Category: Science > Science Analysis

  • [Solved] Enviromental Science

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Project is on water pollution, more specifically lead contamination in fayetteville NC. Submit an outline to organize your thoughts and main points. Your outline should be formatted in the specified way as described below.The Outline Format: Your outline must be formatted as described and exemplifie…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Project is on water pollution, more specifically lead contamination in fayetteville NC.

    Submit an outline to organize your thoughts and main points. Your outline should be formatted in the specified way as described below.The Outline Format:  Your outline must be formatted as described and exemplified in the example linked above – an alphanumeric outline created with MS Word and saved as a .pdf, .doc or .docx file type only.  Please note other formats cannot be read by the system and will not be accepted.

    Use an alphanumeric sequence

    Sections should be indented and aligned

    Follow the suggested order of the required topics/subtopics

    Use brief but detailed and descriptive phrase (no full paragraphs, rather be very concise)

    Title should be informative and reflect your chosen topic

    Apply scientific concepts and use scientific terminology correctly.

    – [\
    \
    Wk3AnnotatedBibliographyCorrected.docx](https://www.sweetstudy.com/files/wk3annotatedbibliographycorrected-docx "Wk3AnnotatedBibliographyCorrected.docx")
    – [\
    \
    Wk4Discussionpost.docx](https://www.sweetstudy.com/files/wk4discussionpost-docx "Wk4Discussionpost.docx")
    – [\
    \
    Wk5OutlineGradingCriteria.pdf](https://www.sweetstudy.com/files/wk5outlinegradingcriteria-pdf "Wk5OutlineGradingCriteria.pdf")
    – [\
    \
    Wk5ProjectOutline.pdf](https://www.sweetstudy.com/files/wk5projectoutline-pdf "Wk5ProjectOutline.pdf")

  • [Solved] Science PowerPoint CLC assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## PowerpointCLC.docx **## PowerpointCLC.docx** This is a Collaborative Learning Community (CLC) assignment. Technology in health care has taken many forms over the years. In 1796, Edward Jenner developed the first smallpox vaccination method. A hundred years later, Wilhelm Rontgen d…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (1)**

    – ## PowerpointCLC.docx

    **## PowerpointCLC.docx**

    This is a Collaborative Learning Community (CLC) assignment.

    Technology in health care has taken many forms over the years. In 1796, Edward Jenner developed the first smallpox vaccination method. A hundred years later, Wilhelm Rontgen discovered how to use x-rays for medical imaging. And in 2013, Japanese researchers grew the first human liver from stem cells. What is next?  How does one technological advance set the stage for further discoveries?

    For this assignment, compose a presentation of 12-15 slides incorporating the following:

    · Contrast and describe two technological advances that have positively impacted health care delivery in the United States.

    · Explain how the two technological advances selected have influenced public opinion of the changing health care system in the United States.

    · Provide a brief summary of both positive and negative opinions.

    · Forecast how you believe these two technological advances will affect delivery and utilization of health care in the United States in the future.

    · What other factors may simultaneously affect health care utilization?

    You are required to use a minimum of six scholarly (peer-reviewed) articles, with citations.

    Your presentation is to contain 12-15 slides, exclusive of title and reference slides, complete with speaker notes.

    While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are not required to submit this assignment to LopesWrite.

    **## PowerpointCLC.docx**

    This is a Collaborative Learning Community (CLC) assignment.

    Technology in health care has taken many forms over the years. In 1796, Edward Jenner developed the first smallpox vaccination method. A hundred years later, Wilhelm Rontgen discovered how to use x-rays for medical imaging. And in 2013, Japanese researchers grew the first human liver from stem cells. What is next?  How does one technological advance set the stage for further discoveries?

    For this assignment, compose a presentation of 12-15 slides incorporating the following:

    · Contrast and describe two technological advances that have positively impacted health care delivery in the United States.

    · Explain how the two technological advances selected have influenced public opinion of the changing health care system in the United States.

    · Provide a brief summary of both positive and negative opinions.

    · Forecast how you believe these two technological advances will affect delivery and utilization of health care in the United States in the future.

    · What other factors may simultaneously affect health care utilization?

    You are required to use a minimum of six scholarly (peer-reviewed) articles, with citations.

    Your presentation is to contain 12-15 slides, exclusive of title and reference slides, complete with speaker notes.

    While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are not required to submit this assignment to LopesWrite.

  • [Solved] Science

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached. **files (1)** – ## Water_Use.docx **## Water_Use.docx** | | | — | | ## ![PDF Header Design 1A](https://www.sweetstudy.com/questions/science-20972689) | **Home Water Use** **Table of Contents:** **(1.) Water Use in the Industrialized World** **(2.) Activity: Water Use Calculator** *…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    See attached.

    **files (1)**

    – ## Water_Use.docx

    **## Water_Use.docx**

    | |
    | — |
    | ## ![PDF Header Design 1A](https://www.sweetstudy.com/questions/science-20972689) |

    **Home Water Use**

    **Table of Contents:**

    **(1.) Water Use in the Industrialized World**

    **(2.) Activity: Water Use Calculator**

    **(3.) Activity: Drips and Leaks**

    **Water Use in the Industrialized World**

    | | |
    | — | — |
    | If you’re like most people in the developed world, you don’t think much about water. Clean, drinkable water is delivered into your residence almost invisibly, and it’s always there when you turn on a faucet. As such, most North Americans don’t see the need for water conservation, particularly those who live in areas where freshwater supplies are abundant. But as populations grow and water supplies stay roughly constant, more and more pressure is being brought to bear on rivers, reservoirs, and groundwater aquifers and the need for conservation has become almost universal. These efforts are particularly crucial in areas with arid climates, low water supplies, and/or frequent droughts. | ![HH01599_](https://www.sweetstudy.com/questions/science-20972689) |

    Water is used for a wide variety of things in the modern world. It’s used in large quantities in agriculture and livestock production, to generate electricity in thermoelectric power plants, and in numerous industrial processes. Another major category is municipal water use, the use of water in homes and businesses. To get an overview of water use in the United States, review the material below from the United States Environmental Protection Agency (EPA).

    | |
    | — |
    | [**How We Use Water in These United States**](http://esa21.kennesaw.edu/activities/water-use/water-use-overview-epa.pdf)(PDF) (189 KB)<br> <br>#### United States Environmental Protection Agency<br>[http://esa21.kennesaw.edu/activities/water-use/water-use-overview-epa.pdf](http://esa21.kennesaw.edu/activities/water-use/water-use-overview-epa.pdf) |

    As described in the EPA document, agricultural irrigation and thermoelectric power generation use a great deal of water, but while you cannot reasonably control the amount of water used to grow your food or generate your electricity, you can exert control over your personal water use and affect the quantity used for municipal supply. In a typical home, water is used for cleaning (humans, clothes, dishes, vehicles), drinking, sanitation (flushing toilets), and watering vegetation. The brochure below from the U.S. EPA describes the breakdown of water use in a typical home and offers simple suggestions for improving water efficiency. Review it before proceeding.

    | |
    | — |
    | [**Using Water Wisely in the Home**](http://esa21.kennesaw.edu/activities/water-use/using-water-wisely-epa.pdf)(PDF) (235 KB)<br> <br>_United States_ _Environmental Protection Agency_<br>[http://esa21.kennesaw.edu/activities/water-use/using-water-wisely-epa.pdf](http://esa21.kennesaw.edu/activities/water-use/using-water-wisely-epa.pdf) |

    **Activity: Water Use Calculator**

    Through the provided introductory materials, you should now have a good idea of the various ways you use water in your daily life, and some simple steps you could take to reduce your overall water use. In this activity, you will be asked to examine your current water use and then examine several lifestyle changes that could reduce your overall water usage. To do this you’ll be using an online water calculator from the Tampa (FL) Water District that asks you to provide some information about water-using activities and uses this information to calculate your overall water use.

    | |
    | — |
    | **Water Use Calculator**<br>### **Tampa Water District**<br>**[https://www.swfwmd.state.fl.us/conservation/water-use-calculator](https://www.swfwmd.state.fl.us/conservation/water-use-calculator)** |

    Use the water calculator to examine water use in your household, completing the Activity Sheet as you progress. Consult the materials below to gain ideas for simple changes that can result in significant reductions in water use prior to completing the corresponding section of the Activity Sheet.

    [**Using Water Efficiently: Ideas for Residences**](http://esa21.kennesaw.edu/activities/water-use/water-cons-brochure-epa.pdf)(PDF) (956 KB)

    _United States_ _Environmental Protection Agency_

    [http://esa21.kennesaw.edu/activities/water-use/water-cons-brochure-epa.pdf](http://esa21.kennesaw.edu/activities/water-use/water-cons-brochure-epa.pdf)

    [**Water-Efficient Landscaping**](http://esa21.kennesaw.edu/activities/water-use/water-cons-landscaping-epa.pdf)(PDF) (1,679 KB)

    _United States_ _Environmental Protection Agency_

    [http://esa21.kennesaw.edu/activities/water-use/water-cons-landscaping-epa.pdf](http://esa21.kennesaw.edu/activities/water-use/water-cons-landscaping-epa.pdf)

    [**H2OUSE: Water-Saver Home**](http://www.h2ouse.org/)

    ### California Urban Water Conservation Council

    [http://www.h2ouse.org](http://www.h2ouse.org/)

    **Activity: Drips and Leaks**

    ### Losses from drips and leaks can form a significant but often overlooked use of water in the home. While slow drips and small leaks can seem inconsequential, the water losses incurred from these sources over time can be rather large, as was shown in the background material provided above from EPA. To examine how much water can be lost this way we’ll be using a “drip calculator” from the American Water Works Association. Access the calculator using the link below and answer the appropriate questions on the Activity Sheet.

    **Water-Wiser Drip Calculator**

    **### **American Water Works Association****

    **[https://www.swfwmd.state.fl.us/conservation/water-use-calculator](https://www.swfwmd.state.fl.us/conservation/water-use-calculator)**

    **Copyright © 2004, American Water Works Association. For additional information**

    **related to water issues, contact AWWA at www.awwa.org or call 8009267337.**

    **If this exercise encourages you to examine your home for leaky pipes and toilets, please consult the resources above for tips and techniques for identifying sources of water loss.**

    **Go to next page…**

    **Home Water Use 3**

    **| | |**
    **| — | — |**
    **| #### ESA 21: Environmental Science Activities | Activity Sheet <br>Water Use |**

    **Name:**

    **Instructor:**

    ****Estimating Water Usage:****

    **1. (10 points) In the table below, provide the required information and enter the information about your household’s annual water usage from the**
    **[Water Use](https://www.swfwmd.state.fl.us/conservation/water-use-calculator) calculator. To calculate the percentage for each category, simply divide the value in each category by the Total Household Use and multiply by 100 (to convert proportion to percentage).**

    **| | | |**
    **| — | — | — |**
    **| | **Household Daily Use (gallons)** | **Percentage of Total** |**
    **| Shower & Bath | | |**
    **| Toilet | | |**
    **| Sink | | |**
    **| Dishes by hand | | |**
    **| Dishwasher | | |**
    **| Laundry | | |**
    **| Lawn | | |**
    **| Outside & Pool | | |**
    **| Total Household Use | | |**

    **2. (15 points) Which category comprised the greatest percentage of your household’s water use? Was this surprising to you? Why or why not?**

    **3. (10 points) Many people in rural areas in developing countries must still carry water from its source to their homes. If you were to carry the amount of water used per person in your household on an average day, and a gallon of water weighs approximately 8.3 lbs, how many pounds of water would you need to carry each day?**

    ****Water Use Analysis:****

    **4. (5 points) Enter the “Daily Water Use” values from the calculator in the table below.**

    **| | | | |**
    **| — | — | — | — |**
    **| | **Daily** | **Monthly** | **Yearly** |**
    **| **Your Household (gallons)** | | | |**
    **| **National Household Average (gallons, family of 4)**(from United States Geological Survey: <br>[http://water.usgs.gov/edu/qa-home-percapita.html](http://water.usgs.gov/edu/qa-home-percapita.html)) | **400 gallons** | **12,000 gallons** | **144,000 gallons** |**

    **5. (15 points) How does your household’s water usage compare to the national average? Please explain what the differences may be attributed to.**

    ****Analyzing Changes:****

    **6. (10 points) Examine how small changes in lifestyle would affect your household’s total water usage. Return to the water calculator and make a reasonable change that would reduce your overall water usage – describe the change in the table below. Press “Calculate” after making the change, calculate the number of gallons saved per year, and enter it in the table. Reset the calculator to its original values, and repeat the procedure for two additional changes.**

    **| | |**
    **| — | — |**
    **| **Change** | **Reduction in Annual**<br>**Water Use (gal)** |**
    **| | |**
    **| | |**
    **| | |**

    **7. (15 points) Seeing the reductions in water use that occur as a result of these changes, would you be willing to immediately implement any of them? Explain why or why not.**

    ****Losses from Drips and Leaks:****

    **8. (5 points) Open the**
    **[WaterWiser Drip Calculator](https://water.usgs.gov/edu/activity-drip.html), enter the values in the table below from the “# of drips per minute” box, hit the “Now Calculate” button, and enter the results in the table. Let’s assume that your home has leaks like those listed. For each of the drip rates, add the Daily Waste from leaks to your Total Per Capita Daily Use from the Tampa Water Calculator. This would be your new Total Daily Water Use. Then calculate the percentage of the total water used that is due to the leak. As you did previously, simply divide the Daily Waste value by the Total Household Use and multiply by 100 (to convert proportion to percentage).**

    ****Total Per Capita Daily Use from Water Use Calculator: ____________________ gallons****

    **| | | | |**
    **| — | — | — | — |**
    **| **Drips per Minute** | **Daily Waste (gal)** | **New Total Daily Water Use (gal)** | **Percentage of**<br>**Total Due to Leak** |**
    **| **5** | | | |**
    **| **10** | | | |**
    **| **15** | | | |**
    **| **30** | | | |**
    **| **60** | | | |**

    **9. (15 points) Does seeing the potential losses in leaks cause you to check your home for leaking pipes and toilets? Explain why or why not.**

    **Home Water Use 3**

    **## image1.jpeg**

    **## image2.wmf**

    **## Water_Use.docx**

    | |
    | — |
    | ## ![PDF Header Design 1A](https://www.sweetstudy.com/questions/science-20972689) |

    **Home Water Use**

    **Table of Contents:**

    **(1.) Water Use in the Industrialized World**

    **(2.) Activity: Water Use Calculator**

    **(3.) Activity: Drips and Leaks**

    **Water Use in the Industrialized World**

    | | |
    | — | — |
    | If you’re like most people in the developed world, you don’t think much about water. Clean, drinkable water is delivered into your residence almost invisibly, and it’s always there when you turn on a faucet. As such, most North Americans don’t see the need for water conservation, particularly those who live in areas where freshwater supplies are abundant. But as populations grow and water supplies stay roughly constant, more and more pressure is being brought to bear on rivers, reservoirs, and groundwater aquifers and the need for conservation has become almost universal. These efforts are particularly crucial in areas with arid climates, low water supplies, and/or frequent droughts. | ![HH01599_](https://www.sweetstudy.com/questions/science-20972689) |

    Water is used for a wide variety of things in the modern world. It’s used in large quantities in agriculture and livestock production, to generate electricity in thermoelectric power plants, and in numerous industrial processes. Another major category is municipal water use, the use of water in homes and businesses. To get an overview of water use in the United States, review the material below from the United States Environmental Protection Agency (EPA).

    | |
    | — |
    | [**How We Use Water in These United States**](http://esa21.kennesaw.edu/activities/water-use/water-use-overview-epa.pdf)(PDF) (189 KB)<br> <br>#### United States Environmental Protection Agency<br>[http://esa21.kennesaw.edu/activities/water-use/water-use-overview-epa.pdf](http://esa21.kennesaw.edu/activities/water-use/water-use-overview-epa.pdf) |

    As described in the EPA document, agricultural irrigation and thermoelectric power generation use a great deal of water, but while you cannot reasonably control the amount of water used to grow your food or generate your electricity, you can exert control over your personal water use and affect the quantity used for municipal supply. In a typical home, water is used for cleaning (humans, clothes, dishes, vehicles), drinking, sanitation (flushing toilets), and watering vegetation. The brochure below from the U.S. EPA describes the breakdown of water use in a typical home and offers simple suggestions for improving water efficiency. Review it before proceeding.

    | |
    | — |
    | [**Using Water Wisely in the Home**](http://esa21.kennesaw.edu/activities/water-use/using-water-wisely-epa.pdf)(PDF) (235 KB)<br> <br>_United States_ _Environmental Protection Agency_<br>[http://esa21.kennesaw.edu/activities/water-use/using-water-wisely-epa.pdf](http://esa21.kennesaw.edu/activities/water-use/using-water-wisely-epa.pdf) |

    **Activity: Water Use Calculator**

    Through the provided introductory materials, you should now have a good idea of the various ways you use water in your daily life, and some simple steps you could take to reduce your overall water use. In this activity, you will be asked to examine your current water use and then examine several lifestyle changes that could reduce your overall water usage. To do this you’ll be using an online water calculator from the Tampa (FL) Water District that asks you to provide some information about water-using activities and uses this information to calculate your overall water use.

    | |
    | — |
    | **Water Use Calculator**<br>### **Tampa Water District**<br>**[https://www.swfwmd.state.fl.us/conservation/water-use-calculator](https://www.swfwmd.state.fl.us/conservation/water-use-calculator)** |

    Use the water calculator to examine water use in your household, completing the Activity Sheet as you progress. Consult the materials below to gain ideas for simple changes that can result in significant reductions in water use prior to completing the corresponding section of the Activity Sheet.

