Policies and Procedures to Manage the Release of PHI Research Paper

Policies and Procedures to Manage the Release of PHI - Research Paper Example Mobile phone and other related technology, retrieve personal health information for patients. Rapid exchange of vital medical information helps to quality delivery of medical aid to individuals (Kelly, Vottero & Christie-McAuliffe, 2014). On the contrary, there is a risk of unwanted access to privacy of medical information. It is important that health institutions have policies procedure to guide the process of revealing the medical information of individuals. Agency should implement an information management system to assist in managing health records. There would be effective quality control of health information. Proper health information management harmonizes the differences in law governing the release of medical information. Management of health information is one of the ways to regulate the release of medical information for patients (Kelly, Vottero & Christie-McAuliffe, 2014). The release of health information is an important topic because it dictates the quality of medical delivery. The state laws conflict and there are some states that have different rules governing the release of medical information. There is no uniformity in the state laws governing the protection of a patients medical information. There is varying degree of seriousness in handling the release of medical information for patients. Some states require patient permission to publish his or her personal information. On the contrary, some states do not have significant restrictions in releasing medical information to individuals. It is important to have install management systems that will ensure that there is protection of health information of patients. Installation of better management systems provides tracking of patients information. It is an important component in the implementation of a health care policy. The management should manage patients information in the hospital, and teams

Is Morality Relative To Culture?

