resulting in uncontrollable twitching

    and contractions and progressive, irreversible dementia. It typically leads to death in about 10

    years.

    John’s mother died from this disease. Huntington’s is autosomal dominant, and children of an

    affected person have a 50% chance of inheriting the condition. John had indicated to many

    people that he would prefer to die rather than endure the progression of the illness. He was

    anxious, drank heavily, and had intermittent depression, for which he saw a psychiatrist.

    Nevertheless, he was a productive lawyer.

    John first noticed facial twitching 3 months ago, and 2 neurologists independently confirmed a

    diagnosis of Huntington’s. He explained his situation to his psychiatrist and requested help

    committing suicide. When the psychiatrist refused, John reassured him that he did not plan to

    attempt suicide any time soon. But when he went home, he ingested all his antidepressant

    medicine after pinning a note to his shirt to explain his actions and to refuse any medical

    assistance that might be offered. His wife, who did not yet know about his diagnosis, found him

    unconscious and rushed him to the emergency room without removing the note.

    How much weight should Johns preferences (especially his attempt to end his life) carry in

    managing his emergency and subsequent clinical care?

    Scenario 8

    Mrs. Jones has signed a donor card indicating that she is willing to donate her body to science

    without notifying her husband and son. She gets into an accident and it is determined she is

    brain dead. The family doctor, who is on call that afternoon, reviews the chart and determines

    that she would be perfect for medical students to practice the removal of organs for

    transplantation purposes. The doctor then talks to the family to discuss the procedure and to

    confirm their consent. They both oppose the procedure and refuse to allow their doctor to move

    forward. The doctor points out that Mrs. Jones could be helping hundreds of people by

    educating the medical students and that technically consent has already been provided. The

    husband understands how beneficial the educational experience is but is too emotional to allow

    them to continue. The son, a medical student, refuses because he knows the bodies are not

    treated with dignity. If you were the doctor, how would you proceed? Why?





  • Social Work Question

    Proposed Organizational Assessment/Intervention (Parts I & II)

    Assignment Description
    In this assignment, students will conduct a guided organizational analysis and intervention
    planning exercise using a systems-thinking, trauma-informed, and equity-oriented lens.
    Drawing on Netting et al.s organizational assessment framework, Strohs systems thinking
    approach, the Trauma Resilient Communities (TRC) and Sanctuary Model, students will
    individually complete multiple organizational assessment tools, synthesize patterns across
    findings, and identify a priority systemic organizational challenge grounded in assessment
    themes. Students will then identify leverage points for change, review evidence-informed
    organizational interventions from the scholarly literature, and select one intervention approach
    that aligns with the organizations mission, culture, and trauma-informed commitments.

    In Part II, students will design a proposed organizational intervention plan, thinking through the
    full change processincluding problem definition, visioning, goals and objectives, stakeholder
    roles, implementation steps, ethical considerations, and evaluationwithout implementing or
    initiating any change within the organization. This assignment emphasizes assessment literacy,
    systems analysis, ethical decision-making, and role clarity, rather than data collection or
    program implementation. Students are expected to ground their analysis in observed patterns,
    organizational documents, and scholarly literature; attend to power, trauma, and equity; and
    demonstrate restraint appropriate to their role as emerging practitioners.

    Specific instructions are embedded within the worksheet. The worksheet and all
    completed/scored assessment tools are required to be submitted for this assignment. This is
    NOT a paper.

    Use of Artificial Intelligence (AI) Tools

    Artificial intelligence (AI) tools (e.g., ChatGPT, Grammarly, AI-assisted writing or study tools)
    may be used in this course as a learning support, not as a substitute for your own thinking,
    analysis, or professional judgment.

    Appropriate uses of AI may include:

    Clarifying concepts or terminology
    Brainstorming ideas or outlining assignments
    Checking grammar, organization, or clarity of writing
    Generating study questions or practice explanations
    AI may not be used to:

    Complete assignments on your behalf

    Generate final written work, reflections, case analyses, or clinical formulations
    Replace required readings, class discussions, or original critical thinking
    Produce content that is submitted as your own without substantial revision and
    integration
    All submitted work must reflect your own understanding, synthesis of course materials, and
    professional voice. Students are responsible for the accuracy, ethics, and integrity of any
    content informed by AI tools.

    Resource Links:


    Discussion Topic

    INITIAL POST (Due by 11:59 pm on Monday): Utilizing this week’s readings and course content, please respond to the following prompts:

    – Summarize your proposed organizational intervention.

    – How is your proposed organizational intervention/change aligned with a trauma-informed approach?

    – What are the long range goals of your proposed organizational intervention? Please name at least 2 goals.

    – What are the short range goals (or objectives) of your proposed organizational intervention?

    RESPONSE POST (Due by 11:59 pm on Monday): Utilizing this week’s readings and course content, respond to the posts of AT LEAST 2 of your classmates, focusing on:

    – How well does the intervention align with a trauma-informed approach?

    -How might co-designing enhance their proposed intervention?

    – Are their goals and objectives well-developed?

    – Are there ways that their goals/objectives could be more concrete, more easily measured, etc.?