    [**Using Water Efficiently: Ideas for Residences**](http://esa21.kennesaw.edu/activities/water-use/water-cons-brochure-epa.pdf)(PDF) (956 KB)

    _United States_ _Environmental Protection Agency_

    [http://esa21.kennesaw.edu/activities/water-use/water-cons-brochure-epa.pdf](http://esa21.kennesaw.edu/activities/water-use/water-cons-brochure-epa.pdf)

    [**Water-Efficient Landscaping**](http://esa21.kennesaw.edu/activities/water-use/water-cons-landscaping-epa.pdf)(PDF) (1,679 KB)

    _United States_ _Environmental Protection Agency_

    [http://esa21.kennesaw.edu/activities/water-use/water-cons-landscaping-epa.pdf](http://esa21.kennesaw.edu/activities/water-use/water-cons-landscaping-epa.pdf)

    [**H2OUSE: Water-Saver Home**](http://www.h2ouse.org/)

    ### California Urban Water Conservation Council

    [http://www.h2ouse.org](http://www.h2ouse.org/)

    **Activity: Drips and Leaks**

    ### Losses from drips and leaks can form a significant but often overlooked use of water in the home. While slow drips and small leaks can seem inconsequential, the water losses incurred from these sources over time can be rather large, as was shown in the background material provided above from EPA. To examine how much water can be lost this way we’ll be using a “drip calculator” from the American Water Works Association. Access the calculator using the link below and answer the appropriate questions on the Activity Sheet.

    **Water-Wiser Drip Calculator**

    **### **American Water Works Association****

    **[https://www.swfwmd.state.fl.us/conservation/water-use-calculator](https://www.swfwmd.state.fl.us/conservation/water-use-calculator)**

    **Copyright © 2004, American Water Works Association. For additional information**

    **related to water issues, contact AWWA at www.awwa.org or call 8009267337.**

    **If this exercise encourages you to examine your home for leaky pipes and toilets, please consult the resources above for tips and techniques for identifying sources of water loss.**

    **Go to next page…**

    **Home Water Use 3**

    **| | |**
    **| — | — |**
    **| #### ESA 21: Environmental Science Activities | Activity Sheet <br>Water Use |**

    **Name:**

    **Instructor:**

    ****Estimating Water Usage:****

    **1. (10 points) In the table below, provide the required information and enter the information about your household’s annual water usage from the**
    **[Water Use](https://www.swfwmd.state.fl.us/conservation/water-use-calculator) calculator. To calculate the percentage for each category, simply divide the value in each category by the Total Household Use and multiply by 100 (to convert proportion to percentage).**

    **| | | |**
    **| — | — | — |**
    **| | **Household Daily Use (gallons)** | **Percentage of Total** |**
    **| Shower & Bath | | |**
    **| Toilet | | |**
    **| Sink | | |**
    **| Dishes by hand | | |**
    **| Dishwasher | | |**
    **| Laundry | | |**
    **| Lawn | | |**
    **| Outside & Pool | | |**
    **| Total Household Use | | |**

    **2. (15 points) Which category comprised the greatest percentage of your household’s water use? Was this surprising to you? Why or why not?**

    **3. (10 points) Many people in rural areas in developing countries must still carry water from its source to their homes. If you were to carry the amount of water used per person in your household on an average day, and a gallon of water weighs approximately 8.3 lbs, how many pounds of water would you need to carry each day?**

    ****Water Use Analysis:****

    **4. (5 points) Enter the “Daily Water Use” values from the calculator in the table below.**

    **| | | | |**
    **| — | — | — | — |**
    **| | **Daily** | **Monthly** | **Yearly** |**
    **| **Your Household (gallons)** | | | |**
    **| **National Household Average (gallons, family of 4)**(from United States Geological Survey: <br>[http://water.usgs.gov/edu/qa-home-percapita.html](http://water.usgs.gov/edu/qa-home-percapita.html)) | **400 gallons** | **12,000 gallons** | **144,000 gallons** |**

    **5. (15 points) How does your household’s water usage compare to the national average? Please explain what the differences may be attributed to.**

    ****Analyzing Changes:****

    **6. (10 points) Examine how small changes in lifestyle would affect your household’s total water usage. Return to the water calculator and make a reasonable change that would reduce your overall water usage – describe the change in the table below. Press “Calculate” after making the change, calculate the number of gallons saved per year, and enter it in the table. Reset the calculator to its original values, and repeat the procedure for two additional changes.**

    **| | |**
    **| — | — |**
    **| **Change** | **Reduction in Annual**<br>**Water Use (gal)** |**
    **| | |**
    **| | |**
    **| | |**

    **7. (15 points) Seeing the reductions in water use that occur as a result of these changes, would you be willing to immediately implement any of them? Explain why or why not.**

    ****Losses from Drips and Leaks:****

    **8. (5 points) Open the**
    **[WaterWiser Drip Calculator](https://water.usgs.gov/edu/activity-drip.html), enter the values in the table below from the “# of drips per minute” box, hit the “Now Calculate” button, and enter the results in the table. Let’s assume that your home has leaks like those listed. For each of the drip rates, add the Daily Waste from leaks to your Total Per Capita Daily Use from the Tampa Water Calculator. This would be your new Total Daily Water Use. Then calculate the percentage of the total water used that is due to the leak. As you did previously, simply divide the Daily Waste value by the Total Household Use and multiply by 100 (to convert proportion to percentage).**

    ****Total Per Capita Daily Use from Water Use Calculator: ____________________ gallons****

    **| | | | |**
    **| — | — | — | — |**
    **| **Drips per Minute** | **Daily Waste (gal)** | **New Total Daily Water Use (gal)** | **Percentage of**<br>**Total Due to Leak** |**
    **| **5** | | | |**
    **| **10** | | | |**
    **| **15** | | | |**
    **| **30** | | | |**
    **| **60** | | | |**

    **9. (15 points) Does seeing the potential losses in leaks cause you to check your home for leaking pipes and toilets? Explain why or why not.**

    **Home Water Use 3**

    **## image1.jpeg**

    **## image2.wmf**

  • [Solved] Personal Narrative

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (2)** – ## PersonalNarrative.docx – ## StatementontheIntegrationofFaithandWork.pdf **## PersonalNarrative.docx** The purpose of this assignment is to evaluate the factors that influence ethical decision-making and to explain why ethical decision-making in health care is important. Health car…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (2)**

    – ## PersonalNarrative.docx

    – ## StatementontheIntegrationofFaithandWork.pdf

    **## PersonalNarrative.docx**

    The purpose of this assignment is to evaluate the factors that influence ethical decision-making and to explain why ethical decision-making in health care is important.

    Health care professionals are faced with a wide range of contemporary ethical dilemmas. Examination of how one can deliver ethical, professional care, regardless of personal beliefs and values, can ensure professional ethics, standards, and policies are upheld.

    Review the "Statement on the Integration of Faith and Work," located in the topic Resources. Consider the tenets of the Christian worldview and how your personal values and beliefs relate. Consider situations where the standards and policies for ethical care might conflict with your personal values and beliefs.

    In a 750- to 1,000-word personal narrative, address the following:

    · Explain an event or experience that caused you to examine the values, norms, and socially constructed rules of conduct that influence morality.

    · Explain the impact that differing cultures, traditions, and personal experiences have had in shaping your worldview. Include discussion of how you might incorporate the tenets of the Christian worldview perspective on human value, dignity, and ethical decision-making as a health care professional.

    · Describe how you distinguish between moral conflict and ethical dilemmas, and include specific examples.

    · Describe how you can assess spiritual needs and provide interventions for individuals, families, and groups that have different beliefs than your own.

    Include at least one scholarly resource.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## StatementontheIntegrationofFaithandWork.pdf**

    STATEMENT ON THE INTEGRATION
    OF FAITH AND WORK

    A
    s a university, we believe that the message of Jesus Christ
    bears profound implications, not only for individuals, but
    also for society and the ways that we as individuals live
    within it. The Lord Jesus instructed His followers to live

    as salt and light within society, which implies a call to live out our lives
    in ways that contribute to the common good. We are convinced that
    this call extends to the workplace and that our respective vocations
    represent vital opportunities to glorify God by serving others in ways
    that promote human flourishing. Therefore, by God’s grace, we seek to
    distinguish ourselves as a university by instilling a sense of vocational
    calling and purpose in our students, faculty and staff in accord with
    the following principles:

    WE BELIEVE that God’s Word speaks authoritatively about creation,
    fall and redemption as well as the restoration of all things through
    Christ Jesus. Therefore, we are convinced that the Christian
    worldview offers hope of restoration, not only for individuals, but
    also for families, communities and societies in which individuals live,
    work and serve one another.

    WE BELIEVE that God the Almighty created the world, placed
    human beings within it and blessed them by making them responsible
    for cultivating and caring for creation. Therefore, we are assured that
    our work within the world matters to God and our neighbors, and
    that we honor God by serving others in ways that promote human
    flourishing.

    WE BELIEVE that Jesus Christ is both Savior and Lord and that all
    who follow Jesus should seek His Kingdom and His righteousness
    in relation to all aspects of human experience, including culture
    and society. Therefore, we have resolved to carry out our work
    within the public arena with compassion, justice and concern for
    the common good.

    WE BELIEVE that Jesus’ death, burial and resurrection secured
    abundant and eternal life for all who believe and that Christ
    transforms all that we say and do. Therefore, we are convinced that
    Grand Canyon University should positively impact those who study

    at, work for and live near the university in ways that accord with the
    teachings of Jesus Christ.

    WE BELIEVE that mankind was originally created in the image of
    God and given responsibility over creation, but that all have failed to
    fulfill their God-given purpose and responsibility. We believe that God
    redeems and restores men and women in Christ, creating them anew
    for the good works He has prepared them to do. Therefore, we are
    confident that the work we do is a part of God’s calling on our lives
    and a means by which we can glorify God as we meet others’ needs.

    WE BELIEVE that regeneration by the Holy Spirit is essential for
    salvation and that the work of God’s Spirit in the human heart
    invariably results in renewed purpose and the growth of Christ-like
    love for neighbors and neighborhoods. Therefore, we are certain that
    God is working to restore the broken lives and communities of this
    fallen world through the collective gifts, talents, skills and resources of
    those who have been transformed by the power of the gospel.

    WE BELIEVE that salvation comes through Jesus Christ alone and
    involves redemption of the whole person. Therefore, we are convinced
    that the Christian life must involve compassion and care, not only for
    the spiritual needs of mankind, but also for basic physical needs that
    stem from poverty, oppression and injustice.

    WE BELIEVE in the spiritual unity of all believers in Christ and that
    evangelism and societal engagement are duties of the Christian life.
    Therefore, we are devoted to demonstrating the love of Jesus together
    as we share the gospel message and shape society according to the
    principles of His Kingdom.

    WE BELIEVE that the gospel message denounces evil and injustice
    while offering hope for reconciliation to Christ and the restoration
    of human culture and society through Him. Therefore, we recognize
    and embrace the potential of human work for furthering the greater
    good and strive to further the good of the culture and the society
    through education and the embodiment of biblical principles related
    to goodness and justice.

    “Let the favor of the Lord our God be upon us, and establish the work of our
    hands upon us; yes, establish the work of our hands!” (Psalm 90:17).

    15COT0123

    **## StatementontheIntegrationofFaithandWork.pdf**

    STATEMENT ON THE INTEGRATION
    OF FAITH AND WORK

    A
    s a university, we believe that the message of Jesus Christ
    bears profound implications, not only for individuals, but
    also for society and the ways that we as individuals live
    within it. The Lord Jesus instructed His followers to live

    as salt and light within society, which implies a call to live out our lives
    in ways that contribute to the common good. We are convinced that
    this call extends to the workplace and that our respective vocations
    represent vital opportunities to glorify God by serving others in ways
    that promote human flourishing. Therefore, by God’s grace, we seek to
    distinguish ourselves as a university by instilling a sense of vocational
    calling and purpose in our students, faculty and staff in accord with
    the following principles:

    WE BELIEVE that God’s Word speaks authoritatively about creation,
    fall and redemption as well as the restoration of all things through
    Christ Jesus. Therefore, we are convinced that the Christian
    worldview offers hope of restoration, not only for individuals, but
    also for families, communities and societies in which individuals live,
    work and serve one another.

    WE BELIEVE that God the Almighty created the world, placed
    human beings within it and blessed them by making them responsible
    for cultivating and caring for creation. Therefore, we are assured that
    our work within the world matters to God and our neighbors, and
    that we honor God by serving others in ways that promote human
    flourishing.

    WE BELIEVE that Jesus Christ is both Savior and Lord and that all
    who follow Jesus should seek His Kingdom and His righteousness
    in relation to all aspects of human experience, including culture
    and society. Therefore, we have resolved to carry out our work
    within the public arena with compassion, justice and concern for
    the common good.

    WE BELIEVE that Jesus’ death, burial and resurrection secured
    abundant and eternal life for all who believe and that Christ
    transforms all that we say and do. Therefore, we are convinced that
    Grand Canyon University should positively impact those who study

    at, work for and live near the university in ways that accord with the
    teachings of Jesus Christ.

    WE BELIEVE that mankind was originally created in the image of
    God and given responsibility over creation, but that all have failed to
    fulfill their God-given purpose and responsibility. We believe that God
    redeems and restores men and women in Christ, creating them anew
    for the good works He has prepared them to do. Therefore, we are
    confident that the work we do is a part of God’s calling on our lives
    and a means by which we can glorify God as we meet others’ needs.

    WE BELIEVE that regeneration by the Holy Spirit is essential for
    salvation and that the work of God’s Spirit in the human heart
    invariably results in renewed purpose and the growth of Christ-like
    love for neighbors and neighborhoods. Therefore, we are certain that
    God is working to restore the broken lives and communities of this
    fallen world through the collective gifts, talents, skills and resources of
    those who have been transformed by the power of the gospel.

    WE BELIEVE that salvation comes through Jesus Christ alone and
    involves redemption of the whole person. Therefore, we are convinced
    that the Christian life must involve compassion and care, not only for
    the spiritual needs of mankind, but also for basic physical needs that
    stem from poverty, oppression and injustice.

    WE BELIEVE in the spiritual unity of all believers in Christ and that
    evangelism and societal engagement are duties of the Christian life.
    Therefore, we are devoted to demonstrating the love of Jesus together
    as we share the gospel message and shape society according to the
    principles of His Kingdom.

    WE BELIEVE that the gospel message denounces evil and injustice
    while offering hope for reconciliation to Christ and the restoration
    of human culture and society through Him. Therefore, we recognize
    and embrace the potential of human work for furthering the greater
    good and strive to further the good of the culture and the society
    through education and the embodiment of biblical principles related
    to goodness and justice.

    “Let the favor of the Lord our God be upon us, and establish the work of our
    hands upon us; yes, establish the work of our hands!” (Psalm 90:17).

    15COT0123

    **## PersonalNarrative.docx**

    The purpose of this assignment is to evaluate the factors that influence ethical decision-making and to explain why ethical decision-making in health care is important.

    Health care professionals are faced with a wide range of contemporary ethical dilemmas. Examination of how one can deliver ethical, professional care, regardless of personal beliefs and values, can ensure professional ethics, standards, and policies are upheld.

    Review the "Statement on the Integration of Faith and Work," located in the topic Resources. Consider the tenets of the Christian worldview and how your personal values and beliefs relate. Consider situations where the standards and policies for ethical care might conflict with your personal values and beliefs.

    In a 750- to 1,000-word personal narrative, address the following:

    · Explain an event or experience that caused you to examine the values, norms, and socially constructed rules of conduct that influence morality.

    · Explain the impact that differing cultures, traditions, and personal experiences have had in shaping your worldview. Include discussion of how you might incorporate the tenets of the Christian worldview perspective on human value, dignity, and ethical decision-making as a health care professional.

    · Describe how you distinguish between moral conflict and ethical dilemmas, and include specific examples.

    · Describe how you can assess spiritual needs and provide interventions for individuals, families, and groups that have different beliefs than your own.

    Include at least one scholarly resource.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## StatementontheIntegrationofFaithandWork.pdf**

    STATEMENT ON THE INTEGRATION
    OF FAITH AND WORK

    A
    s a university, we believe that the message of Jesus Christ
    bears profound implications, not only for individuals, but
    also for society and the ways that we as individuals live
    within it. The Lord Jesus instructed His followers to live

    as salt and light within society, which implies a call to live out our lives
    in ways that contribute to the common good. We are convinced that
    this call extends to the workplace and that our respective vocations
    represent vital opportunities to glorify God by serving others in ways
    that promote human flourishing. Therefore, by God’s grace, we seek to
    distinguish ourselves as a university by instilling a sense of vocational
    calling and purpose in our students, faculty and staff in accord with
    the following principles:

    WE BELIEVE that God’s Word speaks authoritatively about creation,
    fall and redemption as well as the restoration of all things through
    Christ Jesus. Therefore, we are convinced that the Christian
    worldview offers hope of restoration, not only for individuals, but
    also for families, communities and societies in which individuals live,
    work and serve one another.

    WE BELIEVE that God the Almighty created the world, placed
    human beings within it and blessed them by making them responsible
    for cultivating and caring for creation. Therefore, we are assured that
    our work within the world matters to God and our neighbors, and
    that we honor God by serving others in ways that promote human
    flourishing.

    WE BELIEVE that Jesus Christ is both Savior and Lord and that all
    who follow Jesus should seek His Kingdom and His righteousness
    in relation to all aspects of human experience, including culture
    and society. Therefore, we have resolved to carry out our work
    within the public arena with compassion, justice and concern for
    the common good.

    WE BELIEVE that Jesus’ death, burial and resurrection secured
    abundant and eternal life for all who believe and that Christ
    transforms all that we say and do. Therefore, we are convinced that
    Grand Canyon University should positively impact those who study

    at, work for and live near the university in ways that accord with the
    teachings of Jesus Christ.