Is Morality Relative To Culture? Its has been charged that truth or justification of moral judgement is not relative to some group of persons, but absolute. After having defined both objectivism and cultural relativism views about morality well try to argue the relativity of moral by 3 different ways. First at all metaethical relativism tries to challenge the existence of objective fact, then thinks about what motivate people to act in order to see if motivations are relative or a priori and, last but not least emphasises the existence of moral disagreement s which cause an objection to objectivist theories. Cultural relativism is primarily based on empirical thesis that emphasises deep and widespread moral disagreement across different societies. This descriptive claim is not controversial but leads to metaethical thesis which can be contested. According to it, the truth-value of a claim is relative to the tradition, conviction or practice of a group (such as a society). There is no universal moral authority or normative force over (for ?) moral judgement but a relative one. Truth-values depend upon what people happen to be right or wrong within a particular ethical framework. Relativism has to face objectivism about the status of morality. The latter holds that moral judgement are truth or false in an absolute or universal sense. People are justified in accepting true moral judgement because they are based on objective facts. So moral judgement is an evidence to any reasonable and well informed person. The first issue raised between both theories is about the existence or not of objective fact. Harman disagree with the idea of objective morality which would rely on objective facts. Objective facts are indispensable in explaining what we observe, no putative moral facts are thus indispensable, therefore, there are not moral facts (Harman, 1997). If we tried to explain what we think or to judge an act as right or wrong its because we have moral thoughts. However moral thoughts are nothing else than socially inculcated view of the right and the wrong. In other words, we reflect about the worlds through our perception of it. Perception is not a neutral physical process but something determined by our upbringing (beliefs, concepts, expectation). Cultural relativists ensure that a persons culture strongly influenced her mode of perceptions. Culture shape human being. No man ever looks at the worlds with pristine eyes, he sees it edited by a definite set of custom and institution and ways of thinking (R.Benedict, 1934, pp. 2-3). Its not simply that our perception of thing is relat ive but facts themselves are relative to culture. Then polygamy is wrong may be justified in one culture but not another. Thus what is right or wrong depends on what moral standards of a culture warrant. Kantian ethic separates the agent from is social context, our perception of the world have nothing to do with cultural upbringing Indeed the world exists independently of how we know it. An agent cannot have any coherent experiences and knowledge without being aware of an objective world. We think the world in term of central concepts. Viewing the world objectively, I detached myself from my present concern, interests, goals Beliefs are not embedded in practice but framed in term of these concepts called categories, given a priori by our reason. Thoughts are regulated, not by culture but by the principle associated with these categories. The human being is a rationally free agent, independent of contingent and particular desire. Beliefs are determined by the speculative reason, and the same faculty frames what we have to do. Then, if you are not a rational agent, how could you know the right thing to do? Since morality seems to be viewed as a practical guide for action, conflicts between objectivism and cultural relativism leads us to explain what motivate people to act and in which way these motivations are relative to culture or not . Harman felt that we judge action right or wrong relative to a moral standard that we have agreed with others to accept. Moral judgement makes reference to an agreement. An agreement is reached when someone has reason to do something and this reason is shared by who Harman called the speaker and the audience. We need to look at how and why people act. If Y says that X ought to do something, that means that X has reason to do it, has motivation for doing so, and this reason is shared by Y (its what Harman called an inner judgement). Reasons have their source in desire, goals. To possess rationality is not enough, desires and goals are necessary to act. In other words, pure practical reason is not an explanation of why I intend to do something. Motivating reasons are not universals. People act to serve their ends and peoples ends differs from a person to another one. There is agreement if and only if a number of people have an intention on the assumption that others have the same intent ion (id). Then moral understanding is the result of a bargaining. People keep agreements because they provide us reasons to intend to do something: to do its own part of the agreement on the condition that others do their part. As we have seen above, culture shape human being in his way of thinking, that follows that desires, goals, needs that lead to agreement are influenced by culture. To conclude, moral agreements vary across different cultures. Thus Harman disagree with Kant for who what motivate people to act is never based on whats people desire or peoples ends. People act in order to realize the summum bonum, which is the object of our will. (summum bonum understood as the highest freedom and happiness) To promote it we need the accordance of the will with the moral law. Here also we need to look at how and why people act. People have different inclination that is to say, a feeling of various attractive ends. Among different type of inclinations one is overridden, its the a priori feeling, feeling of a respect for the moral law, based on pure reason. Inclinations must be incorporated into a maxim. We decide what to do because we have some beliefs, determine by the reason alone. Maxim provide us reason to action, I adopt an end according to these maxim and commit myself to some means for achieving that end (I will something then I do it). We can think that people would choose different maxims relative to their own culture, but actually maxims are chosen a priori through pure practical reason regardless empirical or contingents factors. Since I have deprived the will of every impulse that could arise for it from obeying some law nothing is left but conformity of action as such with universal law (kant, 1785.) Some actions are necessary and correspond to Categorical Imperatives. They are inescapable law, applicable to everyone and do not appeal to non-moral consideration. To conclude people act in accordance to CI (existing a priori in an objective world), whose 2 formulations are the universal law and the law of nature. These laws, being universal apply to everyone and are not relative. We can notice that even the word nature is often opposed to the word culture. The last issue here to face both theories concerns moral disagreement. They disagree on the possibility to rationally resolve moral disagreement. Cultural relativism often described itself as an interpretation of this disagreement. If they could be resolved, relativism would be undermined. Each society has its own conceptual schemes and they are incommensurable with one another. Cultures do not have enough in common in term of shared concepts or standard to rationally resolve their differences. Wittgenstein claims that there is an autonomy and a rationality to each culture. There is no way to understand rules except from inside the rule governed practice themselves. People are minded in a certain ways and its why they find justification to their true-value. This point is controverted by objectivism for which moral disagreement can be rationally resolved. Disagreements only reveal that people can be mistaken. People could be influenced by ideology, prejudice, interest etc. Then if people are well informed, moral difference are resolved. Following Kant some specific moral framework are rationally superior to others, such as Categorical Imperatives provide by pure practical reason. For example to say that polygamy is true relative to X, only means that polygamy has been accepted by people living in x. But people can be mistaken and the true remain undiscovered. Relativism must reply that there is no way to think that some people are much more well informed that another, this could not be a rational explanation to moral difference between societies. Furthermore the fact itself that objectivists disagree among themselves proves that there is no moral objective fact. To conclude, we agree that morality is located within the world rather than outside. If relativism can be challenged in many ways, a weaker form of relativism must be held for at least 2 reasons. To agree with relativism imply that there is no superior moral value among the diversity of culture. And in other hand there is no way to interfere with the action of a society whose moral agreement differs from ours. However we can underline that a mixt position will be better to handle relativisms problem. Indeed some rules seem to govern the entire world (ex: promoting welfare is the goal of a society, or do unto others as you would have them unto you). But there are different ways to promote welfare. Then we could accept that moral concept must have enough content to prevent from moral imperialism or moralizing view.

