I Don; T Know Essay Example for Free

I Don; T Know Essay Why or why not? All personal and confidential information should be limited to the bare amount of health care professionals. Only to carry out medical treatment (MLAE). 2. In this case, how would you be able to correct your error and provide the missing documents to the patient while still protecting patient confidentiality under HIPAA? You should contact the patient inform them you still have the documents, and ask if they ould like to come to get them (MLAE). 3. Besides a HIPAA Patient Release of Information form, list 4 other items that are found in the medical record. A privacy notice, acknowledgment that the privacy notice was received, a trading partner agreement, and an agreement reached with a healthcare professional business associates (MLAE). 4. Legally, does the patient or the physician/healthcare facility own the medical record? Why? The healthcare facility, but the patient can access them any time as long as the physician feels it will cause no harm to the patient (MLAE). 5. List 3 ways patient confidentiality is maintained in the reception/waiting area of a medical office. Not discussing patient information in the lobby. Making sure computer screens are out of patients sight. Also making sure patients files are not left open (MLAE). 6. A breach of confidentiality can result in what consequences for a health care professional? This could result in possible termination, or possible civil action being taken (MLAE). 7. From the list of Interpersonal Ethics (found in Chapter 1 of the Fremgen text), please describe how any of those traits were demonstrated in your actions in this case scenario? Respect by looking to make sure you could access his information (MLAE). Unit 8 Project Questions: Part II 1. Would the action taken in this second scenario be within your scope of practice for your chosen field? Why or why not? No only physicians should be giving out prescriptions, and they should have never even looked in the file. They should have just taken a message for the doctor (MLAE). 2. What determines your scope of practice for your chosen career? What you study, and what the office you are working in tells you to do (MLAE). 3. Would Respondeat Superior apply in this case scenario? Why or why not? I would not think so, because this person was not acting within their scope of Employment (MLAE). 4. Would the Good Samaritan Law apply in this case scenario? Why or why not? No because this was not any emergency situation (MLAE). 5. What role does the Food and Drug Administration (FDA) play in regards to prescription medication? The FDA is responsible for protecting and promoting public health through the regulation and supervision of food safety, tobacco products, dietary supplements, prescription and ver-the-counter pharmaceutical drugs (medications), vaccines, biopharmaceuticals, blood transfusions, medical devices, electromagnetic radiation emitting devices (ERED), and veterinary products (MLAE). 6. What role does the Drug Enforcement Agency (DEA) play in regards to prescription medication and a physician’s ability to prescribe narcotics? Physicians must have a DEA license to write prescriptions, and i t must be for the state they are practicing in (MLAE). References Bonnie F Fremgen, Ph. D. (2009). MEDICAL LAW AND ETHICS. New Jersey : Pearson Education Inc.

The Division of Church and Teens… Essay -- Essays Papers

The Division of Church and Teens†¦ It seems in today’s world every night on the news we see examples of high school aged Americans who are committing crimes and hurting people around them. Whether it is a school shooting, kids being busted for drugs, underage drinking, or vandalism we are seeing more examples of high school aged kids doing things that are severely looked down upon. This problem has not been resolved because we keep seeing it as a continuing issue in the news everyday. With the cutting of extracurricular budgets for schools and other organizations the availability of good programs for high school kids to participate in is declining year by year. Therefore many kids are spending their time doing unconstructive things that may lead to ill-advised behavior. Although there are thousands of explanations for this irrational behavior ranging from violence on TV to the availability of guns, a significant reason is a lack of spiritual values associated with religion and the church. However, to und erstand this reason you must recognize that by referring to spirituality and the church I am encompassing all religions. Nevertheless due to the restrictions on the length of this paper I will use specific examples and not be able to fully explore every religion. Furthermore I will be focusing in general on specific examples occurring in America because they relate better to this essays projected audience. In addition, by asserting my above statement I am also implying that all religions have â€Å"good† values and that these values are a possible solution to this increasing problem. In general this is a true statement because I believe all of the larger more populous religions reinforce stability and a given set of values ... ...assertion is contradictory to my argument because I am implying that they are related. - â€Å"Religion, parental input protect from effects of violence†. Academic Search Premier. December 10, 2003. Biotech Week. 24 February, 2004. . This article talks about how religious beliefs help to keep kids out of conduct trouble and relates to my argument because it supports my claim about teenagers avoiding bad behavior by embracing religious values. - â€Å"Town to bury first shooting victim as police pursue third suspect†. CNN.com. April 24, 1999. Cable News Network. February 24, 2004. http://www.cnn.com/US/9904/24/school.shooting.01/index.html> Relates facts about the Columbine shootings in which a mother supports my argument that high school students need to be more devoted toward religion.