    WE BELIEVE that mankind was originally created in the image of
    God and given responsibility over creation, but that all have failed to
    fulfill their God-given purpose and responsibility. We believe that God
    redeems and restores men and women in Christ, creating them anew
    for the good works He has prepared them to do. Therefore, we are
    confident that the work we do is a part of God’s calling on our lives
    and a means by which we can glorify God as we meet others’ needs.

    WE BELIEVE that regeneration by the Holy Spirit is essential for
    salvation and that the work of God’s Spirit in the human heart
    invariably results in renewed purpose and the growth of Christ-like
    love for neighbors and neighborhoods. Therefore, we are certain that
    God is working to restore the broken lives and communities of this
    fallen world through the collective gifts, talents, skills and resources of
    those who have been transformed by the power of the gospel.

    WE BELIEVE that salvation comes through Jesus Christ alone and
    involves redemption of the whole person. Therefore, we are convinced
    that the Christian life must involve compassion and care, not only for
    the spiritual needs of mankind, but also for basic physical needs that
    stem from poverty, oppression and injustice.

    WE BELIEVE in the spiritual unity of all believers in Christ and that
    evangelism and societal engagement are duties of the Christian life.
    Therefore, we are devoted to demonstrating the love of Jesus together
    as we share the gospel message and shape society according to the
    principles of His Kingdom.

    WE BELIEVE that the gospel message denounces evil and injustice
    while offering hope for reconciliation to Christ and the restoration
    of human culture and society through Him. Therefore, we recognize
    and embrace the potential of human work for furthering the greater
    good and strive to further the good of the culture and the society
    through education and the embodiment of biblical principles related
    to goodness and justice.

    “Let the favor of the Lord our God be upon us, and establish the work of our
    hands upon us; yes, establish the work of our hands!” (Psalm 90:17).

    15COT0123

    **## PersonalNarrative.docx**

    The purpose of this assignment is to evaluate the factors that influence ethical decision-making and to explain why ethical decision-making in health care is important.

    Health care professionals are faced with a wide range of contemporary ethical dilemmas. Examination of how one can deliver ethical, professional care, regardless of personal beliefs and values, can ensure professional ethics, standards, and policies are upheld.

    Review the "Statement on the Integration of Faith and Work," located in the topic Resources. Consider the tenets of the Christian worldview and how your personal values and beliefs relate. Consider situations where the standards and policies for ethical care might conflict with your personal values and beliefs.

    In a 750- to 1,000-word personal narrative, address the following:

    · Explain an event or experience that caused you to examine the values, norms, and socially constructed rules of conduct that influence morality.

    · Explain the impact that differing cultures, traditions, and personal experiences have had in shaping your worldview. Include discussion of how you might incorporate the tenets of the Christian worldview perspective on human value, dignity, and ethical decision-making as a health care professional.

    · Describe how you distinguish between moral conflict and ethical dilemmas, and include specific examples.

    · Describe how you can assess spiritual needs and provide interventions for individuals, families, and groups that have different beliefs than your own.

    Include at least one scholarly resource.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## StatementontheIntegrationofFaithandWork.pdf**

    STATEMENT ON THE INTEGRATION
    OF FAITH AND WORK

    A
    s a university, we believe that the message of Jesus Christ
    bears profound implications, not only for individuals, but
    also for society and the ways that we as individuals live
    within it. The Lord Jesus instructed His followers to live

    as salt and light within society, which implies a call to live out our lives
    in ways that contribute to the common good. We are convinced that
    this call extends to the workplace and that our respective vocations
    represent vital opportunities to glorify God by serving others in ways
    that promote human flourishing. Therefore, by God’s grace, we seek to
    distinguish ourselves as a university by instilling a sense of vocational
    calling and purpose in our students, faculty and staff in accord with
    the following principles:

    WE BELIEVE that God’s Word speaks authoritatively about creation,
    fall and redemption as well as the restoration of all things through
    Christ Jesus. Therefore, we are convinced that the Christian
    worldview offers hope of restoration, not only for individuals, but
    also for families, communities and societies in which individuals live,
    work and serve one another.

    WE BELIEVE that God the Almighty created the world, placed
    human beings within it and blessed them by making them responsible
    for cultivating and caring for creation. Therefore, we are assured that
    our work within the world matters to God and our neighbors, and
    that we honor God by serving others in ways that promote human
    flourishing.

    WE BELIEVE that Jesus Christ is both Savior and Lord and that all
    who follow Jesus should seek His Kingdom and His righteousness
    in relation to all aspects of human experience, including culture
    and society. Therefore, we have resolved to carry out our work
    within the public arena with compassion, justice and concern for
    the common good.

    WE BELIEVE that Jesus’ death, burial and resurrection secured
    abundant and eternal life for all who believe and that Christ
    transforms all that we say and do. Therefore, we are convinced that
    Grand Canyon University should positively impact those who study

    at, work for and live near the university in ways that accord with the
    teachings of Jesus Christ.

    WE BELIEVE that mankind was originally created in the image of
    God and given responsibility over creation, but that all have failed to
    fulfill their God-given purpose and responsibility. We believe that God
    redeems and restores men and women in Christ, creating them anew
    for the good works He has prepared them to do. Therefore, we are
    confident that the work we do is a part of God’s calling on our lives
    and a means by which we can glorify God as we meet others’ needs.

    WE BELIEVE that regeneration by the Holy Spirit is essential for
    salvation and that the work of God’s Spirit in the human heart
    invariably results in renewed purpose and the growth of Christ-like
    love for neighbors and neighborhoods. Therefore, we are certain that
    God is working to restore the broken lives and communities of this
    fallen world through the collective gifts, talents, skills and resources of
    those who have been transformed by the power of the gospel.

    WE BELIEVE that salvation comes through Jesus Christ alone and
    involves redemption of the whole person. Therefore, we are convinced
    that the Christian life must involve compassion and care, not only for
    the spiritual needs of mankind, but also for basic physical needs that
    stem from poverty, oppression and injustice.

    WE BELIEVE in the spiritual unity of all believers in Christ and that
    evangelism and societal engagement are duties of the Christian life.
    Therefore, we are devoted to demonstrating the love of Jesus together
    as we share the gospel message and shape society according to the
    principles of His Kingdom.

    WE BELIEVE that the gospel message denounces evil and injustice
    while offering hope for reconciliation to Christ and the restoration
    of human culture and society through Him. Therefore, we recognize
    and embrace the potential of human work for furthering the greater
    good and strive to further the good of the culture and the society
    through education and the embodiment of biblical principles related
    to goodness and justice.

    “Let the favor of the Lord our God be upon us, and establish the work of our
    hands upon us; yes, establish the work of our hands!” (Psalm 90:17).

    15COT0123

  • [Solved] Patient Autonomy pp

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## PatientAutonomypowerpoint.docx **## PatientAutonomypowerpoint.docx** The purpose of this assignment is to examine the foundational principles of medical ethics and the role of patient autonomy and wants in the delivery of health care. Read "The Belmont Report: Ethical Principles a…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (1)**

    – ## PatientAutonomypowerpoint.docx

    **## PatientAutonomypowerpoint.docx**

    The purpose of this assignment is to examine the foundational principles of medical ethics and the role of patient autonomy and wants in the delivery of health care.

    Read "The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research," "The Nuremberg Code 70 Years Later," and "WMA Declaration of Helsinki – Ethical Principles for Medical Research Involving Human Subjects," all located in the topic Resources.

    Create a 12-14 digital slide presentation that could be shared with other health care professionals. The presentation should address the significance of the following items:

    · Describe the concepts of human dignity, autonomy, patient advocacy, professional responsibility, and informed consent.

    · Discuss the Nuremberg Code and the Declaration of Helsinki, and summarize the events that led up to the development of ethical guidelines for conducting human clinical trials, including Institutional Review Boards (IRBs).

    · Describe three examples of ways "The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research" works to protect special populations (e.g., minors, prisoners, persons with mental illness).

    · Explain the importance of preserving the integrity and human dignity in the care of all patients.

    · Discuss ethical and professional standards as they relate to legal, regulatory, and accreditation compliance within one's scope of practice.

    · Explain the rights of the individual while practicing ethical behavior and moral decision-making when resolving ethical dilemmas.

    Include a title slide, reference slide, and narrative speaker's notes.

    Support the assignment with 2-3 scholarly resources.

    Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

    While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **_Benchmark Information_**

    _This benchmark assignment assesses the following programmatic competencies:_

    _BS Health Sciences_

    _1.3: Explain the importance of preserving integrity and human dignity in the care of all patients. [MC3]_

    _3.1: Identify ethical and professional standards as they relate to legal, regulatory, and accreditation compliance within one's scope of practice. [MC3]_

    _3.4: Practice ethical behavior and moral decision-making when resolving ethical dilemmas. [MC3]_

    **## PatientAutonomypowerpoint.docx**

    The purpose of this assignment is to examine the foundational principles of medical ethics and the role of patient autonomy and wants in the delivery of health care.

    Read "The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research," "The Nuremberg Code 70 Years Later," and "WMA Declaration of Helsinki – Ethical Principles for Medical Research Involving Human Subjects," all located in the topic Resources.

    Create a 12-14 digital slide presentation that could be shared with other health care professionals. The presentation should address the significance of the following items:

    · Describe the concepts of human dignity, autonomy, patient advocacy, professional responsibility, and informed consent.

    · Discuss the Nuremberg Code and the Declaration of Helsinki, and summarize the events that led up to the development of ethical guidelines for conducting human clinical trials, including Institutional Review Boards (IRBs).

    · Describe three examples of ways "The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research" works to protect special populations (e.g., minors, prisoners, persons with mental illness).

    · Explain the importance of preserving the integrity and human dignity in the care of all patients.

    · Discuss ethical and professional standards as they relate to legal, regulatory, and accreditation compliance within one's scope of practice.

    · Explain the rights of the individual while practicing ethical behavior and moral decision-making when resolving ethical dilemmas.

    Include a title slide, reference slide, and narrative speaker's notes.

    Support the assignment with 2-3 scholarly resources.

    Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

    While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **_Benchmark Information_**

    _This benchmark assignment assesses the following programmatic competencies:_

    _BS Health Sciences_

    _1.3: Explain the importance of preserving integrity and human dignity in the care of all patients. [MC3]_

    _3.1: Identify ethical and professional standards as they relate to legal, regulatory, and accreditation compliance within one's scope of practice. [MC3]_

    _3.4: Practice ethical behavior and moral decision-making when resolving ethical dilemmas. [MC3]_

  • [Solved] atmosphere

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Why is the atmosphere important for sustaining life on Earth?

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Why is the atmosphere important for sustaining life on Earth?

  • [Solved] Enviromental Acience

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached. **files (1)** – ## ESA.docx **## ESA.docx** Introduction Renewable energy is the key to a sustainable future. All other forms of non-renewable energy will eventually run out, whether it is oil within the next century or coal within the next several hundred. Renewable energy has a small…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    See attached.

    **files (1)**

    – ## ESA.docx

    **## ESA.docx**

    Introduction

    Renewable energy is the key to a sustainable future. All other forms of non-renewable energy will eventually run out, whether it is oil within the next century or coal within the next several hundred.

    Renewable energy has a smaller environmental impact. The largest impact for many renewable forms is the damage done in getting the materials to make the machinery to harvest the energy. For some, the only other impact is aesthetic (e.g., ugly solar panels, noisy windmills); for others, the impact can be fairly large (e.g., river ecosystem converted to lake by hydroelectric). However, the overall impact is much smaller than fossil fuels or nuclear energy, which has large extraction and waste problems.

    The drawbacks to using renewable energy are availability and economics. Some forms of renewable energy are not readily available in certain locations, such as solar panels in a cloud forest. They might be available in other locations, but at a cost that makes them very uneconomical for the average user. Some forms of renewable energy are uneconomical no matter where they are placed.

    Activity

    This activity will look at the availability and economics of solar power where you live. We will need maps of available sunshine provided by the U.S. government to do this. We are also going to need to know the price of commercially available solar panels. Foremost, though, we will need to know how much electrical energy you use before we estimate the cost of using renewable energy.

    1. [5 points] Identify the major sources of energy used in your home today. For example, do you use electricity, natural gas, propane, and/or heat oil? Identifying what sources you use will come into the discussion later on.

    2. [5 points] Finding out how much electrical energy we use is actually quite easy. All that one needs to do is to either monitor their electric meter for some period of time or review their electrical bills. Either of these two methods will give you the exact amount for how much electricity you use. Using your utility bills or the best estimate, identify the annual costs for all of these energy sources combined. Note, this is how much money you spend over the entire year for energy supporting the operation of your home. For some students, this will be 100% electricity. You can decide to only calculate the value of replacing your current electricity use or instead putting a dollar value on all of the energy sources used in your home over a year (e.g., electric + natural gas).

    Cost of energy = $ ________/yr

    3. [10 points] Using the appropriate cost of electricity from the table below, calculate the annual usage of energy in your home. [For example, if your total annual spending on energy from question 2 was $2400 and you were located in the state of Georgia, then use the conversion 1 kwhr/$0.1395., so that $2400 * (1 kwhr/$0.1395) = 17,204 kwhr]. If your location is not listed, please select a neighboring state or use the national average of 1 kwhr/$0.23. Note the table is in cents, and you want to use dollars.

    Annual Energy Use in Your Home = ____________ kwhr/yr

    Cost of Electricity by State (from Energy Sage
    [https://www.energysage.com/local-data/electricity-cost/#:~:text=How%20much%20does%20electricity%20cost%20by%20state%3F%201,Marketplace%20today%20to%20get%20started%20comparing%20solar%20quotes](https://www.energysage.com/local-data/electricity-cost/). )

    | | | | | | |
    | — | — | — | — | — | — |
    | State | Cost | State | Cost | State | Cost |
    | [Arizona](https://www.energysage.com/local-data/electricity-cost/az/) | 14.74 ¢ / kWh | [Maine](https://www.energysage.com/local-data/electricity-cost/me/) | 21.82 ¢ / kWh | [Ohio](https://www.energysage.com/local-data/electricity-cost/oh/) | 13.90 ¢ / kWh |
    | [Arkansas](https://www.energysage.com/local-data/electricity-cost/ar/) | 13.26 ¢ / kWh | [Maryland](https://www.energysage.com/local-data/electricity-cost/md/) | 14.74 ¢ / kWh | [Oregon](https://www.energysage.com/local-data/electricity-cost/or/) | 13.58 ¢ / kWh |
    | [California](https://www.energysage.com/local-data/electricity-cost/ca/) | 28.38 ¢ / kWh | [Massachusetts](https://www.energysage.com/local-data/electricity-cost/ma/) | 28.36 ¢ / kWh | [Pennsylvania](https://www.energysage.com/local-data/electricity-cost/pa/) | 17.02 ¢ / kWh |
    | [Colorado](https://www.energysage.com/local-data/electricity-cost/co/) | 14.61 ¢ / kWh | [Michigan](https://www.energysage.com/local-data/electricity-cost/mi/) | 18.88 ¢ / kWh | [Rhode Island](https://www.energysage.com/local-data/electricity-cost/ri/) | 21.94 ¢ / kWh |
    | [Connecticut](https://www.energysage.com/local-data/electricity-cost/ct/) | 25.90 ¢ / kWh | [Minnesota](https://www.energysage.com/local-data/electricity-cost/mn/) | 16.05 ¢ / kWh | [South Carolina](https://www.energysage.com/local-data/electricity-cost/sc/) | 13.46 ¢ / kWh |
    | [Florida](https://www.energysage.com/local-data/electricity-cost/fl/) | 15.48 ¢ / kWh | [Missouri](https://www.energysage.com/local-data/electricity-cost/mo/) | 13.16 ¢ / kWh | [Texas](https://www.energysage.com/local-data/electricity-cost/tx/) | 12.79 ¢ / kWh |
    | [Georgia](https://www.energysage.com/local-data/electricity-cost/ga/) | 13.95 ¢ / kWh | [Nevada](https://www.energysage.com/local-data/electricity-cost/nv/) | 14.54 ¢ / kWh | [Utah](https://www.energysage.com/local-data/electricity-cost/ut/) | 12.78 ¢ / kWh |
    | [Idaho](https://www.energysage.com/local-data/electricity-cost/id/) | 10.35 ¢ / kWh | [New Hampshire](https://www.energysage.com/local-data/electricity-cost/nh/) | 27.54 ¢ / kWh | [Virginia](https://www.energysage.com/local-data/electricity-cost/va/) | 14.11 ¢ / kWh |
    | [Illinois](https://www.energysage.com/local-data/electricity-cost/il/) | 14.40 ¢ / kWh | [New Jersey](https://www.energysage.com/local-data/electricity-cost/nj/) | 17.76 ¢ / kWh | [Washington](https://www.energysage.com/local-data/electricity-cost/wa/) | 11.67 ¢ / kWh |
    | [Indiana](https://www.energysage.com/local-data/electricity-cost/in/) | 16.28 ¢ / kWh | [New Mexico](https://www.energysage.com/local-data/electricity-cost/nm/) | 14.95 ¢ / kWh | [Washington D.C.](https://www.energysage.com/local-data/electricity-cost/dc/) | 12.81 ¢ / kWh |
    | [Iowa](https://www.energysage.com/local-data/electricity-cost/ia/) | 13.45 ¢ / kWh | [New York](https://www.energysage.com/local-data/electricity-cost/ny/) | 22.64 ¢ / kWh | [Wisconsin](https://www.energysage.com/local-data/electricity-cost/wi/) | 16.43 ¢ / kWh |
    | [Louisiana](https://www.energysage.com/local-data/electricity-cost/la/) | 12.40 ¢ / kWh | [North Carolina](https://www.energysage.com/local-data/electricity-cost/nc/) | 12.50 ¢ / kWh | | |

    4. [10 points] Now that we have the approximate electrical energy usage per year, we are prepared to investigate the economics of using solar energy in your present location. Use the annual solar radiation map from the National Renewable Energy Labs (
    [https://www.nrel.gov/gis/assets/images/solar-annual-ghi-2018-usa-scale-01.jpg](https://www.nrel.gov/gis/assets/images/solar-annual-ghi-2018-usa-scale-01.jpg)) to find out the average amount of solar energy that strikes a 1-m2 solar panel at your current location. In case the website goes off line, this map is also shared on the next page. Enter this value below as kwhr/m2/day. You can select the midpoint or the maximum of the range for ease of calculation.