  • English Question

    Class 12 article name (your aim in life)

  • I NEED 1 DISCUSSION AND 1 PARTICIPATION ACTIVITY

    Discussion Forum 9 Instructions

    It provides an opportunity for you to connect virtually ask questions and comment on the assigned podcast and other posts for week 11

    • Initial Substantive Posts:

    Students are expected to listen to the assigned podcast and discuss at least TWO separate themes/points by making thoughtful comments and/or questions regarding the selected themes/points in the assigned podcast (350-400 words) in the discussion forum each week. For example, you may describe the key points and/or core arguments made by the presenters and/or explain new pieces of information that you learned from the podcast followed by your own reflections on these points/arguments. Moreover, at least 1 outside source (you may NOT include your textbook) cited (in proper APA format) in your posting to support your rationale and thoughts. A reference listing in proper APA format at the end of your posting is also required.

    • Required Replies:

    In addition, students are also required to respond to their classmates posts (e.g., comments, opinions, and questions). Your replies should build on the concept discussed, offer a question to consider, or add a differing perspective, etc. Rather than responding with, “Good post,” explain why the post is “good” (why it is important, useful, insightful, etc.). Or, if you disagree, respectfully share your alternative perspective. Just saying “I agree” or “Good idea” is not sufficient for the posts you would like graded.

    I WILL SEND 2 STUDENTS THAT U NEED TO REPLY TO AFTER INITIAL POST

    Please answer the following questions based on the “Addiction Incorporated” documentary. You must write 3-5 sentences per question.

    1) What was problematic about the way the tobacco industry was misleading consumers about cigarettes before the “Day One” broadcast aired?

    2) According to the video, what are nicotine substitutes called? Why was the company Philip Morris interested in developing nicotine substitutes?

  • How does inflation affect everyday living costs?

    Inflation increases everyday living costs by raising the prices of goods and services. This means:

    • Food and groceries become more expensive
    • Transportation costs (fuel, fares) go up
    • Housing expenses like rent can increase
    • Utilities (electricity, water) may cost more
  • Human Resources Management

    Human Resource Management Project

  • short writing

    Mr JP 89 BP 122/80 Pulse 69 T. 97.8 Male Patient R# 127 Memory care long-term Because of alzermizes. No allegies Medication: memantin, brexpiprazole, and Tylenol. Please Sarah can you please add the skills in the reflections. Appical pulse Blood pressure Body Temperature Whole body assessment Using proper body mechanic Passing range of motion Ambultion a patient Transferring patient from Bed to chair Handwashing and sterile gloving PPE Equipment Performing Bed Bath AIDET Communication Technique

    Note: Please the person is the nursing home so no procedure and lab taking place

    Instructions: Share a short summary, in the space provided, about your shift spent at the SOFE site. Be sure to include 4-5 sentence responses to each of the following questions. Your answers should clearly reflect the learning experience.

    • What went well: Discuss and explain the best moments of your clinical experience? Describe when you were able to apply what you have learned from didactic to the clinical setting.
    • Opportunities for improvement: What did not go well that you could improve for next time? Discuss the difficult moments during clinical. Did you have difficulty applying any concepts from didactic? Please explain.
    • Take-away: How do you plan to elevate your nursing education and grow prior to the next clinical shift?
  • Ethics deliema

    It is two days before your performance review. Your performance this quarter has been less than desirable. You came close reaching your sales targets but you did not meet them, and you are hoping to still get the merit pay raise to be determined as a result of your performance review. You do not really like your manager, but you are hoping to advance in this company and being on your manager’s good side may be a good idea both for your current performance review and for your future in this company.

    (1) You are now at a meeting with your manager and a group of employees. Your manager is giving financial information to all employees about different markets. Yet some of this information is inaccurate, which could lead to wrong pricing decisions and loss of money by the company. If you correct him, though, he would most likely get upset with you because he does not being corrected. Would you correct him? How and when?

    (2) Today is also the day on which your manager’s boss is collecting information about your manager’s leadership style, so that they can give him 360-degree feedback. They assure you that your comments about your manager will remain confidential, but the nature of your thoughts is such that he probably would guess you are the person who made those comments. Specifically you think that your manager takes offense easily, has a bad temper, and could be more effective in time management. Would you share your thoughts with your manager’s manager?

    (3) You are now at the coffee shop and grabbing a cup of coffee and some pastries. You notice that they have almond coffee cake, which is your manager’s favorite. Would you pick some up for your manager?

    Instructions for this Assignment

    Purpose:

    To comprehend ethical dilemmas managers might face while working in companies.

    Task(s):

    Read Chapter Thirteen from the textbook.

    Submission Format

    • Give answers to each scenario provided above.
    • double-spaced
    • 12 pt Arial
    • 1″ margins
    • Include a covering page with title of the essay, name of the student, course name and section.
  • In this lab, you will investigate equipotential lines and th…

    Purpose

    In this lab, you will investigate equipotential lines and their relationship to the electric field. Instead of just reading about voltage and field patterns, you will map them yourself using the PhET Charges and Fields simulation.