Symbols in A Separate Peace, by John Knowles Essay -- essays research

The theme â€Å"rite of passage† was used in the novel A Separate Peace, by John Knowles. This moving from innocence to adulthood was contained within three sets of interconnected symbols: summer and winter, the Devon and Naguamsett Rivers, and peace and war. These symbols served as a backdrop upon which the novel was developed. The loss if Gene Forrester’s innocence was examined through these motifs. The summer and winter sessions symbolized Gene’s loss of innocence. During the summer sessions, the boys of Devon were carefree and showed no respect for the rules, while the teachers put no effort into enforcing the rules. â€Å"This was the way the masters tended to treat us that summer,† (Knowles 23). Together, Gene and Finny formed the Super Suicide Society of the Summer Session. The Super Suicide Society of the Summer Session represented the freedom and naivetà © of the summer. Unlike the summer, the winter session was defined by rules and discipline; the teachers now enforced the rules unlike the summer. The fight that occurred between Gene and Quackenbush set the tone for the winter session. â€Å"I had never been in it before; it seemed inappropriate that my baptism had taken place in the first day of the winter session and that I had been thrown into it, in the middle of a fight,† (Knowles 86). Gene’s transformation began with the summer and wint er sessions. Equally important to Gene’s metamorphosis were the Devon and Naguamsett Rivers. Devon School sat in between these two r...