    Solar Energy per Day = ___________ kwhr/m2/day

    ![A map of the united states Description automatically generated](https://www.sweetstudy.com/questions/enviromental-acience)

    5. [10 points] Now, multiply the value from response 4 by 365 days in order to calculate Average Annual Solar Energy (AASE) that is striking the surface in a year. State the AASE here in kwhr/m2/yr.

    AASE = ________ kwhr/m2/yr

    6. [10 points] Since most standard solar panels are only about 12% efficient, the AASE needs to be divided by 8 in order to calculate the Average Annual Solar Panel Output (AASPO) a 1-m2 solar panel per year in your area.

    AASPO = ________ kwhr/m2/yr

    7. [10 points] If the total energy needed for your home (response 3) is divided by the AASPO (response 6), you will have estimated the area of solar panels that you need to meet your energy needs for the year. So, calculate Annual Energy Use in Your Home (kwhr/yr) from response 3 / AASPO (kwhr/m2/yr) from response 6.

    Area of solar panels needed = ________ m2

    8. [10 points] Using current price estimates (they vary quite a bit, but $200/m2 from
    [https://www.sunpal-solar.com/info/how-much-does-a-solar-panel-cost-per-square-me-72064318.html](https://www.sunpal-solar.com/info/how-much-does-a-solar-panel-cost-per-square-me-72064318.html)) for solar panels allows you to calculate the price of putting in solar panels. Multiply the area of solar panels needed (m2) from response 7 * $200/m2.

    Cost of solar panels = $ ________

    9. [10 points] Now, go back to response 2 and determine the costs of energy using what you currently pay over the following time frames. To do so, multiply by the number of years.

    10 years at current costs = $ ________ for 10 years

    20 years at current costs = $ ________ for 20 years

    30 years at current costs = $ ________ for 30 years

    10. [10 points] Review the costs of the solar panels (response 8) to the cost estimates over 10, 20, and 30 years (response 9). How do they compare? Is there a time frame when solar panels cost less than paying the current electricity costs?

    11. [10 points] Reflect back on responses to questions 1 and 10. Your home may run on 100% electricity today or you might use some combination of energy sources and in order to convert your home to solar panels, you would also need solutions for heating, appliances, and perhaps others. Also, consider how energy prices continue to increase year-over-year. How do these considerations impact the suitability of solar for you home? Why? (Be sure to offer a thoughtful, paragraph minimum response to this question.)

    ## image2.jpeg

    ## image1.png

    ## oleObject1.bin

    ![image1.png](https://www.sweetstudy.com/questions/enviromental-acience)

    **## ESA.docx**

    Introduction

    Renewable energy is the key to a sustainable future. All other forms of non-renewable energy will eventually run out, whether it is oil within the next century or coal within the next several hundred.

    Renewable energy has a smaller environmental impact. The largest impact for many renewable forms is the damage done in getting the materials to make the machinery to harvest the energy. For some, the only other impact is aesthetic (e.g., ugly solar panels, noisy windmills); for others, the impact can be fairly large (e.g., river ecosystem converted to lake by hydroelectric). However, the overall impact is much smaller than fossil fuels or nuclear energy, which has large extraction and waste problems.

    The drawbacks to using renewable energy are availability and economics. Some forms of renewable energy are not readily available in certain locations, such as solar panels in a cloud forest. They might be available in other locations, but at a cost that makes them very uneconomical for the average user. Some forms of renewable energy are uneconomical no matter where they are placed.

    Activity

    This activity will look at the availability and economics of solar power where you live. We will need maps of available sunshine provided by the U.S. government to do this. We are also going to need to know the price of commercially available solar panels. Foremost, though, we will need to know how much electrical energy you use before we estimate the cost of using renewable energy.

    1. [5 points] Identify the major sources of energy used in your home today. For example, do you use electricity, natural gas, propane, and/or heat oil? Identifying what sources you use will come into the discussion later on.

    2. [5 points] Finding out how much electrical energy we use is actually quite easy. All that one needs to do is to either monitor their electric meter for some period of time or review their electrical bills. Either of these two methods will give you the exact amount for how much electricity you use. Using your utility bills or the best estimate, identify the annual costs for all of these energy sources combined. Note, this is how much money you spend over the entire year for energy supporting the operation of your home. For some students, this will be 100% electricity. You can decide to only calculate the value of replacing your current electricity use or instead putting a dollar value on all of the energy sources used in your home over a year (e.g., electric + natural gas).

    Cost of energy = $ ________/yr

    3. [10 points] Using the appropriate cost of electricity from the table below, calculate the annual usage of energy in your home. [For example, if your total annual spending on energy from question 2 was $2400 and you were located in the state of Georgia, then use the conversion 1 kwhr/$0.1395., so that $2400 * (1 kwhr/$0.1395) = 17,204 kwhr]. If your location is not listed, please select a neighboring state or use the national average of 1 kwhr/$0.23. Note the table is in cents, and you want to use dollars.

    Annual Energy Use in Your Home = ____________ kwhr/yr

    Cost of Electricity by State (from Energy Sage
    [https://www.energysage.com/local-data/electricity-cost/#:~:text=How%20much%20does%20electricity%20cost%20by%20state%3F%201,Marketplace%20today%20to%20get%20started%20comparing%20solar%20quotes](https://www.energysage.com/local-data/electricity-cost/). )

    | | | | | | |
    | — | — | — | — | — | — |
    | State | Cost | State | Cost | State | Cost |
    | [Arizona](https://www.energysage.com/local-data/electricity-cost/az/) | 14.74 ¢ / kWh | [Maine](https://www.energysage.com/local-data/electricity-cost/me/) | 21.82 ¢ / kWh | [Ohio](https://www.energysage.com/local-data/electricity-cost/oh/) | 13.90 ¢ / kWh |
    | [Arkansas](https://www.energysage.com/local-data/electricity-cost/ar/) | 13.26 ¢ / kWh | [Maryland](https://www.energysage.com/local-data/electricity-cost/md/) | 14.74 ¢ / kWh | [Oregon](https://www.energysage.com/local-data/electricity-cost/or/) | 13.58 ¢ / kWh |
    | [California](https://www.energysage.com/local-data/electricity-cost/ca/) | 28.38 ¢ / kWh | [Massachusetts](https://www.energysage.com/local-data/electricity-cost/ma/) | 28.36 ¢ / kWh | [Pennsylvania](https://www.energysage.com/local-data/electricity-cost/pa/) | 17.02 ¢ / kWh |
    | [Colorado](https://www.energysage.com/local-data/electricity-cost/co/) | 14.61 ¢ / kWh | [Michigan](https://www.energysage.com/local-data/electricity-cost/mi/) | 18.88 ¢ / kWh | [Rhode Island](https://www.energysage.com/local-data/electricity-cost/ri/) | 21.94 ¢ / kWh |
    | [Connecticut](https://www.energysage.com/local-data/electricity-cost/ct/) | 25.90 ¢ / kWh | [Minnesota](https://www.energysage.com/local-data/electricity-cost/mn/) | 16.05 ¢ / kWh | [South Carolina](https://www.energysage.com/local-data/electricity-cost/sc/) | 13.46 ¢ / kWh |
    | [Florida](https://www.energysage.com/local-data/electricity-cost/fl/) | 15.48 ¢ / kWh | [Missouri](https://www.energysage.com/local-data/electricity-cost/mo/) | 13.16 ¢ / kWh | [Texas](https://www.energysage.com/local-data/electricity-cost/tx/) | 12.79 ¢ / kWh |
    | [Georgia](https://www.energysage.com/local-data/electricity-cost/ga/) | 13.95 ¢ / kWh | [Nevada](https://www.energysage.com/local-data/electricity-cost/nv/) | 14.54 ¢ / kWh | [Utah](https://www.energysage.com/local-data/electricity-cost/ut/) | 12.78 ¢ / kWh |
    | [Idaho](https://www.energysage.com/local-data/electricity-cost/id/) | 10.35 ¢ / kWh | [New Hampshire](https://www.energysage.com/local-data/electricity-cost/nh/) | 27.54 ¢ / kWh | [Virginia](https://www.energysage.com/local-data/electricity-cost/va/) | 14.11 ¢ / kWh |
    | [Illinois](https://www.energysage.com/local-data/electricity-cost/il/) | 14.40 ¢ / kWh | [New Jersey](https://www.energysage.com/local-data/electricity-cost/nj/) | 17.76 ¢ / kWh | [Washington](https://www.energysage.com/local-data/electricity-cost/wa/) | 11.67 ¢ / kWh |
    | [Indiana](https://www.energysage.com/local-data/electricity-cost/in/) | 16.28 ¢ / kWh | [New Mexico](https://www.energysage.com/local-data/electricity-cost/nm/) | 14.95 ¢ / kWh | [Washington D.C.](https://www.energysage.com/local-data/electricity-cost/dc/) | 12.81 ¢ / kWh |
    | [Iowa](https://www.energysage.com/local-data/electricity-cost/ia/) | 13.45 ¢ / kWh | [New York](https://www.energysage.com/local-data/electricity-cost/ny/) | 22.64 ¢ / kWh | [Wisconsin](https://www.energysage.com/local-data/electricity-cost/wi/) | 16.43 ¢ / kWh |
    | [Louisiana](https://www.energysage.com/local-data/electricity-cost/la/) | 12.40 ¢ / kWh | [North Carolina](https://www.energysage.com/local-data/electricity-cost/nc/) | 12.50 ¢ / kWh | | |

    4. [10 points] Now that we have the approximate electrical energy usage per year, we are prepared to investigate the economics of using solar energy in your present location. Use the annual solar radiation map from the National Renewable Energy Labs (
    [https://www.nrel.gov/gis/assets/images/solar-annual-ghi-2018-usa-scale-01.jpg](https://www.nrel.gov/gis/assets/images/solar-annual-ghi-2018-usa-scale-01.jpg)) to find out the average amount of solar energy that strikes a 1-m2 solar panel at your current location. In case the website goes off line, this map is also shared on the next page. Enter this value below as kwhr/m2/day. You can select the midpoint or the maximum of the range for ease of calculation.

    Solar Energy per Day = ___________ kwhr/m2/day

    ![A map of the united states Description automatically generated](https://www.sweetstudy.com/questions/enviromental-acience)

    5. [10 points] Now, multiply the value from response 4 by 365 days in order to calculate Average Annual Solar Energy (AASE) that is striking the surface in a year. State the AASE here in kwhr/m2/yr.

    AASE = ________ kwhr/m2/yr

    6. [10 points] Since most standard solar panels are only about 12% efficient, the AASE needs to be divided by 8 in order to calculate the Average Annual Solar Panel Output (AASPO) a 1-m2 solar panel per year in your area.

    AASPO = ________ kwhr/m2/yr

    7. [10 points] If the total energy needed for your home (response 3) is divided by the AASPO (response 6), you will have estimated the area of solar panels that you need to meet your energy needs for the year. So, calculate Annual Energy Use in Your Home (kwhr/yr) from response 3 / AASPO (kwhr/m2/yr) from response 6.

    Area of solar panels needed = ________ m2

    8. [10 points] Using current price estimates (they vary quite a bit, but $200/m2 from
    [https://www.sunpal-solar.com/info/how-much-does-a-solar-panel-cost-per-square-me-72064318.html](https://www.sunpal-solar.com/info/how-much-does-a-solar-panel-cost-per-square-me-72064318.html)) for solar panels allows you to calculate the price of putting in solar panels. Multiply the area of solar panels needed (m2) from response 7 * $200/m2.

    Cost of solar panels = $ ________

    9. [10 points] Now, go back to response 2 and determine the costs of energy using what you currently pay over the following time frames. To do so, multiply by the number of years.

    10 years at current costs = $ ________ for 10 years

    20 years at current costs = $ ________ for 20 years

    30 years at current costs = $ ________ for 30 years

    10. [10 points] Review the costs of the solar panels (response 8) to the cost estimates over 10, 20, and 30 years (response 9). How do they compare? Is there a time frame when solar panels cost less than paying the current electricity costs?

    11. [10 points] Reflect back on responses to questions 1 and 10. Your home may run on 100% electricity today or you might use some combination of energy sources and in order to convert your home to solar panels, you would also need solutions for heating, appliances, and perhaps others. Also, consider how energy prices continue to increase year-over-year. How do these considerations impact the suitability of solar for you home? Why? (Be sure to offer a thoughtful, paragraph minimum response to this question.)

    ## image2.jpeg

    ## image1.png

    ## oleObject1.bin

    ![image1.png](https://www.sweetstudy.com/questions/enviromental-acience)

  • [Solved] Please review my project

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please revie my project of 510k medical device submission.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please revie my project of 510k medical device submission.

  • [Solved] Code of Conduct

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I have instructions as the 1 attachment and the others are a reading for the assignment. **files (6)** – ## CodeofEthicsandConduct.docx – ## Ch9part5of5.pdf – Ch9part4of5.pdf – Ch9part1of5.pdf – Ch9part3of5.pdf – Ch9part2of5.pdf **## CodeofEthicsandConduct.docx** The purpose of this assignment is to…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    I have instructions as the 1 attachment and the others are a reading for the assignment.

    **files (6)**

    – ## CodeofEthicsandConduct.docx

    – ## Ch9part5of5.pdf

    – Ch9part4of5.pdf
    – Ch9part1of5.pdf
    – Ch9part3of5.pdf
    – Ch9part2of5.pdf

    **## CodeofEthicsandConduct.docx**

    The purpose of this assignment is to understand how ethics and the law affect a variety of health care professions. The ethical code for each profession demands a high level of honesty, integrity, and responsibility. Professional behavior facilitates the resolution of ethical dilemmas, and each health care professional should have access to the board's code of ethics regulating the specific profession. Personal behavior should be maintained at its highest standards, and health care professionals should comply with all governmental rules and regulations.

    Read the "Poor Judgement" case study, located at the end of Chapter 9 of the textbook, and evaluate the ethical and legal issues in the case.

    Write a 750- to 1,000-word response to the case study by addressing the following:

    · Describe the different ethical codes for health care professionals.

    · Identify whether the chiropractor in the case study violated the professional code of ethics. Explain your rationale.

    · Apply prevailing ethical codes and principles to the case study, and describe how they impact ethical and legal responsibilities.

    · Explain how to minimize bias and develop objectivity based on the different codes of ethics and codes of conduct.

    Support the assignment with 2-3 scholarly resources.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## Ch9part5of5.pdf**

    31305601 – Jones & Bartlett Learning ©

    HELPFUL ADVICE FOR CAREGIVERS
    Helpful advice for caregivers includes the following:

    Break down the barriers between departments and work as a
    team.
    Abide by the ethical code of one’s profession.
    Do not criticize the professional skills of others.
    Maintain complete medical records.
    Provide each patient with medical care comparable with
    national standards.
    Seek the aid of professional medical consultants when
    indicated.
    Obtain informed consent for diagnostic and therapeutic
    procedures.
    Inform the patient of the risks, benefits, and alternatives to
    proposed procedures.
    Practice the specialty in which you have been trained.
    Participate in continuing education programs.
    Keep patient information confidential.
    Check patient equipment regularly and monitor it for safe
    use.
    When terminating a professional relationship, give adequate
    written notice to the patient.
    Authenticate all telephone orders.
    Obtain a qualified substitute when you will be absent from
    your practice.
    Be a good listener and allow each patient sufficient time to
    express fears and anxieties.
    Develop and implement an interdisciplinary plan of care for
    each patient.
    Safely administer patient medications.
    Closely monitor each patient’s response to treatment.
    Provide education and teaching to patients.
    Foster a sense of trust and feeling of significance.
    Communicate with the patient and other caregivers.
    Provide cost-effective care without sacrificing quality.

    31305601 – Jones & Bartlett Learning ©

    31305601 – Jones & Bartlett Learning ©

    CHAPTER REVIEW
    1. The contents of codes of ethics vary depending on the

    risks associated with a particular profession.

    Ethical codes for psychologists, for example, define
    relationships with clients in greater depth because of
    the personal one-to-one relationship they have with
    their clients.

    Practicing outside one’s scope of practice has both
    ethical and legal concerns.

    2. Legislation in many states imposes a duty on hospitals
    to provide emergency care. If the public is aware that a
    hospital furnishes emergency services and relies on that
    knowledge, the hospital has a duty to provide those
    services to the public.

    3. Hospitals are expected to notify specialty on-call
    physicians when their particular skills are required in
    the emergency department. A physician who is on call
    and fails to respond to a request to attend a patient can
    be liable for injuries suffered by the patient because of
    his or her failure to respond.

    4. There can be both ethical and legal repercussions if a
    professional incorrectly interprets a physician’s orders.

    5. A defense that sexual improprieties with clients did not
    take place during treatment sessions is unacceptable
    conduct.

    6. Scope of practice refers to the permissible boundaries
    of practice for healthcare professionals, as is often
    defined in state statutes, which define the actions,
    duties, and limits of professionals in their particular
    roles.

    7. A professional who exceeds his or her scope of practice
    as defined by state practice acts can be found to have
    violated licensure provisions or to have performed tasks
    that are reserved by statute for another healthcare
    professional.

    31305601 – Jones & Bartlett Learning ©

    8. The power and authority to regulate drugs and their
    products, packaging, and distribution rest primarily with
    federal and state governments.

    9. Certification of healthcare professionals is the
    recognition by a governmental or professional
    association that an individual’s expertise meets the
    standards of that group.