    Your job is to build charge arrangements, trace lines of equal potential, sketch electric field lines, and estimate the electric field from how quickly the potential changes with distance.

    By the end of this lab, you should be able to:

    • Explain what an equipotential line means physically.
    • Describe how electric field lines relate to equipotential lines.
    • Use voltage differences and distance to estimate electric field strength.
    • Recognize where the electric field is stronger, weaker, or more uniform from a map.

    Simulation Link

    Use this simulation for the entire lab:

    If the embedded version runs slowly on your device, open it in a new tab using the link above.

    Simulation (Embedded)

    Setup

    1. Open the simulation.
    2. Turn off everything except Grid at first.
    3. Locate the voltage meter and the ruler.
    4. You will use the voltage probe to find points that have the same voltage and then connect those points into equipotential lines.

    What You Turn In

    Submit ONE PDF. This should be a compact lab packet, not a giant formal report.

    Your PDF must include these parts, in this order:

    1. Part A: Two Lines map with equipotential lines clearly labeled.
    2. Part A field-line sketch drawn on the same map.
    3. Part A questions answered in complete sentences, with work shown for the electric field estimate.
    4. Part B: Two Circles map with equipotential lines clearly labeled.
    5. Part B field-line sketch drawn on the same map.
    6. Part B questions answered in complete sentences, with work shown for the electric field estimate.
    7. Part C: Random Shape map with equipotential lines clearly labeled.
    8. Part C field-line sketch drawn on the same map.
    9. Part C questions answered in complete sentences.
    10. Final conclusion questions answered clearly.

    Important expectations:

    • Your maps may be hand-drawn on graph paper or drawn on top of screenshots.
    • Your work must be neat and readable.
    • Equipotential lines must be labeled with voltage values.
    • Electric field lines must include arrows showing direction.
    • When you estimate electric field strength, you must show your calculation.
    • Submit everything as one single PDF.

    What Each Map Must Show

    For each of the three setups, your map must include:

    • The charge configuration you created
    • At least 7 equipotential lines total (the 0.0 V line plus at least 6 others when applicable)
    • Voltage labels on the equipotential lines
    • 810 electric field lines, drawn so they are perpendicular to the equipotential lines
    • Arrowheads on the electric field lines

    Think of each page as a clean scientific diagram, not a doodle goblin battlefield.

    Part A Two Lines

    Build this setup: Make two straight lines of charges about 3 meters apart, one positive and one negative.

    Procedure

    1. Create two straight charge lines in the simulation, spaced about 3 m apart.
    2. Check the voltages near the blue and red charge lines.
    3. Use the voltage probe to find points where the voltage is 0.0 V. Mark enough points to trace the full 0.0 V equipotential line.
    4. Repeat for at least 6 more equipotential lines at different voltages between the two conductors.
    5. Label each equipotential line with its voltage.
    6. Draw 810 electric field lines that are everywhere perpendicular to the equipotential lines.

    Answer these questions in your PDF:

    1. Where do the electric field lines begin and end?
    2. Where are the electric field lines closest together? Where are they farthest apart? What does that tell you about field strength?
    3. What is the approximate potential midway between the two conductors?
    4. What is the approximate electric field strength midway between the two conductors?
      Show your work. Use the voltage difference between two nearby equipotential lines and divide by the distance between them.

    Part B Two Circles

    Build this setup: Make one positive ring and one negative ring in the simulation.

    Procedure

    1. Create two circular charge arrangements, one positive and one negative.
    2. Map the equipotential lines the same way you did in Part A.
    3. Trace and label at least 7 equipotential lines total.
    4. Draw 810 electric field lines perpendicular to the equipotential lines.

    Answer these questions in your PDF:

    1. Where do the electric field lines begin and end?
    2. Where are the field lines closest together? Where are they farthest apart? Why?
    3. What is the approximate potential midway between the two conductors?
    4. What is the approximate electric field strength midway between the two conductors?
      Show your work. You may estimate this using the change in potential over distance near the center, then check with a field sensor.

    Part C Random Shape

    Build this setup: Make two different random charge shapes.

    Procedure

    1. Create two different random-shaped charge arrangements.
    2. Map the equipotential lines as before.
    3. Draw a set of electric field lines on top of your equipotential map.

    Answer these questions in your PDF:

    1. Where is the electric field strongest? What is its approximate magnitude?
    2. Where is the electric field most uniform? How can you tell?

    Final Conclusion Questions

    Answer these in complete sentences.

    1. What changes if you switch which side is red (positive) and which is blue (negative)?
    2. If you wanted to push a charge along one of the field lines from one conductor to the other, how does the choice of field line affect the amount of work required?
    3. The potential is everywhere the same on an equipotential line. Is the electric field everywhere the same on an electric field line? Explain.

    Formatting Rules

    • Submit one PDF only.
    • Your writing must be readable.
    • Your diagrams must be large enough to see clearly.
    • Voltage labels must be visible.
    • Show calculations for any electric field estimate.
    • You may type answers or handwrite them, but the final PDF must be clean and organized.
  • Algebra Question

    Algebra questions about