Racism In Breath, Eyes, Memory

The focal point of this paper is to evaluate and analyze the aspects of racism and racial discrimination in Edwidge Danticat’s Breath, Eyes, Memory, published by Vintage in May 18, 1998. This is the story of discrimination that details the life of a black immigrant girl. It would be narrated and discussed in the paper the basic aspects of racism and the elements that are investigated and represented in the text by the author. Thus it becomes mandatory to understand the different aspects of racial discrimination in view of the story and beyond.It can be stated that in this text the Haitian culture is narrated in a sensitive and insightful new voice where the narrator Sophie mentions that â€Å"I come from a place where breath, eyes and memory are one, a place where you carry your past like the hair on your head†. (Danticat, 34) The parameters of life are well developed with the arrival into a new land, the US. Here in the story we find the author’s view of this ne w culture is realized and exhaled in the alignment of the existing menace of racial discrimination.This is also a story where a girl under difficult circumstances moves into adulthood to distinguish between freedom and discrimination. It can well be stated that a completely color blind society is what that is most welcomed in a democratic form of government but despite every sort of constitutional rights and social enigma the curse of racism continues to dominate even the most developed and civilized states of the world. This racism is not only confined within the socio- economically backward section of the population but has crept into various strata of the society and institutions, no matter private or public, are no exceptions.The parameters of racism states that humans are separated into various groups in the belief that some people are superior because they belong to a particular ethnic or national group. It could be summarized that racism is the result of having negative judgm ents, beliefs, and feelings towards certain identifiable groups. (Bell, 271-3) This is clearly seen in the text time and again. However, the book starts off with a wonderful solace and tranquility where we find Sophie in a calm environment where â€Å"a flattened and drying daffodil was dangling off the little card that I had made my aunt Atie for Mother's Day†.(Danticat, 3) But soon it was found that as soon as the motherless child moved to US to live with her mother after 12 years she found that life was much different and her skin color was to be blamed for that. Sexual abuse and rape came as an evident menace of the community and hardships were all along the line. Economic invalidity was a fact that each member of the community lived and this was more unbearable with the oppressed community being discriminated in the social context.If we look closely enough, we would find that during the 19th and the early part of 20th century it was the times of building, developing and sustaining a huge empire, later known as colonies, by the major players of the European politics. It should also be noted that this period, the 19th and the early part of 20th century, was also the fallout period of the essence of industrial revolution. Industrial revolution freed the entrepreneurs from the usual bondage of traditional economy and for the general it was the time for a new social bondage free from the earlier pseudo- feudal economic system.But all these developments also brought in new learning and new ideologies where ideas of human rights occupied a major role and were easy to come by with its influence. In this context and social structure it would have been very hard to digest the ideals of imperial expansions through the method of brutal strength. (Dollard, 116-7) This hard pill of ‘colonialism with brutality’ needed some spooning with sweetness to become a favorable aromatic digestible element for the general people of the imperial states.As a resu lt this phrase ‘white man’s burden’ came into existence as a remedy to the enlightens of the industrial revolution and people were ready to buy this theory as this theory easily softened the guilt feeling of the educated class and apparently justified the brutal acts and decisions taken to control and cover the colonial agitations. It is not that the leaders of men and the men of their leaders never knew what was really going wrong in these colonies but kept both eyes blind towards these acts.This is because all of them and all the way they knew everything they did and everything they knew about the colonies were either immoral or tampered to the extent of fallacy but could never digest the fact as it was too decadent for their psyche. (Border, 375) As for in the sector of employment it has been seen time and again that there is a system working as an open secret that discriminate colored or immigrants with job opportunity and salary. This discrimination is based on not only color or political distinction but also is depended upon other factors like class, creed, cast, religion, sex and even ideology.The sufferings of Sophie as a part of this backward class were the result of all these culminations. But hope lived on as ever. This aspect of hope is well placed in the story in the metaphor of lottery tickets that Sophie’s aunt use to buy without ever gaining anything. According to Sophie â€Å"She said that lottery was like love. Providence was not with her but she was patient. † (Danticat, 6) However, it should be mentioned that all the sufferings and everything that has been stated above is a part of an ideology that the racist believe to be of ultimate truth.Of course, people acting as a racist never consider themselves a raciest as this idea of racism generally stands as a contrast with the idea of democracy but deep inside each of these individuals know that racism exists. All these members of the society, a cross section of every class and morality, exist in the most democratic format of state and a member of the state they contribute their portion of racist feeling to the society and the white characters in the story hardly feels anything special about their deed or any special essence that they were actually doing any wrong.It was more like their system. (Brundage, 145-7) This goes through a snowball effect of which the ultimate result comes out as a cumulative act of racist behavior. This is the prime reason of Institutional Racism and the above stated facts are its impact on education, employment and health. It should be remembered that no one person could be treated or marked as a racist but the society, or better say sociological impacts, shape each of them to this finishing line. It must be stated in this context that the greatest racist in history Adolph Hitler did exactly that.He incorporated racism within the cross section of the German mass against the Jews though various methods like usi ng media to his benefit and through overwhelming oratory. His views as a racist seeped into the general German mass that ultimately helped him to perform the notorious genocide killing 5 million Jews. The idea of racial discrimination through methodical racial institutionalization of education, employment and health was put into the ultimate practice with fearful results. (Cunningham, 24-5)Like Sophie’s aunt, and the essence of the story, we are also part of a dream of the cohesive community that exhibits some basic features. Firstly, such a community has a common aspiration, which is shared by all the citizens of the community. As a result, each member feels as much a part of it as the other. Secondly, despite the common vision a cohesive community continues to respect the unique character of all the sub-communities and each individual member. Thirdly, a cohesive community allows equal opportunities to everybody.Lastly, it should be mentioned that in a cohesive community str ong interpersonal bonds are formed, even between individuals with dissimilar backgrounds, in social settings such as the neighbourhood, schools, colleges and offices. For long, people have dreamt of a society that contains no bar on the basis of being different from the main stream. But ultimately, it has been found that a dream like this is no more than a fallacy and this dream of a colorblind society has been proved to be a patch of utopia. (Dos, 47-48) Works Cited: Danticat, Edwidge; Breath, Eyes, Memory; New York: Vintage; May 18, 1998Bell, L; Man, Society and Management Techniques (New Haven and London: Yale University Press. 2006) pp 271-3 Border, S; Human Resource Strategies: Games People Play (Remote Publishing Trust; 2004) pp 375 Brundage, C; Community Law and the Crusaders of Community (HBT Publishers Pvt. Ltd. 2000) pp 145-7 Cunningham, S A; Introduction to Sociology (DLTT Publications Ltd. 2006) pp 24-5 Dos, M; Advent of Motivation (Alliance Publications; 2007) pp 47-48 Dollard, John; Zenith and Zero Point (New Haven and London: Yale University Press. 2004) pp 116-7

