PHIL 246 Study Guide - Categorical Imperative, Blood Transfusion

34 views3 pages

orangeimpala788

30 Oct 2014

School

Department

Course

Professor

For unlimited access to Study Guides, a Grade+ subscription is required.

Document Summary

Principles of medical ethics: respect for autonomy, ability vs right, competent and rational, now malfeasance: avoid harm, neglect, quality of life, beneficence: doing good, positive, utility (risk, cost, benefit) Justice: whole scope of medicine: fair distribution: risks, benefits, and costs, care: relationships and virtue, considers bonds, considers virtues. Virtues: compassion: active regard for others welfare, discernment: ability to make decisions without fear of emotions, trustworthiness: acting from good motives and transparency. Integrity: wholeness of character; stick to your values: conscientiousness: consistent moral reflecting; judicious use of compromise. Metaphors and models: paternal: parent child, parent infant. I decide what is in the best interest of the patient: parent adolescent: I teach how to pursue and build health. The problem: that lies here is that it doesn"t respect autonomy. If a jehovah"s witness doesn"t want a blood transfusion under a paternal system their. Wants are ignored and the doctor does so anyway.

Related Questions

In Figure 22-25, two identical circular non-conducting rings are centered on the same line. For three situations, the uniform charges on rings A and B are, respectively,
1 +q₀ and +q₀
2 - q₀ and -q₀
3 - q₀ and +q₀

(a) Rank the situations according to the magnitude of the net electric field at point P1 midway between the rings, greatest first (use only the symbols > or =,for example, 2=3>1).

(b) Rank the situations according to the magnitude of the net electric field at point P2 at the center of ring B, greatest first (use only the symbols > or =, for example, 2=3>1).

(c) Rank the situations according to the magnitude of the net electric field at point P3 to the right of ring B, greatest first (use only the symbols > or =, for example, 2=3>1).

I understood (a) and (c) without any problems. I only need help with (b). I found on another question that the answer is 1=2=3....but I don’t really understand why. I am hoping someone can help me to understand

sapphiregrasshopper331

The statement is: the effects of scaling are good for some creatures and bad for others. I understand the effect of scaling on cubes and the fact that smaller cubes have great surface-area-to-volume ratios. However, how does that apply to whether or not scaling is good or bad for an insect or an elephant falling from the same tall tree? Or is scaling better for a small fish trying to flee a big fish or a big fish chasing a small fish?

The picture shows too identical circular wire loops with theirareas facing each other. The loop on the left has a battery in itas shown, so there is a steady constant current flowing through it.The loop on the right has no battery in it. Answer the followingquestions (remember, give an explanation for each answer, adddirections of currents and magnetic fields to the drawing asnecessary, or make separate drawings):

a. Is there a magnetic fluxthrough the loop on the right?

b. Is there a current in the loopon the right?

c. Supposing I cut the wireof the left loop so current does not flow through it, what happensin the right loop? Why?

PHIL 246 Study Guide - Categorical Imperative, Blood Transfusion

Document Summary

Get access

Related Documents

PHIL 246 Study Guide - Midterm Guide: Moral Relativism, Cultural Relativism, Principlism

PHIL 1100 Lecture Notes - Categorical Imperative, Immanuel Kant, Kantian Ethics

HUMA 1951 Lecture Notes - Lecture 10: Kay Johnson, Deontological Ethics, Rationality

Related Questions