    10. Licensure can be defined as the process by which some
    competent authority grants permission to a qualified
    individual or entity to perform certain specified
    activities that would be illegal without a license.

    31305601 – Jones & Bartlett Learning ©

    TEST YOUR UNDERSTANDING

    Terminology
    advanced practice nurse
    certification
    chiropractor
    clinical nurse specialist
    dentist
    dietitian
    float nurse
    laboratory medical technologist
    licensure
    medical assistant
    nonmaleficence
    nurse anesthetist
    nurse midwife
    nurse practitioner
    nursing assistant
    paramedic
    patient care teams
    pharmacist
    physical therapy
    physician assistant
    psychologist
    radiology technologist
    registered nurse
    respiratory therapist
    social worker
    special duty nurse

    31305601 – Jones & Bartlett Learning ©

    REVIEW QUESTIONS
    1. Describe how ethics and the law have an impact on the

    various healthcare professions discussed in this
    chapter.

    2. Discuss the ethical and legal implications of practicing
    outside one’s scope of practice.

    3. Discuss the circumstances under which a hospital has a
    duty to provide emergency services to the public.

    4. Are sexual encounters acceptable with clients as long as
    they do not take place during treatment? Explain your
    answer.

    5. Consider under what circumstances a professional’s
    legal responsibilities may overlap with his or her ethical
    duties.

    6. Describe how and why the scope of practice for various
    professionals (e.g., nurses and pharmacists) is changing.

    7. Discuss what action a caregiver should take, if any, if a
    physician’s written orders appear questionable.

    8. Describe a professional’s responsibilities when a
    patient’s condition takes a turn for the worse.

    9. Describe the difference between the certification and
    licensing of a healthcare professional.

    31305601 – Jones & Bartlett Learning ©

    NOTES
    1. Walter F. Roche, Jr., “City Hospital’s HIV Testing Manipulated,”

    The Baltimore Sun (March 11, 2004).
    http://www.baltimoresun.com/news/maryland/bal-
    lab0311-story.html (accessed July 27, 2018).

    2. Federal Interagency Committee on Emergency Medical
    Services. 2011 National EMS Assessment. Washington, D.C.:
    U.S. Department of Transportation, National Highway Traffic
    Safety Administration, DOT HS 811 723.
    https://www.ems.gov/pdf/811723-National-EMS-
    Assessment-2011.pdf (accessed July 27, 2018).

    3. U.S. Department of Transportation, National Highway Traffic
    Safety Administration (NHTSA), National EMS Scope of
    Practice Model.
    https://www.ems.gov/education/EMSScope.pdf (accessed
    July 27, 2018).

    4. Federal Interagency Committee on Emergency Medical
    Services. 2011 National EMS Assessment. Washington, D.C.:
    U.S. Department of Transportation, National Highway Traffic
    Safety Administration, DOT HS 811 723.
    https://www.ems.gov/pdf/811723-National-EMS-
    Assessment-2011.pdf (accessed July 27, 2018).

    5. NHTSA, National EMS Scope of Practice Model at 9.
    6. Ibid. at 10.
    7. U.S. Drug Enforcement Administration, “Officer Safety Alert:

    Carfenatil: A Dangerous New Factor in the U.S. Opioid Crisis.”
    https://www.dea.gov/divisions/hq/2016/hq092216_attach
    .pdf (accessed July 27, 2018).

    8. NHTSA, National EMS Scope of Practice Model at 23.
    9. Ibid. at 26.

    10. Ibid. at 26.

    11. Ibid. at 27-28.

    12. Morena v. South Hills Health Systems, 462 A.2d 680 (Pa. 1983).

    13. Riffe v. Vereb Ambulance Service, Inc., 650 A.2d 1076 (Pa.
    Super. 1994).

    31305601 – Jones & Bartlett Learning ©

    14. Fraijo v. Hartland Hosp., 160 Cal. Rptr. 252 (Ct. App. 1979).

    15. Institute of Medicine, Keeping Patients Safe: Transforming the
    Work Environment of Nurses. Washington, D.C.: The National
    Academies Press, at 2. Available at
    http://www.nap.edu/openbook.php?isbn=0309090679
    (accessed July 28, 2018).

    16. HHS.gov, “HHS Awards $55.5 Million to Bolster America’s
    Health Care Workforce.” http://wayback.archive-
    it.org/3926/20150618190916/http://www.hhs.gov/news/p
    ress/2013pres/12/20131205a.html (accessed July 28, 2018).

    17. Parija Kavilanz, “Nursing Schools Are Rejecting Thousands of
    Applicants—in the Middle of a Nursing Shortage,” CNN
    Money (April 30, 2018).
    https://money.cnn.com/2018/04/30/news/economy/nurs
    ing-school-rejections/index.html (accessed July 28, 2018).

    18. Ibid.

    19. Jilian Mincer, “Short on Staff: Nursing Crisis Strains U.S.
    Hospitals,” Reuters (October 20, 2017).
    https://www.reuters.com/article/us-usa-healthcare-
    nursing/short-on-staff-nursing-crisis-strains-u-s-
    hospitals-idUSKBN1CP0BD (accessed July 28, 2018).

    20. Code of Federal Regulations, 42 CFR Ch IV, Subpart C, §
    482.23 (b). https://www.gpo.gov/fdsys/granule/CFR-2011-
    title42-vol5/CFR-2011-title42-vol5-part482/content-
    detail.html (accessed July 28, 2018).

    21. Teresa Serratt, Suzanne Meyer, and Susan A. Chapman,
    “Enforcement of Hospital Nurse Staffing Regulations Across
    the United States: Progress or Stalemate?” Policy, Politics, &
    Nursing Practice 15 (2014): 21–29.
    http://journals.sagepub.com/doi/pdf/10.1177/152715441
    4532502 (accessed July 28, 2018).

    22. Department of Health, Education and Welfare, Extending the
    Scope of Nursing Practice: A Report of the Secretary’s
    Committee to Study Roles for Nurses, Pub. No. (HSM) 73-
    2037, 8 (1971).

    23. Adams v. Krueger, 856 P.2d 864 (Idaho 1993).

    24. Ibid. at 867.

    31305601 – Jones & Bartlett Learning ©

    25. Carolyn Buppert, “Reducing Liability Risk When Collaborating
    with Nurse Practitioners,” Medscape (September 1, 2017).
    https://www.medscape.com/viewarticle/884582
    (accessed July 28, 2018).

    26. Debbie LaValley, “Boy Dies After Call to NP for Flu
    Symptoms.” CRICO (February 1, 2012).
    https://www.rmf.harvard.edu/Clinician-Resources/Case-
    Study/2012/Boy-9-Dies-After-Offhours-Call-to-NP-for-Flu-
    Symptoms (accessed July 28, 2018).

    27. Buppert, “Reducing Liability Risk When Collaborating with
    Nurse Practitioners”

    28. New York State Nurses Association, “Position on Statement
    on Floating.” https://www.nysna.org/position-statement-
    floating#.W1zdmS2ZPIE.

    29. The Joint Commission, 2014 Hospital Accreditation
    Standards, LD.03.06.04 at LD–20.

    30. Cignetti v. Camel, 692 S.W.2d 329 (Mo. Ct. App. 1985).

    31. Norton v. Argonaut Insurance Co., 144 So. 2d 249 (La. Ct. App.
    1962).

    32. Tami Dennis, “More Heparin Overdoses, This Time in Texas,”
    Los Angeles Times, July 9, 2008;
    http://latimesblogs.latimes.com/booster_shots/2008/07/
    more-heparin-ov.html.

    33. Harrison v. Axelrod, 599 N.Y.S.2d 96 (N.Y. App. Div. 1993).

    34. Larrimore v. Homeopathic Hospital Association, 181 A.2d 573
    (Del. 1962).

    35. Cafiero v. North Carolina Board of Nursing, 403 S.E.2d 582
    (N.C. Ct. App. 1991).

    36. Ibid. at 584–585.

    37. Goff v. Doctors General Hospital, 333 P.2d 29 (Cal. Ct. App.
    1958).

    38. Koeniguer v. Eckrich, 422 N.W.2d 600 (S.D. 1988).

    39. Eyoma v. Falco, 589 A.2d 653 (N.J. Super. App. Div. 1991).

    31305601 – Jones & Bartlett Learning ©

    40. Ibid. at 655.

    41. Poor Sisters of St. Francis v. Catron, 435 N.E.2d 305 (Ind. Ct.
    App. 1982).

    42. American Chiropractic Association, “Code of Ethics.”
    http://ccodc.org/ethics.html (accessed July 28, 2018).

    43. Susan Berger, “How Safe Are the Vigorous Neck
    Manipulations Done by Chiropractors?” The Washington
    Post. http://www.washingtonpost.com/national/health-
    science/how-safe-are-the-vigorous-neck-manipulations-
    done-by-chiropractors/2014/01/06/26870726-5cf7-11e3-
    bc56-c6ca94801fac_story.html (accessed January 6, 2014).

    44. Ibid.

    45. Ibid.

    46. Poor v. State, No.S-02-472, 266 Neb. 183 (Neb. 2003).

    47. Brown v. Belinfante, 557 S.E.2d 339 (2001).

    48. Melone v. State Education Department, 495 N.Y.S.2d 808 (N.Y.
    App. Div. 1985).

    49. Lowenberg v. Sobol, 594 N.Y.S.2d 874 (N.Y. App. Div. 1993).

    50. Hickman v. Sexton Dental Clinic, 367 S.E.2d 453 (S.C. 1988).

    51. Ibid. at 455–456.

    52. University Hospitals, “Nutrition Services.”
    http://www.uhhospitals.org/services/nutrition-services
    (accessed July 28, 2018).

    53. Massachusetts General Hospital, “Nutrition.”
    http://www.massgeneral.org/nutrition/ (accessed July 28,
    2018).

    54. New York-Presbyterian, “Food and Nutrition.”
    http://www.nyp.org/nutrition (accessed July 28, 2018).

    55. The Joint Commission, 2017 Hospital Accreditation
    Standards, PC.02.02.03 (element 7).

    56. Lambert v. Beverly Enterprises, Inc., 753 F. Supp. 267 (W.D. Ark.
    1990).

    31305601 – Jones & Bartlett Learning ©

    57. J. P. McWhirter and C. R. Pennington, “Incidence and
    Recognition of Malnutrition in Hospital,” British Medical
    Journal 308 (1994): 945–948.
    http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2539799/
    (accessed July 28, 2018).

    58. Fjerstad v. Knutson, 271 N.W.2d 8 (S.D. 1978).

    59. Thomas v. Corso, 288 A.2d 379 (Md. 1972).

    60. Marks v. Mandel, 477 So. 2d 1036 (Fla. Dist. Ct. App. 1985).

    61. Baptist Mem’l Hosp. Sys. v. Sampson, 969 S.W.2d 945, 947 (Tex.
    1998).

    62. Martin C. McWilliams, Jr., and Hamilton E. Russell III, Hospital
    Liability for Torts of Independent Contractor Physicians, 47
    S.C. L. reV. 431, 473 (1996).

    63. Marks v. Mandel.

    64. Ibid. at 1039.

    65. U.S. Food and Drug Administration, “Tests Used in Clinical
    Care.”
    https://www.fda.gov/MedicalDevices/ProductsandMedic
    alProcedures/InVitroDiagnostics/LabTest/default.htm
    (accessed July 28, 2018).

    66. Mike J. Hallworth, “The ‘70%’ Claim: What Is the Evidence
    Base?” Annals of Clinical Biochemistry: International Journal
    of Laboratory Medicine 48 (2011).
    http://journals.sagepub.com/doi/full/10.1258/acb.2011.0
    11177 (accessed July 28, 2018).

    67. American Society for Clinical Laboratory Science (ASCLS),
    “Code of Ethics.” http://www.ascls.org/about-us/code-of-
    ethics (accessed July 28, 2018).

    68. Walter F. Roche, Jr., “City Hospital’s HIV Testing Manipulated,”
    The Baltimore Sun, March 11, 2004,
    http://www.baltimoresun.com/news/maryland/bal-
    lab0311,0,3643424.story.

    69. American Society for Clinical Pathology, State Licensure of
    Laboratory Personnel (Policy Number 05-02).
    http://www.pathologylearning.org/docs/default-

    31305601 – Jones & Bartlett Learning ©

    source/pdf/706df311-5dd9-49de-85bb-8fec4b1149b4.pdf
    (accessed July 28, 2018).

    70. KOMONEWS.com/Associated Press, “Spokane Woman
    Suing over False HIV Diagnosis,” (December 26, 2013).
    http://www.komonews.com/news/local/Spokane-
    woman-suing-over-false-HIV-diagnosis-237318161.html.

    71. Stepp v. Review Board of the Indiana Employment Security
    Division, 521 N.E.2d 350 (Ind. Ct. App. 1988).

    72. Ibid. at 352.

    73. Whirlpool Corp. v. Marshall, 445 U.S. 1 (1980).

    74. Stepp v. Review Board of the Indiana Employment Security
    Division at 353.

    75. Healthcare Careers Guide, “Medical Assistant Scope of
    Practice Varies in Every State.”
    http://www.healthcarecareersguide.com/medical-
    assistant-scope-of-practice/ (accessed July 28, 2018).

    76. Bureau of Labor Statistics, U.S. Department of Labor,
    Occupational Outlook Handbook: Medical Assistants
    [online]. https://www.bls.gov/ooh/healthcare/medical-
    assistants.htm (visited July 23, 2018).

    77. Ibid.

    78. Follett v. Davis, 636 N.E.2d 1282 (Ind. Ct. App. 1994).

    79. Institute of Medicine, To Err Is Human: Building a Safer
    Health System, supra note 1, at 194.

    80. Katie Moisse, “Hospital Errors Common and Underreported,”
    ABC News, April 7, 2011.
    http://abcnews.go.com/Health/hospital-errors-common-
    underreported-study/story?id=13310733.

    81. Jesse C. Vivian, “Generic-Substitution Laws,” U.S. Pharmacist
    (June 19, 2008).
    https://www.uspharmacist.com/article/generic-
    substitution-laws (accessed July 28, 2018).

    82. Baker v. Arbor Drugs, Inc., 544 N.W.2d 727 (Mich. Ct. App.
    1996).

    83. Riff v. Morgan Pharmacy, 508 A.2d 1247 (Pa. Super. Ct. 1986).

    31305601 – Jones & Bartlett Learning ©

    84. Hooks v. McLaughlin, 642 N.E.2d 514 (Ind. 1994).

    85. Ind. Code A4 25-26-13-16(b)(3) (1993).

    86. National Coordinating Council for Medication Error Reporting
    and Prevention, “About Medication Errors.”
    http://www.nccmerp.org/about-medication-errors
    (accessed July 28, 2018).

    87. David M. Benjamin, “Reducing Medication Errors and
    Increasing Patient Safety: Case Studies in Clinical
    Pharmacology,” Journal of Clinical Pharmacology 43 (July
    2013): 768–783.
    https://accp1.onlinelibrary.wiley.com/doi/full/10.1177/0
    091270003254794.

    88. Russell W. Steele, “Medical Error Reduction in Daily Practice,”
    Medscape.
    https://www.medscape.org/viewarticle/447139 (accessed
    July 28, 2018).

    89. Ibid.

    90. Pontiff v. Pecot & Assoc., 780 So. 2d 478 (2001).

    91. American Physical Therapy Association, “Code of Ethics for
    the Physical Therapist.”
    https://www.apta.org/uploadedFiles/APTAorg/About_Us/
    Policies/Ethics/CodeofEthics.pdf (accessed July 28, 2018).

    92. Zucker v. Axelrod, 527 N.Y.S.2d 937 (N.Y. App. Div. 1988).

    93. National Commission on Certification of Physician Assistants
    (NCCPA), “Just Released Data Registers Mobility Trends of
    Certified PAs [Press Release],” (May 22, 2018).
    http://prodcmsstoragesa.blob.core.windows.net/upload
    s/files/PressRelease2017StatisticalReport.pdf (accessed
    July 28, 2018).

    94. Bureau of Labor Statistics, U.S. Department of Labor,
    Occupational Outlook Handbook: Physician Assistants
    [online]. http://www.bls.gov/ooh/Healthcare/Physician-
    assistants.htm (visited July 23, 2018).

    95. Cox v. MA Primary and Urgent Care Clinic, 313 SW 3d 240 –
    Tenn: Supreme Court 2010.

    96. Ibid. at 262.

    31305601 – Jones & Bartlett Learning ©

    97. American Psychological Association (APA), “Ethical Principles
    of Psychologists and Code of Conduct.”
    http://www.apa.org/ethics/code/index.aspx.

    98. Loomis v. Board of Psychologist Exam’rs, 954 P.2d 839 (1998).

    99. APA, “Ethical Principles of Psychologists and Code of
    Conduct.”

    100. Gilmore v. Board of Psychologist Examiners, 725 P.2d 400 (Or.
    Ct. App. 1986).

    101. Ibid. at 204.

    102. Michaels v. Gordon, 439 S.E.2d 722 (Ga. Ct. App. 1993).

    103. Lisa Tortorello, “XRay Technicians: Missing in Malpractice
    Cases,” X-Ray Schools (June 10, 2011).
    http://www.xrayschools.com/articles/xray-technicians-
    missing-in-malpractice-cases.html (accessed July 28,
    2018).

    104. Cockerton v. Mercy Hospital Medical Center 490 N.W.2d 856
    (Iowa Ct. App. 1992).

    105. American Association of Respiratory Care, AARC Statement
    of Ethics and Professional Conduct (Revised 04/2015).
    https://www.aarc.org/wp-
    content/uploads/2017/03/statement-of-ethics.pdf
    (accessed July 28, 2018).