Intro to humanities test

Which term describes the line of kings under Charlemagne? Carolingian 2. ) During the High Middle Ages, the most important center for education became the University of Paris. True 3. ) Relics were sacred religious items that became an important aspect of spiritual and economic tradition for the Church. True 4. ) Which artist is credited as being responsible for bridging the gap between the Byzantine and Renaissance styles? Ghetto 5. ) Charles the Great created a system of education known as: The 5 says 6. The Haggis Sophia is the holy site where Charles the Great was crowned. False 7. ) The Great Schism began with the election of Pope Charlemagne. False 8. ) Who was the most influential Scholastic philosopher, influenced by Aristotle philosophy? 9. ) â€Å"Exodus† refers to the Old Testament story of Moses and literally means: going out 10. ) The Great Schism was a war between England and France, primarily about land disputes, which lasted for 116 years. False 1 1 .Patriarch was the author of both the Secretes and Canterbury Tales. False 12. ) The â€Å"Summary Theological† was written by which author? Aquinas 13. ) Dante was the author of which of the following? (select all that apply) Inferno, Divine Comedy, Paradises 14. ) The New Testament Greek term for â€Å"one who is anointed† Is â€Å"Christ. † True 15. ) Which of the following are examples of early Christian symbols/imagery? (select all that apply) Fish, Anchor, Olive branch 16.The Rule of Saint Benedict was established to regulate: the papacy 17. ) Chartres, Salisbury, and Notre Dame are examples of Gothic cathedrals. True 18. ) The Abbey of Saint Denis Is considered the first example of Gothic architecture True 19. ) Which of the following are examples of literary figures from the Middle Ages? Chauncey, Dante, Bursars 20. ) Which of the following are examples of Gothic architecture? Pointed arches, gargoyles, flying buttresses, stained glass

Huck Finn2 essays

Huck Finn2 essays In the novel The Adventures of Huckleberry Finn, Mark Twain shows how Huck evolves in every adventure and how he is growing in every aspect of his life. It is easy to forget that Huck is only a twelve-year old boy, when we see him out smart grown men. The most significant part of the whole novel is the decision that Huck has to make about Jim. Huck would never turn his back on Jim now because he is his only family. Huck also grows up in the sense that he loses his innocence: He begins to understand the hypocrisy of society. He sees the Grangerfords killed by the Shephardsons, and he sees the Duke and the King manipulate the townspeople out of their money. He starts realizing he can converse with the opposite sex and that he can tell the truth. Even though Huck is un-educated, he learns and understands many things about people and himself. Huck goes through many trails that initiate him into the adult world. Huck takes on the role of a rebel and goes against Paps authority. Huck starts getting tired of Paps authority Pap has not been a father figure and Huck does not really know what it is like to feel loved. Huck acts mature in the sense that he can take care of himself, but deep-down inside he is scared and yearning to be loved and wanted. We know this because when he runs away from his father he ends up going to the Widow Douglas. She tries to turn Huck into a civilized boy, but Huck is not about to change just to please the Widow. Huck then decides to give his money to Judge Thatcher, so that Pap cannot take his money. In the novel, it shows repeatedly how Pap tries to take his money and this proves that he is selfish and does not care about Huck because if he did he would not beat him and takes his money. Huck shows his maturity by running away from Pap and not letting him abuse him any longer. Huck then escapes Pap and finds Jim. Huck has to make a major decision that could affect the ...