Huck, Emma, and Asher: Studies in the Theme of Self-Actualization Essay

In Mark Twain’s The Adventures of Huckleberry Finn, Jane Austen’s Emma, and Chaim Potok’s My Name is Asher Lev readers are presented with three characters that of different time periods that each possess similar psychological traits.   They each strive to attain self-awareness as they learn the lessons of life through Huck’s journey down the river, Emma’s experiences in the art of match-making, and Asher’s conflicts with his family’s Hasidism.   Each novel uses the theme of psychological struggle for self-actualization of its youthful protagonists to explore growing up in the different periods.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In The Adventures of Huckleberry Finn, Huck is a young, immature boy at the beginning of the novel living by the Mississippi in the nineteenth century.   Huck observes his situation as one that is the design of others, not himself: â€Å"The Widow Douglas she took me for her son, and allowed she would sivilize me; but it was rough living in the house all the time [†¦]; and so when I couldn’t stand it no longer I lit out [†¦] and was free and satisfied. But Tom Sawyer he hunted me up and said he was going to start a band of robbers, and I might join if I would go back to the widow and be respectable. So I went back† (Twain, 1953, 11). This statement evidences Huck’s undying love for the freedom and escape he finds in nature, and also his desire for Tom’s approval.   Huck is forming his own personality, growing through his personal observations and realizations that civilization is not all that it appears or that he desires.   During his trip down the river on the raft with Jim Huck observes, â€Å"Other places do seem so cramped up and smothery, but a raft don’t. You feel mighty free and easy and comfortable on a raft† (118).   It is this recognition of value that ultimately allows Huck to leave Tom and â€Å"civilization† behind, as he sets out for the west to pursue his own independence and maturity. Twain utilizes several literary techniques in order to convey Huck’s maturation to the reader.   Firstly, by telling the story from a first person perspective, we see Huck’s development as it occurs, from his own mouth.   Rather than being told by an external narrator that Huck is growing up, we see it evidenced in his speech and perceptions.   Also, the recurring theme of hypocrisy that occurs in Huck’s encounters with the civilized world and in the views on slavery that emerge from the text, a framework of repetition is established so that readers might see Huck’s growth, when comparing it to a constant.   Finally, Twain utilizes the symbol of the Mississippi River—a thing that is in constant flux—to illustrate Huck’s own movement toward adulthood and self-awareness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Like Huck, we see the theme of great personal maturation in the character of Emma, the Victorian English middle class girl.   Austen introduces her as a girl used to having â€Å"rather too much her own way, and a disposition to think a little too well of herself† (Austen, 2000, 1).   As a result, Emma spends the bulk of the novel meddling in other people’s lives and circumventing her love for Mr. Knightley.   When Emma finally admits to herself her true feelings, it is the result of the lessons she has learned along the way and her own self-actualization. Because of the near ruination of Harriet’s romance, her insults to Miss Bates, and Mr. Knightley’s gentle guidance throughout the novel, Austen writes, â€Å"Emma’s eyes were instantly withdrawn; and she sat silently meditating, in a fixed attitude, for a few minutes. A few minutes were sufficient for making her acquainted with her own heart. A mind like hers, once opening to suspicion, made rapid progress; she touched, she admitted, she acknowledged the whole truth† (268).   Like Huck, Emma found out her true nature through personal observations, and was able to advance into maturity with her own independent wisdom.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With as much acuity as Twain, Jane Austen utilizes rhetorical techniques to convey the theme of self-actualization in Emma.   By structuring the story around social class, Austen creates a framework through which Emma moves.   Also, Austen utilizes word games throughout the text, such as Mr. Elton’s riddle meaning ‘courtship’.   Emma’s solution to the puzzle poses a double entendre, as she correctly guesses the answer, but does not see its meaning, just as she does not see the implications of her feelings for Mr. Knightley.   Finally, Austen uses Mr. Knightley as a static character, in order to emphasize Emma’s dynamic nature.   In Mr. Knightley’s steadfast character we see a yardstick by which Emma’s maturity is measured. Like in the previous two novels, in Chaim Potok’s novel My Name is Asher Lev, the theme of a youth struggling to achieve self-actualization is relayed.   Readers are presented with the title character, a Hasidic Jew growing up in Brooklyn, and an incredibly gifted artist.   Through Asher’s struggle with this staunch religious sect, that views his paintings as a sacrilege, he learns ultimately to accept his art and himself.    â€Å"Away from my world,† Asher states when living in Paris, â€Å"alone in an apartment that offered me neither memories nor roots, I began to find old and distant memories of my own, long buried by pain and time and slowly brought to the surface now† (Potok, 1972, 322).   Because he has survived the hardships imposed upon him by his family’s strict fundamentalism, Asher is now able to emerge from his past as an individual, apart from the culture, community, and family that produced him.   Like Huck and Emma, Asher achieves maturity and independence by the end of the novel. Potok conveys this development of character through several literary techniques.   Like Twain, he utilizes a first person point of view to demonstrate Asher’s movement from boyhood to maturity.   Also, in the figure of Asher’s mythical ancestor we see a reflection of the protagonist’s development.   As a child, the image of his ancestor invokes fear in Asher, but at the conclusion of the novel he acts as an embodiment of Asher’s own struggles with his heritage.   Finally, Potok creates powerful images throughout the novel, using Asher as a mouthpiece.   Through these beautiful descriptions we see Asher’s ability to comprehend and appreciate art, and, ultimately his growth as an artist. In each of these three individual’s stories we see the theme of a youthful journey into mature self-actualization.   In Huck’s trip up the river, Emma’s gallivanting through the social circles of Highbury, and Asher’s banishment from the Ladover community and excursion through Europe, there is a great and inspiring parallel: that of the human capability for change, growth, and enlightenment.   Whether the young characters come of age in the rural Midwest, Victorian England, or Brooklyn, the result is similar and includes the greatest gift a person can give to his or her self: thoughtful independence. Bibliography Austen, J. (2000). Emma. New York, New York: W. W. Norton & Company. Potok, C. (1972). My Name is Asher Lev. New York, New York: Alfred A. Knopf. Twain, M. (1953). The Adventures of Huckleberry Finn. London, England: Puffin Books.   