    106. State University v. Young, 566 N.Y.S.2d 79 (N.Y. App. Div.
    1991).

    107. National Association of Social Workers, “Code of Ethics.”
    https://www.socialworkers.org/about/ethics/code-of-
    ethics (accessed July 28, 2018).

    31305601 – Jones & Bartlett Learning ©

    31305601 – Jones & Bartlett Learning ©

    © Fuse/Thinkstock.

    CHAPTER 10

    Physicians’ Ethical
    and Legal Issues

    Observation, Reason, Human Understanding, Courage; these
    make the physician.

    — Martin H. Fischer (1879–1962)

    LEARNING OBJECTIVES

    Upon completion of this chapter, the reader will be able to:

    Apply the Hippocratic Oath to modern codes of medical
    ethics.
    Understand how the law and ethics intertwine in patient
    care.
    Describe common medical errors and ethical issues relative
    to physician practice.
    Describe important guidelines for developing positive
    physician–patient relations.

    31305601 – Jones & Bartlett Learning ©

    31305601 – Jones & Bartlett Learning ©

    31305601 – Jones & Bartlett Learning ©

    INTRODUCTION
    Of all the Hippocratic writings the Oath, in spite of its
    shortness, is perhaps the most interesting to the general
    reader and also to the modern medical man. Whatever its

    origin, it is a landmark in the ethics of medicine.

    —W. H. S. Jones, Ed.

    1

    31305601 – Jones & Bartlett Learning ©

    The Hippocratic Oath
    I swear by Apollo the physician, and Asclepius, and
    Hygieia and Panacea and all the gods and goddesses
    as my witnesses, that, according to my ability and
    judgement, I will keep this Oath and this contract:

    To hold him who taught me this art equally dear to
    me as my parents, to be a partner in life with him, and
    to fulfill his needs when required; to look upon his
    offspring as equals to my own siblings, and to teach
    them this art, if they shall wish to learn it, without fee
    or contract; and that by the set rules, lectures, and
    every other mode of instruction, I will impart a
    knowledge of the art to my own sons, and those of my
    teachers, and to students bound by this contract and
    having sworn this Oath to the law of medicine, but to
    no others.

    I will use those dietary regimens which will benefit
    my patients according to my greatest ability and
    judgement, and I will do no harm or injustice to them.

    I will not give a lethal drug to anyone if I am asked,
    nor will I advise such a plan; and similarly, I will not give
    a woman a pessary to cause an abortion.

    In purity and according to divine law will I carry out
    my life and my art.

    I will not use the knife, even upon those suffering
    from stones, but I will leave this to those who are
    trained in this craft.

    Into whatever homes I go, I will enter them for the
    benefit of the sick, avoiding any voluntary act of
    impropriety or corruption, including the seduction of
    women or men, whether they are free men or slaves.

    Whatever I see or hear in the lives of my patients,
    whether in connection with my professional practice or
    not, which ought not to be spoken of outside, I will
    keep secret, as considering all such things to be
    private.

    So long as I maintain this Oath faithfully and
    without corruption, may it be granted to me to partake
    of life fully and the practice of my art, gaining the
    respect of all men for all time.

    31305601 – Jones & Bartlett Learning ©

    **Ch9part4of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part4of5-pdf)

    **Ch9part1of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part1of5-pdf)

    **Ch9part3of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part3of5-pdf)

    **Ch9part2of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part2of5-pdf)

    **Ch9part2of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part2of5-pdf)

    **## CodeofEthicsandConduct.docx**

    The purpose of this assignment is to understand how ethics and the law affect a variety of health care professions. The ethical code for each profession demands a high level of honesty, integrity, and responsibility. Professional behavior facilitates the resolution of ethical dilemmas, and each health care professional should have access to the board's code of ethics regulating the specific profession. Personal behavior should be maintained at its highest standards, and health care professionals should comply with all governmental rules and regulations.

    Read the "Poor Judgement" case study, located at the end of Chapter 9 of the textbook, and evaluate the ethical and legal issues in the case.

    Write a 750- to 1,000-word response to the case study by addressing the following:

    · Describe the different ethical codes for health care professionals.

    · Identify whether the chiropractor in the case study violated the professional code of ethics. Explain your rationale.

    · Apply prevailing ethical codes and principles to the case study, and describe how they impact ethical and legal responsibilities.

    · Explain how to minimize bias and develop objectivity based on the different codes of ethics and codes of conduct.

    Support the assignment with 2-3 scholarly resources.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## Ch9part5of5.pdf**

    31305601 – Jones & Bartlett Learning ©

    HELPFUL ADVICE FOR CAREGIVERS
    Helpful advice for caregivers includes the following:

    Break down the barriers between departments and work as a
    team.
    Abide by the ethical code of one’s profession.
    Do not criticize the professional skills of others.
    Maintain complete medical records.
    Provide each patient with medical care comparable with
    national standards.
    Seek the aid of professional medical consultants when
    indicated.
    Obtain informed consent for diagnostic and therapeutic
    procedures.
    Inform the patient of the risks, benefits, and alternatives to
    proposed procedures.
    Practice the specialty in which you have been trained.
    Participate in continuing education programs.
    Keep patient information confidential.
    Check patient equipment regularly and monitor it for safe
    use.
    When terminating a professional relationship, give adequate
    written notice to the patient.
    Authenticate all telephone orders.
    Obtain a qualified substitute when you will be absent from
    your practice.
    Be a good listener and allow each patient sufficient time to
    express fears and anxieties.
    Develop and implement an interdisciplinary plan of care for
    each patient.
    Safely administer patient medications.
    Closely monitor each patient’s response to treatment.
    Provide education and teaching to patients.
    Foster a sense of trust and feeling of significance.
    Communicate with the patient and other caregivers.
    Provide cost-effective care without sacrificing quality.

    31305601 – Jones & Bartlett Learning ©

    31305601 – Jones & Bartlett Learning ©

    CHAPTER REVIEW
    1. The contents of codes of ethics vary depending on the

    risks associated with a particular profession.

    Ethical codes for psychologists, for example, define
    relationships with clients in greater depth because of
    the personal one-to-one relationship they have with
    their clients.

    Practicing outside one’s scope of practice has both
    ethical and legal concerns.

    2. Legislation in many states imposes a duty on hospitals
    to provide emergency care. If the public is aware that a
    hospital furnishes emergency services and relies on that
    knowledge, the hospital has a duty to provide those
    services to the public.

    3. Hospitals are expected to notify specialty on-call
    physicians when their particular skills are required in
    the emergency department. A physician who is on call
    and fails to respond to a request to attend a patient can
    be liable for injuries suffered by the patient because of
    his or her failure to respond.

    4. There can be both ethical and legal repercussions if a
    professional incorrectly interprets a physician’s orders.

    5. A defense that sexual improprieties with clients did not
    take place during treatment sessions is unacceptable
    conduct.

    6. Scope of practice refers to the permissible boundaries
    of practice for healthcare professionals, as is often
    defined in state statutes, which define the actions,
    duties, and limits of professionals in their particular
    roles.

    7. A professional who exceeds his or her scope of practice
    as defined by state practice acts can be found to have
    violated licensure provisions or to have performed tasks
    that are reserved by statute for another healthcare
    professional.

    31305601 – Jones & Bartlett Learning ©

    8. The power and authority to regulate drugs and their
    products, packaging, and distribution rest primarily with
    federal and state governments.

    9. Certification of healthcare professionals is the
    recognition by a governmental or professional
    association that an individual’s expertise meets the
    standards of that group.

    10. Licensure can be defined as the process by which some
    competent authority grants permission to a qualified
    individual or entity to perform certain specified
    activities that would be illegal without a license.

    31305601 – Jones & Bartlett Learning ©

    TEST YOUR UNDERSTANDING

    Terminology
    advanced practice nurse
    certification
    chiropractor
    clinical nurse specialist
    dentist
    dietitian
    float nurse
    laboratory medical technologist
    licensure
    medical assistant
    nonmaleficence
    nurse anesthetist
    nurse midwife
    nurse practitioner
    nursing assistant
    paramedic
    patient care teams
    pharmacist
    physical therapy
    physician assistant
    psychologist
    radiology technologist
    registered nurse
    respiratory therapist
    social worker
    special duty nurse

    31305601 – Jones & Bartlett Learning ©

    REVIEW QUESTIONS
    1. Describe how ethics and the law have an impact on the

    various healthcare professions discussed in this
    chapter.

    2. Discuss the ethical and legal implications of practicing
    outside one’s scope of practice.

    3. Discuss the circumstances under which a hospital has a
    duty to provide emergency services to the public.

    4. Are sexual encounters acceptable with clients as long as
    they do not take place during treatment? Explain your
    answer.

    5. Consider under what circumstances a professional’s
    legal responsibilities may overlap with his or her ethical
    duties.

    6. Describe how and why the scope of practice for various
    professionals (e.g., nurses and pharmacists) is changing.

    7. Discuss what action a caregiver should take, if any, if a
    physician’s written orders appear questionable.

    8. Describe a professional’s responsibilities when a
    patient’s condition takes a turn for the worse.

    9. Describe the difference between the certification and
    licensing of a healthcare professional.

    31305601 – Jones & Bartlett Learning ©

    NOTES
    1. Walter F. Roche, Jr., “City Hospital’s HIV Testing Manipulated,”

    The Baltimore Sun (March 11, 2004).
    http://www.baltimoresun.com/news/maryland/bal-
    lab0311-story.html (accessed July 27, 2018).

    2. Federal Interagency Committee on Emergency Medical
    Services. 2011 National EMS Assessment. Washington, D.C.:
    U.S. Department of Transportation, National Highway Traffic
    Safety Administration, DOT HS 811 723.
    https://www.ems.gov/pdf/811723-National-EMS-
    Assessment-2011.pdf (accessed July 27, 2018).

    3. U.S. Department of Transportation, National Highway Traffic
    Safety Administration (NHTSA), National EMS Scope of
    Practice Model.
    https://www.ems.gov/education/EMSScope.pdf (accessed
    July 27, 2018).

    4. Federal Interagency Committee on Emergency Medical
    Services. 2011 National EMS Assessment. Washington, D.C.:
    U.S. Department of Transportation, National Highway Traffic
    Safety Administration, DOT HS 811 723.
    https://www.ems.gov/pdf/811723-National-EMS-
    Assessment-2011.pdf (accessed July 27, 2018).

    5. NHTSA, National EMS Scope of Practice Model at 9.
    6. Ibid. at 10.
    7. U.S. Drug Enforcement Administration, “Officer Safety Alert:

    Carfenatil: A Dangerous New Factor in the U.S. Opioid Crisis.”
    https://www.dea.gov/divisions/hq/2016/hq092216_attach
    .pdf (accessed July 27, 2018).

    8. NHTSA, National EMS Scope of Practice Model at 23.
    9. Ibid. at 26.

    10. Ibid. at 26.

    11. Ibid. at 27-28.

    12. Morena v. South Hills Health Systems, 462 A.2d 680 (Pa. 1983).

    13. Riffe v. Vereb Ambulance Service, Inc., 650 A.2d 1076 (Pa.
    Super. 1994).

    31305601 – Jones & Bartlett Learning ©

    14. Fraijo v. Hartland Hosp., 160 Cal. Rptr. 252 (Ct. App. 1979).

    15. Institute of Medicine, Keeping Patients Safe: Transforming the
    Work Environment of Nurses. Washington, D.C.: The National
    Academies Press, at 2. Available at
    http://www.nap.edu/openbook.php?isbn=0309090679
    (accessed July 28, 2018).

    16. HHS.gov, “HHS Awards $55.5 Million to Bolster America’s
    Health Care Workforce.” http://wayback.archive-
    it.org/3926/20150618190916/http://www.hhs.gov/news/p
    ress/2013pres/12/20131205a.html (accessed July 28, 2018).

    17. Parija Kavilanz, “Nursing Schools Are Rejecting Thousands of
    Applicants—in the Middle of a Nursing Shortage,” CNN
    Money (April 30, 2018).
    https://money.cnn.com/2018/04/30/news/economy/nurs
    ing-school-rejections/index.html (accessed July 28, 2018).

    18. Ibid.

    19. Jilian Mincer, “Short on Staff: Nursing Crisis Strains U.S.
    Hospitals,” Reuters (October 20, 2017).
    https://www.reuters.com/article/us-usa-healthcare-
    nursing/short-on-staff-nursing-crisis-strains-u-s-
    hospitals-idUSKBN1CP0BD (accessed July 28, 2018).

    20. Code of Federal Regulations, 42 CFR Ch IV, Subpart C, §
    482.23 (b). https://www.gpo.gov/fdsys/granule/CFR-2011-
    title42-vol5/CFR-2011-title42-vol5-part482/content-
    detail.html (accessed July 28, 2018).

    21. Teresa Serratt, Suzanne Meyer, and Susan A. Chapman,
    “Enforcement of Hospital Nurse Staffing Regulations Across
    the United States: Progress or Stalemate?” Policy, Politics, &
    Nursing Practice 15 (2014): 21–29.
    http://journals.sagepub.com/doi/pdf/10.1177/152715441
    4532502 (accessed July 28, 2018).

    22. Department of Health, Education and Welfare, Extending the
    Scope of Nursing Practice: A Report of the Secretary’s
    Committee to Study Roles for Nurses, Pub. No. (HSM) 73-
    2037, 8 (1971).

    23. Adams v. Krueger, 856 P.2d 864 (Idaho 1993).

    24. Ibid. at 867.

    31305601 – Jones & Bartlett Learning ©

    25. Carolyn Buppert, “Reducing Liability Risk When Collaborating
    with Nurse Practitioners,” Medscape (September 1, 2017).
    https://www.medscape.com/viewarticle/884582
    (accessed July 28, 2018).

    26. Debbie LaValley, “Boy Dies After Call to NP for Flu
    Symptoms.” CRICO (February 1, 2012).
    https://www.rmf.harvard.edu/Clinician-Resources/Case-
    Study/2012/Boy-9-Dies-After-Offhours-Call-to-NP-for-Flu-
    Symptoms (accessed July 28, 2018).

    27. Buppert, “Reducing Liability Risk When Collaborating with
    Nurse Practitioners”

    28. New York State Nurses Association, “Position on Statement
    on Floating.” https://www.nysna.org/position-statement-
    floating#.W1zdmS2ZPIE.

    29. The Joint Commission, 2014 Hospital Accreditation
    Standards, LD.03.06.04 at LD–20.

    30. Cignetti v. Camel, 692 S.W.2d 329 (Mo. Ct. App. 1985).

    31. Norton v. Argonaut Insurance Co., 144 So. 2d 249 (La. Ct. App.
    1962).

    32. Tami Dennis, “More Heparin Overdoses, This Time in Texas,”
    Los Angeles Times, July 9, 2008;
    http://latimesblogs.latimes.com/booster_shots/2008/07/
    more-heparin-ov.html.

    33. Harrison v. Axelrod, 599 N.Y.S.2d 96 (N.Y. App. Div. 1993).

    34. Larrimore v. Homeopathic Hospital Association, 181 A.2d 573
    (Del. 1962).

    35. Cafiero v. North Carolina Board of Nursing, 403 S.E.2d 582
    (N.C. Ct. App. 1991).

    36. Ibid. at 584–585.

    37. Goff v. Doctors General Hospital, 333 P.2d 29 (Cal. Ct. App.
    1958).

    38. Koeniguer v. Eckrich, 422 N.W.2d 600 (S.D. 1988).

    39. Eyoma v. Falco, 589 A.2d 653 (N.J. Super. App. Div. 1991).

    31305601 – Jones & Bartlett Learning ©

    40. Ibid. at 655.

    41. Poor Sisters of St. Francis v. Catron, 435 N.E.2d 305 (Ind. Ct.
    App. 1982).

    42. American Chiropractic Association, “Code of Ethics.”
    http://ccodc.org/ethics.html (accessed July 28, 2018).

    43. Susan Berger, “How Safe Are the Vigorous Neck
    Manipulations Done by Chiropractors?” The Washington
    Post. http://www.washingtonpost.com/national/health-
    science/how-safe-are-the-vigorous-neck-manipulations-
    done-by-chiropractors/2014/01/06/26870726-5cf7-11e3-
    bc56-c6ca94801fac_story.html (accessed January 6, 2014).

    44. Ibid.

    45. Ibid.

    46. Poor v. State, No.S-02-472, 266 Neb. 183 (Neb. 2003).

    47. Brown v. Belinfante, 557 S.E.2d 339 (2001).

    48. Melone v. State Education Department, 495 N.Y.S.2d 808 (N.Y.
    App. Div. 1985).

    49. Lowenberg v. Sobol, 594 N.Y.S.2d 874 (N.Y. App. Div. 1993).

    50. Hickman v. Sexton Dental Clinic, 367 S.E.2d 453 (S.C. 1988).

    51. Ibid. at 455–456.

    52. University Hospitals, “Nutrition Services.”
    http://www.uhhospitals.org/services/nutrition-services
    (accessed July 28, 2018).

    53. Massachusetts General Hospital, “Nutrition.”
    http://www.massgeneral.org/nutrition/ (accessed July 28,
    2018).

    54. New York-Presbyterian, “Food and Nutrition.”
    http://www.nyp.org/nutrition (accessed July 28, 2018).

    55. The Joint Commission, 2017 Hospital Accreditation
    Standards, PC.02.02.03 (element 7).

    56. Lambert v. Beverly Enterprises, Inc., 753 F. Supp. 267 (W.D. Ark.
    1990).

    31305601 – Jones & Bartlett Learning ©

    57. J. P. McWhirter and C. R. Pennington, “Incidence and
    Recognition of Malnutrition in Hospital,” British Medical
    Journal 308 (1994): 945–948.
    http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2539799/
    (accessed July 28, 2018).