Free Essays on Art And Science Of Teaching

is a physical expression one uses as an outlet to define a part of them. Science- is a way of acquiring knowledge. To do science, one must follow a specific universal methodology. The central theme in this methodology is the testing of hypotheses and the ability to make predictions. The overall goal of science is to better understand nature and our Universe.(Physical Geography.net 2004) Science while it does involve some creativity is a more general ‘the study of something’. It is furthering ones knowledge of something by means of dissection, experimentation and continued questioning. Science is our way of defining life. It is the underlying basis for all things. Humans like to be able to prove everything, and science is the means to an end. There are still many things that cannot be proven, and remain rhetorical. This is where there are different theories open for discussion, and perhaps where a bit of art comes in. In any case a definite cause for argument. If science c... Free Essays on Art And Science Of Teaching Free Essays on Art And Science Of Teaching The Art and Science of Teaching What is behind the art and science of teaching? These two almost opposing subjects come together to form the basis of just about anything. You think left brain, right brain; I am good at math and bad at drawing, blah blah blah. Somewhere in my past I was told you are one or the other, so from that moment on, I just never thought of them being components of each other. When in reality they are each other. There is always an art as well as a science to everything. Art- the products of human creativity; works of art collectively; an art exhibition; a fine collection of art. (Princeton 2004). Human creativity is what keeps us moving in different directions. If there was no creativity anywhere we would probably still be clothed in loincloths, hunting and gathering and what have you. No one would have ever thought to start a fire, create the wheel, plant a garden, move society in a forwardish direction. Art in my own words is a physical expression one uses as an outlet to define a part of them. Science- is a way of acquiring knowledge. To do science, one must follow a specific universal methodology. The central theme in this methodology is the testing of hypotheses and the ability to make predictions. The overall goal of science is to better understand nature and our Universe.(Physical Geography.net 2004) Science while it does involve some creativity is a more general ‘the study of something’. It is furthering ones knowledge of something by means of dissection, experimentation and continued questioning. Science is our way of defining life. It is the underlying basis for all things. Humans like to be able to prove everything, and science is the means to an end. There are still many things that cannot be proven, and remain rhetorical. This is where there are different theories open for discussion, and perhaps where a bit of art comes in. In any case a definite cause for argument. If science c... Free Essays on Art And Science Of Teaching The Art & Science of Teaching Teaching is a complex endeavor that has two core traits that would appear to contradict each other. Teaching has methods, procedures, formulas, and systems. It also has results that are predictable and quantifiable. This is the scientific trait of teaching. Science is an objective method of knowledge that requires developing verifiable results through repetition and from facts. On the other hand, teaching is a creative act that involves surprises and creative efforts. It has reactions based on intuitive responses on a moment-to-moment basis. This is the artistic trait of teaching. Art is a subjective expression of something fresh and a spontaneous reaction from the mind and spirit. Each system of knowledge and expression, art and science, has completely different means to reach a goal, therefore, how can teaching be both? Teaching is a craft that has many different aspects. Some of those parts can be studied and result in definitive answers and methods. Approaches that can be used to predetermine what the end result will be, what works, and what gains and benefits should be expected. Yet, teaching involves other elements resulting from interactions between people and the unpredictability that follows. Challenges that require a teacher to improvise as best he or she can. It is worthwhile to compare some of the different aspects and elements that help exemplify how teaching is a combination of art and science. Three particular factors of teaching can be used to illustrate how it has characteristics of art and science. They are classroom management, lesson plans, and learning styles. Each has been investigated and resulted in concrete techniques for what is required for effective teaching. Classroom management is the ways and means a teacher uses to efficiently direct their classroom. Ideally it is a preventive and proactive activity as opposed to reactive and passive. Acco...