A Reading Of Micheaux s Within Our Gates - 1418 Words

Ryan Baxter Ben Strassfeld Professor Daniel Herbert Screen Arts Cultures 352 14 October 2015 A Reading of Micheaux’s Within Our Gates (1920) In 1920, pioneering African American film director Oscar Micheaux released his second picture, Within Out Gates. The film is a silent drama that revolves around a young professional woman, Sylvia Landry, her quest to fund an opening rural school for black children, and her past experience of violent racism in the South. It is a work largely concerned with African Americans as being at a sort of impasse in history and, furthermore, with the positing of a strong ideal of upward social mobility for black citizens going into the post-war era. In the film’s beginning, Micheaux introduces a†¦show more content†¦Further into the film, it becomes apparent that they are actually posited as two narratives of African American status in the United States. In the North, Micheaux portrays an African American professional middle class; in the South, he portrays African Americans as largely impoverished, uneducated, and subject to unfair systems of tenancy. In the North, there is a sense of opportunity; in the South, there is one of inferiority and constant struggle. Sylvia, who travels between these two worlds, can be seen as somewhat symbolic of her race at this point in history, or at least Micheaux’s ideal for advancement. She is educated, a professional, and individually capable; her main concern is with â€Å"the eternal struggle of her race and how she could uplift it.† Yet she is, at the same time, haunted by a past of subjugation and violence. In a jarring sequence toward the film’s end, it is revealed through flashback that her adoptive parents were lynched for the murder of their landlord, Gridlestone, a crime actually committed by a white tenant, and intercut with the depiction of this killing is an scene in which the victim’s brother, another white aristocrat, attempts to rape Sylvia in retribution. During this attack, the man realizes that Sylvia is his daughter from a past relationship with a black woman, w hich commentators, J. Ronald Green for one, speculate to be implied as similarly violent or coercive in nature. (Green, 40).