    58. Fjerstad v. Knutson, 271 N.W.2d 8 (S.D. 1978).

    59. Thomas v. Corso, 288 A.2d 379 (Md. 1972).

    60. Marks v. Mandel, 477 So. 2d 1036 (Fla. Dist. Ct. App. 1985).

    61. Baptist Mem’l Hosp. Sys. v. Sampson, 969 S.W.2d 945, 947 (Tex.
    1998).

    62. Martin C. McWilliams, Jr., and Hamilton E. Russell III, Hospital
    Liability for Torts of Independent Contractor Physicians, 47
    S.C. L. reV. 431, 473 (1996).

    63. Marks v. Mandel.

    64. Ibid. at 1039.

    65. U.S. Food and Drug Administration, “Tests Used in Clinical
    Care.”
    https://www.fda.gov/MedicalDevices/ProductsandMedic
    alProcedures/InVitroDiagnostics/LabTest/default.htm
    (accessed July 28, 2018).

    66. Mike J. Hallworth, “The ‘70%’ Claim: What Is the Evidence
    Base?” Annals of Clinical Biochemistry: International Journal
    of Laboratory Medicine 48 (2011).
    http://journals.sagepub.com/doi/full/10.1258/acb.2011.0
    11177 (accessed July 28, 2018).

    67. American Society for Clinical Laboratory Science (ASCLS),
    “Code of Ethics.” http://www.ascls.org/about-us/code-of-
    ethics (accessed July 28, 2018).

    68. Walter F. Roche, Jr., “City Hospital’s HIV Testing Manipulated,”
    The Baltimore Sun, March 11, 2004,
    http://www.baltimoresun.com/news/maryland/bal-
    lab0311,0,3643424.story.

    69. American Society for Clinical Pathology, State Licensure of
    Laboratory Personnel (Policy Number 05-02).
    http://www.pathologylearning.org/docs/default-

    31305601 – Jones & Bartlett Learning ©

    source/pdf/706df311-5dd9-49de-85bb-8fec4b1149b4.pdf
    (accessed July 28, 2018).

    70. KOMONEWS.com/Associated Press, “Spokane Woman
    Suing over False HIV Diagnosis,” (December 26, 2013).
    http://www.komonews.com/news/local/Spokane-
    woman-suing-over-false-HIV-diagnosis-237318161.html.

    71. Stepp v. Review Board of the Indiana Employment Security
    Division, 521 N.E.2d 350 (Ind. Ct. App. 1988).

    72. Ibid. at 352.

    73. Whirlpool Corp. v. Marshall, 445 U.S. 1 (1980).

    74. Stepp v. Review Board of the Indiana Employment Security
    Division at 353.

    75. Healthcare Careers Guide, “Medical Assistant Scope of
    Practice Varies in Every State.”
    http://www.healthcarecareersguide.com/medical-
    assistant-scope-of-practice/ (accessed July 28, 2018).

    76. Bureau of Labor Statistics, U.S. Department of Labor,
    Occupational Outlook Handbook: Medical Assistants
    [online]. https://www.bls.gov/ooh/healthcare/medical-
    assistants.htm (visited July 23, 2018).

    77. Ibid.

    78. Follett v. Davis, 636 N.E.2d 1282 (Ind. Ct. App. 1994).

    79. Institute of Medicine, To Err Is Human: Building a Safer
    Health System, supra note 1, at 194.

    80. Katie Moisse, “Hospital Errors Common and Underreported,”
    ABC News, April 7, 2011.
    http://abcnews.go.com/Health/hospital-errors-common-
    underreported-study/story?id=13310733.

    81. Jesse C. Vivian, “Generic-Substitution Laws,” U.S. Pharmacist
    (June 19, 2008).
    https://www.uspharmacist.com/article/generic-
    substitution-laws (accessed July 28, 2018).

    82. Baker v. Arbor Drugs, Inc., 544 N.W.2d 727 (Mich. Ct. App.
    1996).

    83. Riff v. Morgan Pharmacy, 508 A.2d 1247 (Pa. Super. Ct. 1986).

    31305601 – Jones & Bartlett Learning ©

    84. Hooks v. McLaughlin, 642 N.E.2d 514 (Ind. 1994).

    85. Ind. Code A4 25-26-13-16(b)(3) (1993).

    86. National Coordinating Council for Medication Error Reporting
    and Prevention, “About Medication Errors.”
    http://www.nccmerp.org/about-medication-errors
    (accessed July 28, 2018).

    87. David M. Benjamin, “Reducing Medication Errors and
    Increasing Patient Safety: Case Studies in Clinical
    Pharmacology,” Journal of Clinical Pharmacology 43 (July
    2013): 768–783.
    https://accp1.onlinelibrary.wiley.com/doi/full/10.1177/0
    091270003254794.

    88. Russell W. Steele, “Medical Error Reduction in Daily Practice,”
    Medscape.
    https://www.medscape.org/viewarticle/447139 (accessed
    July 28, 2018).

    89. Ibid.

    90. Pontiff v. Pecot & Assoc., 780 So. 2d 478 (2001).

    91. American Physical Therapy Association, “Code of Ethics for
    the Physical Therapist.”
    https://www.apta.org/uploadedFiles/APTAorg/About_Us/
    Policies/Ethics/CodeofEthics.pdf (accessed July 28, 2018).

    92. Zucker v. Axelrod, 527 N.Y.S.2d 937 (N.Y. App. Div. 1988).

    93. National Commission on Certification of Physician Assistants
    (NCCPA), “Just Released Data Registers Mobility Trends of
    Certified PAs [Press Release],” (May 22, 2018).
    http://prodcmsstoragesa.blob.core.windows.net/upload
    s/files/PressRelease2017StatisticalReport.pdf (accessed
    July 28, 2018).

    94. Bureau of Labor Statistics, U.S. Department of Labor,
    Occupational Outlook Handbook: Physician Assistants
    [online]. http://www.bls.gov/ooh/Healthcare/Physician-
    assistants.htm (visited July 23, 2018).

    95. Cox v. MA Primary and Urgent Care Clinic, 313 SW 3d 240 –
    Tenn: Supreme Court 2010.

    96. Ibid. at 262.

    31305601 – Jones & Bartlett Learning ©

    97. American Psychological Association (APA), “Ethical Principles
    of Psychologists and Code of Conduct.”
    http://www.apa.org/ethics/code/index.aspx.

    98. Loomis v. Board of Psychologist Exam’rs, 954 P.2d 839 (1998).

    99. APA, “Ethical Principles of Psychologists and Code of
    Conduct.”

    100. Gilmore v. Board of Psychologist Examiners, 725 P.2d 400 (Or.
    Ct. App. 1986).

    101. Ibid. at 204.

    102. Michaels v. Gordon, 439 S.E.2d 722 (Ga. Ct. App. 1993).

    103. Lisa Tortorello, “XRay Technicians: Missing in Malpractice
    Cases,” X-Ray Schools (June 10, 2011).
    http://www.xrayschools.com/articles/xray-technicians-
    missing-in-malpractice-cases.html (accessed July 28,
    2018).

    104. Cockerton v. Mercy Hospital Medical Center 490 N.W.2d 856
    (Iowa Ct. App. 1992).

    105. American Association of Respiratory Care, AARC Statement
    of Ethics and Professional Conduct (Revised 04/2015).
    https://www.aarc.org/wp-
    content/uploads/2017/03/statement-of-ethics.pdf
    (accessed July 28, 2018).

    106. State University v. Young, 566 N.Y.S.2d 79 (N.Y. App. Div.
    1991).

    107. National Association of Social Workers, “Code of Ethics.”
    https://www.socialworkers.org/about/ethics/code-of-
    ethics (accessed July 28, 2018).

    31305601 – Jones & Bartlett Learning ©

    31305601 – Jones & Bartlett Learning ©

    © Fuse/Thinkstock.

    CHAPTER 10

    Physicians’ Ethical
    and Legal Issues

    Observation, Reason, Human Understanding, Courage; these
    make the physician.

    — Martin H. Fischer (1879–1962)

    LEARNING OBJECTIVES

    Upon completion of this chapter, the reader will be able to:

    Apply the Hippocratic Oath to modern codes of medical
    ethics.
    Understand how the law and ethics intertwine in patient
    care.
    Describe common medical errors and ethical issues relative
    to physician practice.
    Describe important guidelines for developing positive
    physician–patient relations.

    31305601 – Jones & Bartlett Learning ©

    31305601 – Jones & Bartlett Learning ©

    31305601 – Jones & Bartlett Learning ©

    INTRODUCTION
    Of all the Hippocratic writings the Oath, in spite of its
    shortness, is perhaps the most interesting to the general
    reader and also to the modern medical man. Whatever its

    origin, it is a landmark in the ethics of medicine.

    —W. H. S. Jones, Ed.

    1

    31305601 – Jones & Bartlett Learning ©

    The Hippocratic Oath
    I swear by Apollo the physician, and Asclepius, and
    Hygieia and Panacea and all the gods and goddesses
    as my witnesses, that, according to my ability and
    judgement, I will keep this Oath and this contract:

    To hold him who taught me this art equally dear to
    me as my parents, to be a partner in life with him, and
    to fulfill his needs when required; to look upon his
    offspring as equals to my own siblings, and to teach
    them this art, if they shall wish to learn it, without fee
    or contract; and that by the set rules, lectures, and
    every other mode of instruction, I will impart a
    knowledge of the art to my own sons, and those of my
    teachers, and to students bound by this contract and
    having sworn this Oath to the law of medicine, but to
    no others.

    I will use those dietary regimens which will benefit
    my patients according to my greatest ability and
    judgement, and I will do no harm or injustice to them.

    I will not give a lethal drug to anyone if I am asked,
    nor will I advise such a plan; and similarly, I will not give
    a woman a pessary to cause an abortion.

    In purity and according to divine law will I carry out
    my life and my art.

    I will not use the knife, even upon those suffering
    from stones, but I will leave this to those who are
    trained in this craft.

    Into whatever homes I go, I will enter them for the
    benefit of the sick, avoiding any voluntary act of
    impropriety or corruption, including the seduction of
    women or men, whether they are free men or slaves.

    Whatever I see or hear in the lives of my patients,
    whether in connection with my professional practice or
    not, which ought not to be spoken of outside, I will
    keep secret, as considering all such things to be
    private.

    So long as I maintain this Oath faithfully and
    without corruption, may it be granted to me to partake
    of life fully and the practice of my art, gaining the
    respect of all men for all time.

    31305601 – Jones & Bartlett Learning ©

    **Ch9part4of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part4of5-pdf)

    **Ch9part1of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part1of5-pdf)

    **Ch9part3of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part3of5-pdf)

    **Ch9part2of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part2of5-pdf)

    **## CodeofEthicsandConduct.docx**

    The purpose of this assignment is to understand how ethics and the law affect a variety of health care professions. The ethical code for each profession demands a high level of honesty, integrity, and responsibility. Professional behavior facilitates the resolution of ethical dilemmas, and each health care professional should have access to the board's code of ethics regulating the specific profession. Personal behavior should be maintained at its highest standards, and health care professionals should comply with all governmental rules and regulations.

    Read the "Poor Judgement" case study, located at the end of Chapter 9 of the textbook, and evaluate the ethical and legal issues in the case.

    Write a 750- to 1,000-word response to the case study by addressing the following:

    · Describe the different ethical codes for health care professionals.

    · Identify whether the chiropractor in the case study violated the professional code of ethics. Explain your rationale.

    · Apply prevailing ethical codes and principles to the case study, and describe how they impact ethical and legal responsibilities.

    · Explain how to minimize bias and develop objectivity based on the different codes of ethics and codes of conduct.

    Support the assignment with 2-3 scholarly resources.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## Ch9part5of5.pdf**

    31305601 – Jones & Bartlett Learning ©

    HELPFUL ADVICE FOR CAREGIVERS
    Helpful advice for caregivers includes the following:

    Break down the barriers between departments and work as a
    team.
    Abide by the ethical code of one’s profession.
    Do not criticize the professional skills of others.
    Maintain complete medical records.
    Provide each patient with medical care comparable with
    national standards.
    Seek the aid of professional medical consultants when
    indicated.
    Obtain informed consent for diagnostic and therapeutic
    procedures.
    Inform the patient of the risks, benefits, and alternatives to
    proposed procedures.
    Practice the specialty in which you have been trained.
    Participate in continuing education programs.
    Keep patient information confidential.
    Check patient equipment regularly and monitor it for safe
    use.
    When terminating a professional relationship, give adequate
    written notice to the patient.
    Authenticate all telephone orders.
    Obtain a qualified substitute when you will be absent from
    your practice.
    Be a good listener and allow each patient sufficient time to
    express fears and anxieties.
    Develop and implement an interdisciplinary plan of care for
    each patient.
    Safely administer patient medications.
    Closely monitor each patient’s response to treatment.
    Provide education and teaching to patients.
    Foster a sense of trust and feeling of significance.
    Communicate with the patient and other caregivers.
    Provide cost-effective care without sacrificing quality.

    31305601 – Jones & Bartlett Learning ©

    31305601 – Jones & Bartlett Learning ©

    CHAPTER REVIEW
    1. The contents of codes of ethics vary depending on the

    risks associated with a particular profession.

    Ethical codes for psychologists, for example, define
    relationships with clients in greater depth because of
    the personal one-to-one relationship they have with
    their clients.

    Practicing outside one’s scope of practice has both
    ethical and legal concerns.

    2. Legislation in many states imposes a duty on hospitals
    to provide emergency care. If the public is aware that a
    hospital furnishes emergency services and relies on that
    knowledge, the hospital has a duty to provide those
    services to the public.

    3. Hospitals are expected to notify specialty on-call
    physicians when their particular skills are required in
    the emergency department. A physician who is on call
    and fails to respond to a request to attend a patient can
    be liable for injuries suffered by the patient because of
    his or her failure to respond.

    4. There can be both ethical and legal repercussions if a
    professional incorrectly interprets a physician’s orders.

    5. A defense that sexual improprieties with clients did not
    take place during treatment sessions is unacceptable
    conduct.

    6. Scope of practice refers to the permissible boundaries
    of practice for healthcare professionals, as is often
    defined in state statutes, which define the actions,
    duties, and limits of professionals in their particular
    roles.

    7. A professional who exceeds his or her scope of practice
    as defined by state practice acts can be found to have
    violated licensure provisions or to have performed tasks
    that are reserved by statute for another healthcare
    professional.

    31305601 – Jones & Bartlett Learning ©

    8. The power and authority to regulate drugs and their
    products, packaging, and distribution rest primarily with
    federal and state governments.

    9. Certification of healthcare professionals is the
    recognition by a governmental or professional
    association that an individual’s expertise meets the
    standards of that group.

    10. Licensure can be defined as the process by which some
    competent authority grants permission to a qualified
    individual or entity to perform certain specified
    activities that would be illegal without a license.

    31305601 – Jones & Bartlett Learning ©

    TEST YOUR UNDERSTANDING

    Terminology
    advanced practice nurse
    certification
    chiropractor
    clinical nurse specialist
    dentist
    dietitian
    float nurse
    laboratory medical technologist
    licensure
    medical assistant
    nonmaleficence
    nurse anesthetist
    nurse midwife
    nurse practitioner
    nursing assistant
    paramedic
    patient care teams
    pharmacist
    physical therapy
    physician assistant
    psychologist
    radiology technologist
    registered nurse
    respiratory therapist
    social worker
    special duty nurse

    31305601 – Jones & Bartlett Learning ©

    REVIEW QUESTIONS
    1. Describe how ethics and the law have an impact on the

    various healthcare professions discussed in this
    chapter.

    2. Discuss the ethical and legal implications of practicing
    outside one’s scope of practice.

    3. Discuss the circumstances under which a hospital has a
    duty to provide emergency services to the public.

    4. Are sexual encounters acceptable with clients as long as
    they do not take place during treatment? Explain your
    answer.

    5. Consider under what circumstances a professional’s
    legal responsibilities may overlap with his or her ethical
    duties.

    6. Describe how and why the scope of practice for various
    professionals (e.g., nurses and pharmacists) is changing.

    7. Discuss what action a caregiver should take, if any, if a
    physician’s written orders appear questionable.

    8. Describe a professional’s responsibilities when a
    patient’s condition takes a turn for the worse.

    9. Describe the difference between the certification and
    licensing of a healthcare professional.

    31305601 – Jones & Bartlett Learning ©

    NOTES
    1. Walter F. Roche, Jr., “City Hospital’s HIV Testing Manipulated,”

    The Baltimore Sun (March 11, 2004).
    http://www.baltimoresun.com/news/maryland/bal-
    lab0311-story.html (accessed July 27, 2018).

    2. Federal Interagency Committee on Emergency Medical
    Services. 2011 National EMS Assessment. Washington, D.C.:
    U.S. Department of Transportation, National Highway Traffic
    Safety Administration, DOT HS 811 723.
    https://www.ems.gov/pdf/811723-National-EMS-
    Assessment-2011.pdf (accessed July 27, 2018).

    3. U.S. Department of Transportation, National Highway Traffic
    Safety Administration (NHTSA), National EMS Scope of
    Practice Model.
    https://www.ems.gov/education/EMSScope.pdf (accessed
    July 27, 2018).

    4. Federal Interagency Committee on Emergency Medical
    Services. 2011 National EMS Assessment. Washington, D.C.:
    U.S. Department of Transportation, National Highway Traffic
    Safety Administration, DOT HS 811 723.
    https://www.ems.gov/pdf/811723-National-EMS-
    Assessment-2011.pdf (accessed July 27, 2018).

    5. NHTSA, National EMS Scope of Practice Model at 9.
    6. Ibid. at 10.
    7. U.S. Drug Enforcement Administration, “Officer Safety Alert:

    Carfenatil: A Dangerous New Factor in the U.S. Opioid Crisis.”
    https://www.dea.gov/divisions/hq/2016/hq092216_attach
    .pdf (accessed July 27, 2018).

    8. NHTSA, National EMS Scope of Practice Model at 23.
    9. Ibid. at 26.

    10. Ibid. at 26.

    11. Ibid. at 27-28.

    12. Morena v. South Hills Health Systems, 462 A.2d 680 (Pa. 1983).

    13. Riffe v. Vereb Ambulance Service, Inc., 650 A.2d 1076 (Pa.
    Super. 1994).

    31305601 – Jones & Bartlett Learning ©

    14. Fraijo v. Hartland Hosp., 160 Cal. Rptr. 252 (Ct. App. 1979).

    15. Institute of Medicine, Keeping Patients Safe: Transforming the
    Work Environment of Nurses. Washington, D.C.: The National
    Academies Press, at 2. Available at
    http://www.nap.edu/openbook.php?isbn=0309090679
    (accessed July 28, 2018).

    16. HHS.gov, “HHS Awards $55.5 Million to Bolster America’s
    Health Care Workforce.” http://wayback.archive-
    it.org/3926/20150618190916/http://www.hhs.gov/news/p
    ress/2013pres/12/20131205a.html (accessed July 28, 2018).

    17. Parija Kavilanz, “Nursing Schools Are Rejecting Thousands of
    Applicants—in the Middle of a Nursing Shortage,” CNN
    Money (April 30, 2018).
    https://money.cnn.com/2018/04/30/news/economy/nurs
    ing-school-rejections/index.html (accessed July 28, 2018).

    18. Ibid.

    19. Jilian Mincer, “Short on Staff: Nursing Crisis Strains U.S.
    Hospitals,” Reuters (October 20, 2017).
    https://www.reuters.com/article/us-usa-healthcare-
    nursing/short-on-staff-nursing-crisis-strains-u-s-
    hospitals-idUSKBN1CP0BD (accessed July 28, 2018).

    20. Code of Federal Regulations, 42 CFR Ch IV, Subpart C, §
    482.23 (b). https://www.gpo.gov/fdsys/granule/CFR-2011-
    title42-vol5/CFR-2011-title42-vol5-part482/content-
    detail.html (accessed July 28, 2018).

    21. Teresa Serratt, Suzanne Meyer, and Susan A. Chapman,
    “Enforcement of Hospital Nurse Staffing Regulations Across
    the United States: Progress or Stalemate?” Policy, Politics, &
    Nursing Practice 15 (2014): 21–29.
    http://journals.sagepub.com/doi/pdf/10.1177/152715441
    4532502 (accessed July 28, 2018).

    22. Department of Health, Education and Welfare, Extending the
    Scope of Nursing Practice: A Report of the Secretary’s
    Committee to Study Roles for Nurses, Pub. No. (HSM) 73-
    2037, 8 (1971).

    23. Adams v. Krueger, 856 P.2d 864 (Idaho 1993).

    24. Ibid. at 867.

    31305601 – Jones & Bartlett Learning ©

    25. Carolyn Buppert, “Reducing Liability Risk When Collaborating
    with Nurse Practitioners,” Medscape (September 1, 2017).
    https://www.medscape.com/viewarticle/884582
    (accessed July 28, 2018).

    26. Debbie LaValley, “Boy Dies After Call to NP for Flu
    Symptoms.” CRICO (February 1, 2012).
    https://www.rmf.harvard.edu/Clinician-Resources/Case-
    Study/2012/Boy-9-Dies-After-Offhours-Call-to-NP-for-Flu-
    Symptoms (accessed July 28, 2018).

    27. Buppert, “Reducing Liability Risk When Collaborating with
    Nurse Practitioners”

    28. New York State Nurses Association, “Position on Statement
    on Floating.” https://www.nysna.org/position-statement-
    floating#.W1zdmS2ZPIE.

    29. The Joint Commission, 2014 Hospital Accreditation
    Standards, LD.03.06.04 at LD–20.

    30. Cignetti v. Camel, 692 S.W.2d 329 (Mo. Ct. App. 1985).

    31. Norton v. Argonaut Insurance Co., 144 So. 2d 249 (La. Ct. App.
    1962).

    32. Tami Dennis, “More Heparin Overdoses, This Time in Texas,”
    Los Angeles Times, July 9, 2008;
    http://latimesblogs.latimes.com/booster_shots/2008/07/
    more-heparin-ov.html.

    33. Harrison v. Axelrod, 599 N.Y.S.2d 96 (N.Y. App. Div. 1993).

    34. Larrimore v. Homeopathic Hospital Association, 181 A.2d 573
    (Del. 1962).

    35. Cafiero v. North Carolina Board of Nursing, 403 S.E.2d 582
    (N.C. Ct. App. 1991).

    36. Ibid. at 584–585.

    37. Goff v. Doctors General Hospital, 333 P.2d 29 (Cal. Ct. App.
    1958).

    38. Koeniguer v. Eckrich, 422 N.W.2d 600 (S.D. 1988).

    39. Eyoma v. Falco, 589 A.2d 653 (N.J. Super. App. Div. 1991).

    31305601 – Jones & Bartlett Learning ©

    40. Ibid. at 655.

    41. Poor Sisters of St. Francis v. Catron, 435 N.E.2d 305 (Ind. Ct.
    App. 1982).

    42. American Chiropractic Association, “Code of Ethics.”
    http://ccodc.org/ethics.html (accessed July 28, 2018).

    43. Susan Berger, “How Safe Are the Vigorous Neck
    Manipulations Done by Chiropractors?” The Washington
    Post. http://www.washingtonpost.com/national/health-
    science/how-safe-are-the-vigorous-neck-manipulations-
    done-by-chiropractors/2014/01/06/26870726-5cf7-11e3-
    bc56-c6ca94801fac_story.html (accessed January 6, 2014).

    44. Ibid.

    45. Ibid.

    46. Poor v. State, No.S-02-472, 266 Neb. 183 (Neb. 2003).

    47. Brown v. Belinfante, 557 S.E.2d 339 (2001).

    48. Melone v. State Education Department, 495 N.Y.S.2d 808 (N.Y.
    App. Div. 1985).

    49. Lowenberg v. Sobol, 594 N.Y.S.2d 874 (N.Y. App. Div. 1993).

    50. Hickman v. Sexton Dental Clinic, 367 S.E.2d 453 (S.C. 1988).

    51. Ibid. at 455–456.

    52. University Hospitals, “Nutrition Services.”
    http://www.uhhospitals.org/services/nutrition-services
    (accessed July 28, 2018).

    53. Massachusetts General Hospital, “Nutrition.”
    http://www.massgeneral.org/nutrition/ (accessed July 28,
    2018).

    54. New York-Presbyterian, “Food and Nutrition.”
    http://www.nyp.org/nutrition (accessed July 28, 2018).

    55. The Joint Commission, 2017 Hospital Accreditation
    Standards, PC.02.02.03 (element 7).

    56. Lambert v. Beverly Enterprises, Inc., 753 F. Supp. 267 (W.D. Ark.
    1990).

    31305601 – Jones & Bartlett Learning ©

    57. J. P. McWhirter and C. R. Pennington, “Incidence and
    Recognition of Malnutrition in Hospital,” British Medical
    Journal 308 (1994): 945–948.
    http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2539799/
    (accessed July 28, 2018).

    58. Fjerstad v. Knutson, 271 N.W.2d 8 (S.D. 1978).

    59. Thomas v. Corso, 288 A.2d 379 (Md. 1972).

    60. Marks v. Mandel, 477 So. 2d 1036 (Fla. Dist. Ct. App. 1985).

    61. Baptist Mem’l Hosp. Sys. v. Sampson, 969 S.W.2d 945, 947 (Tex.
    1998).

    62. Martin C. McWilliams, Jr., and Hamilton E. Russell III, Hospital
    Liability for Torts of Independent Contractor Physicians, 47
    S.C. L. reV. 431, 473 (1996).

    63. Marks v. Mandel.

    64. Ibid. at 1039.

    65. U.S. Food and Drug Administration, “Tests Used in Clinical
    Care.”
    https://www.fda.gov/MedicalDevices/ProductsandMedic
    alProcedures/InVitroDiagnostics/LabTest/default.htm
    (accessed July 28, 2018).

    66. Mike J. Hallworth, “The ‘70%’ Claim: What Is the Evidence
    Base?” Annals of Clinical Biochemistry: International Journal
    of Laboratory Medicine 48 (2011).
    http://journals.sagepub.com/doi/full/10.1258/acb.2011.0
    11177 (accessed July 28, 2018).

    67. American Society for Clinical Laboratory Science (ASCLS),
    “Code of Ethics.” http://www.ascls.org/about-us/code-of-
    ethics (accessed July 28, 2018).

    68. Walter F. Roche, Jr., “City Hospital’s HIV Testing Manipulated,”
    The Baltimore Sun, March 11, 2004,
    http://www.baltimoresun.com/news/maryland/bal-
    lab0311,0,3643424.story.

    69. American Society for Clinical Pathology, State Licensure of
    Laboratory Personnel (Policy Number 05-02).
    http://www.pathologylearning.org/docs/default-

    31305601 – Jones & Bartlett Learning ©

    source/pdf/706df311-5dd9-49de-85bb-8fec4b1149b4.pdf
    (accessed July 28, 2018).

    70. KOMONEWS.com/Associated Press, “Spokane Woman
    Suing over False HIV Diagnosis,” (December 26, 2013).
    http://www.komonews.com/news/local/Spokane-
    woman-suing-over-false-HIV-diagnosis-237318161.html.

    71. Stepp v. Review Board of the Indiana Employment Security
    Division, 521 N.E.2d 350 (Ind. Ct. App. 1988).

    72. Ibid. at 352.

    73. Whirlpool Corp. v. Marshall, 445 U.S. 1 (1980).

    74. Stepp v. Review Board of the Indiana Employment Security
    Division at 353.

    75. Healthcare Careers Guide, “Medical Assistant Scope of
    Practice Varies in Every State.”
    http://www.healthcarecareersguide.com/medical-
    assistant-scope-of-practice/ (accessed July 28, 2018).

    76. Bureau of Labor Statistics, U.S. Department of Labor,
    Occupational Outlook Handbook: Medical Assistants
    [online]. https://www.bls.gov/ooh/healthcare/medical-
    assistants.htm (visited July 23, 2018).

    77. Ibid.

    78. Follett v. Davis, 636 N.E.2d 1282 (Ind. Ct. App. 1994).

    79. Institute of Medicine, To Err Is Human: Building a Safer
    Health System, supra note 1, at 194.

    80. Katie Moisse, “Hospital Errors Common and Underreported,”
    ABC News, April 7, 2011.
    http://abcnews.go.com/Health/hospital-errors-common-
    underreported-study/story?id=13310733.

    81. Jesse C. Vivian, “Generic-Substitution Laws,” U.S. Pharmacist
    (June 19, 2008).
    https://www.uspharmacist.com/article/generic-
    substitution-laws (accessed July 28, 2018).

    82. Baker v. Arbor Drugs, Inc., 544 N.W.2d 727 (Mich. Ct. App.
    1996).

    83. Riff v. Morgan Pharmacy, 508 A.2d 1247 (Pa. Super. Ct. 1986).

    31305601 – Jones & Bartlett Learning ©

    84. Hooks v. McLaughlin, 642 N.E.2d 514 (Ind. 1994).

    85. Ind. Code A4 25-26-13-16(b)(3) (1993).

    86. National Coordinating Council for Medication Error Reporting
    and Prevention, “About Medication Errors.”
    http://www.nccmerp.org/about-medication-errors
    (accessed July 28, 2018).

    87. David M. Benjamin, “Reducing Medication Errors and
    Increasing Patient Safety: Case Studies in Clinical
    Pharmacology,” Journal of Clinical Pharmacology 43 (July
    2013): 768–783.
    https://accp1.onlinelibrary.wiley.com/doi/full/10.1177/0
    091270003254794.

    88. Russell W. Steele, “Medical Error Reduction in Daily Practice,”
    Medscape.
    https://www.medscape.org/viewarticle/447139 (accessed
    July 28, 2018).

    89. Ibid.

    90. Pontiff v. Pecot & Assoc., 780 So. 2d 478 (2001).

    91. American Physical Therapy Association, “Code of Ethics for
    the Physical Therapist.”
    https://www.apta.org/uploadedFiles/APTAorg/About_Us/
    Policies/Ethics/CodeofEthics.pdf (accessed July 28, 2018).

    92. Zucker v. Axelrod, 527 N.Y.S.2d 937 (N.Y. App. Div. 1988).

    93. National Commission on Certification of Physician Assistants
    (NCCPA), “Just Released Data Registers Mobility Trends of
    Certified PAs [Press Release],” (May 22, 2018).
    http://prodcmsstoragesa.blob.core.windows.net/upload
    s/files/PressRelease2017StatisticalReport.pdf (accessed
    July 28, 2018).

    94. Bureau of Labor Statistics, U.S. Department of Labor,
    Occupational Outlook Handbook: Physician Assistants
    [online]. http://www.bls.gov/ooh/Healthcare/Physician-
    assistants.htm (visited July 23, 2018).

    95. Cox v. MA Primary and Urgent Care Clinic, 313 SW 3d 240 –
    Tenn: Supreme Court 2010.

    96. Ibid. at 262.

    31305601 – Jones & Bartlett Learning ©

    97. American Psychological Association (APA), “Ethical Principles
    of Psychologists and Code of Conduct.”
    http://www.apa.org/ethics/code/index.aspx.

    98. Loomis v. Board of Psychologist Exam’rs, 954 P.2d 839 (1998).

    99. APA, “Ethical Principles of Psychologists and Code of
    Conduct.”

    100. Gilmore v. Board of Psychologist Examiners, 725 P.2d 400 (Or.
    Ct. App. 1986).

    101. Ibid. at 204.

    102. Michaels v. Gordon, 439 S.E.2d 722 (Ga. Ct. App. 1993).

    103. Lisa Tortorello, “XRay Technicians: Missing in Malpractice
    Cases,” X-Ray Schools (June 10, 2011).
    http://www.xrayschools.com/articles/xray-technicians-
    missing-in-malpractice-cases.html (accessed July 28,
    2018).

    104. Cockerton v. Mercy Hospital Medical Center 490 N.W.2d 856
    (Iowa Ct. App. 1992).

    105. American Association of Respiratory Care, AARC Statement
    of Ethics and Professional Conduct (Revised 04/2015).
    https://www.aarc.org/wp-
    content/uploads/2017/03/statement-of-ethics.pdf
    (accessed July 28, 2018).

    106. State University v. Young, 566 N.Y.S.2d 79 (N.Y. App. Div.
    1991).

    107. National Association of Social Workers, “Code of Ethics.”
    https://www.socialworkers.org/about/ethics/code-of-
    ethics (accessed July 28, 2018).

    31305601 – Jones & Bartlett Learning ©

    31305601 – Jones & Bartlett Learning ©

    © Fuse/Thinkstock.

    CHAPTER 10

    Physicians’ Ethical
    and Legal Issues

    Observation, Reason, Human Understanding, Courage; these
    make the physician.

    — Martin H. Fischer (1879–1962)

    LEARNING OBJECTIVES

    Upon completion of this chapter, the reader will be able to:

    Apply the Hippocratic Oath to modern codes of medical
    ethics.
    Understand how the law and ethics intertwine in patient
    care.
    Describe common medical errors and ethical issues relative
    to physician practice.
    Describe important guidelines for developing positive
    physician–patient relations.

    31305601 – Jones & Bartlett Learning ©

    31305601 – Jones & Bartlett Learning ©

    31305601 – Jones & Bartlett Learning ©

    INTRODUCTION
    Of all the Hippocratic writings the Oath, in spite of its
    shortness, is perhaps the most interesting to the general
    reader and also to the modern medical man. Whatever its

    origin, it is a landmark in the ethics of medicine.

    —W. H. S. Jones, Ed.

    1

    31305601 – Jones & Bartlett Learning ©

    The Hippocratic Oath
    I swear by Apollo the physician, and Asclepius, and
    Hygieia and Panacea and all the gods and goddesses
    as my witnesses, that, according to my ability and
    judgement, I will keep this Oath and this contract:

    To hold him who taught me this art equally dear to
    me as my parents, to be a partner in life with him, and
    to fulfill his needs when required; to look upon his
    offspring as equals to my own siblings, and to teach
    them this art, if they shall wish to learn it, without fee
    or contract; and that by the set rules, lectures, and
    every other mode of instruction, I will impart a
    knowledge of the art to my own sons, and those of my
    teachers, and to students bound by this contract and
    having sworn this Oath to the law of medicine, but to
    no others.

    I will use those dietary regimens which will benefit
    my patients according to my greatest ability and
    judgement, and I will do no harm or injustice to them.

    I will not give a lethal drug to anyone if I am asked,
    nor will I advise such a plan; and similarly, I will not give
    a woman a pessary to cause an abortion.

    In purity and according to divine law will I carry out
    my life and my art.

    I will not use the knife, even upon those suffering
    from stones, but I will leave this to those who are
    trained in this craft.

    Into whatever homes I go, I will enter them for the
    benefit of the sick, avoiding any voluntary act of
    impropriety or corruption, including the seduction of
    women or men, whether they are free men or slaves.

    Whatever I see or hear in the lives of my patients,
    whether in connection with my professional practice or
    not, which ought not to be spoken of outside, I will
    keep secret, as considering all such things to be
    private.

    So long as I maintain this Oath faithfully and
    without corruption, may it be granted to me to partake
    of life fully and the practice of my art, gaining the
    respect of all men for all time.

    31305601 – Jones & Bartlett Learning ©

    **Ch9part4of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part4of5-pdf)

    **Ch9part1of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part1of5-pdf)

    **Ch9part3of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part3of5-pdf)

    **Ch9part2of5.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch9part2of5-pdf)

  • [Solved] Science Please review part two of my group assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    It is the creation/submission of 510k medical device. Thank you.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    It is the creation/submission of 510k medical device. Thank you.