Case Study My Summer Pharmacy Internship - 1166 Words

The case: During my summer pharmacy internship, a situation arose that there was a middle age male who carried a gun on his chest presented in my pharmacy, he was trying to buy some syringes and needles without prescription. The pharmacist on duty went up to talk to him. During the conversation, the pharmacist noticed that customer’s pupils were dilated, could not respond to pharmacist’s questions quickly, even mumbled to himself. Also the pharmacist saw bruises and some injection holes on both of his arms, so our pharmacist decided not to sell the syringes and needles to the customer and told the customer we didn t have those products in stock at that moment since manufactures put those in back order and not sure when we could get them.†¦show more content†¦On the other hand, if strictly control selling syringes and needles to drug users, pharmacy would then not be considered as a potential sources by drug users to get those products and its normal business would then n ot be affected. However, those addicts would then keep using or even sharing contaminated products due to the obstruction of getting them easily. The incidence of having life-threatening diseases like HIV will increasingly goes up not only just among drug users, but also among healthy people if they directly contact with infected drug users. Connecting concepts: Several professional principles we learned in class could be applied to this case, for example autonomy, beneficence, and non-maleficence. Autonomy: patient has right to decide what they want to do. A lot of state laws do not ban selling the syringes and needles without prescription, so most of the time pharmacists get to decide if they want to sell these products or not, however, this action greatly violates the principle of autonomy. Drug addicts have the rights to make their own choice in terms of living on drug free versus drug addictive lives, moreover, while addicts try to obtain sterile syringes and needles, it illustrates

The Effects Of Climate Change On Daily Life And Eco System

Climate change is a change in distribution of weather patterns in the periods of time that range from millions to years. There are number of factor that cause the climate to changeover the time. The purpose of this essay is to highlight the factors that cause climate change. It also presents the effects of fossil fuel on climate change. Moreover, it discusses the impacts of climate change on daily life and eco system. 2 Climate Change Climate change can be a modification within the organization of weather patterns once that change lasts for an extended amount of your time. Climate modification might occur with a change in average climate, or within the time variation of weather around longer-term average conditions. Climate change is caused by factors like organic phenomenon processes variations in radiation received by earth, morphology, and volcanic eruptions. Some human activities have additionally been known as important causes of recent global climate, typically brought up as global warming. Temperature and dust can also force the climate to change over longer periods of time by blocking the sunlight availability to certain region and thus causing change in temperature. Carbon dioxide is also a great contributor to the climate change as is discussed in later sections, in connection to greenhouse effect and fossil fuels (Wikipedia, 2015). 3 Factors of Climate Change The climate change is caused by the following factors; 3.1 Green HouseShow MoreRelatedHuman And Natural Drivers Of Climate Change1732 Words   |  7 PagesClimate Change in relation to Architecture Tallis Holloway - s5015034 There are many human and natural drivers of climate change, cities and buildings in particular are increasingly affected by risks linked to rapid environmental changes and their impact themselves on the atmosphere however architect s can help limit many contributing factors. 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Although there is a common perception that Canada has the second water quality and water quantity in the world, Canadians are among the highest water user per capital by comparing with other countries. Furthermore, clean water is essential to life and our health, so fede ral government plays an important role to make sure our water suppliers are safe in Canada. Keywords: water quality, influencing factors, health, government intervention Water is used in all sectors of a society:

Unique Challenges Facing Teenage Immigrants free essay sample

Unique Challenges Facing Teenage Immigrants BY Tiffany925 America was founded as a nation of immigrants. With the exception of Native Americans, who predate recorded history, Americans are descendants of people born elsewhere. Over the past 500 years, millions of people from different countries have come to the United States seeking freedom, peace, and the opportunity promised by the American Dream. Between the fifteenth and eighteenth centuries people came to America seeking everything from greater physical space to freedom from political or religious persecution. During this era there were also thousands of Africans rriving to America in chains. They were sold as slaves to plantation owners. In the twentieth century millions of Europeans sailed to America seeking better opportunities. Although many laws have been implemented throughout the years to regulate entrance to this country, people continue to come in great numbers seeking similar dreams. In fact, over one million immigrants enter the United States each year (PBS, 2009). Passig describes the four main difficulties experienced by immigrants upon entrance to the U. S. as the language barrier, social difficulties, emotional imbalance, and mental difficulties. Most immigrants are not fluent in the English language. This heightens their feelings of loneliness and alienation. The added pressures of learning a new language and deciphering Americas behavioral patterns and social norms can pose many emotional and mental difficulties for immigrants. Passigs research suggests that the ages between 11 and 22 years are not optimal for coping with these difficulties. It is believed that teen immigrants have more difficulty coping with immigration than adults because they are simultaneously coping with the physiological and psychological changes resulting rom age-related development (Passig, Eden, Heled, 2007). According to the U. S. Census Bureau, around 400,000 people try to enter the United States illegally each year. Of this group, about 10 percent are minors. Many endure hardships Teen Immigrants 1 coming to America. A 19-year-old high school student who emigrated from Mexico described his illegal Journey to the U. S. in an interview published in The Grady Journal: l walked a ton and we suffered because there was no water and it was very hot, A man who came with the group died on the way, but when we crossed the border I was happy. My American dream had become reality. (2009). A 16-year-old student also interviewed in The Grady Journal shared her familys experience working with coyotes to come to America from Mexico when she was eleven years old. Coyotes are American citizens that charge money to bring foreigners into the U. S. Coyotes have been known to drop immigrants off in the middle of nowhere, keeping their money and leaving them to die. The student described walking through the desert four days. She also said the coyotes were bad to her family and did not even provide them with water to drink. She recalled feeling sad, scared and orthless during her. However, she considered herself and her family members to be lucky to have survived the Journey since thousands of immigrants have died while the U. S. and later struggle to fit in toa new culture (2009). Regardless of their method of Journey to the U. S. , teen immigrants face a wide range of acceptance, rejection and disregard. They leave behind friends, family and all aspects of life in their native countries in the hopes of making better lives for themselves in America. For many immigrant youths, the transition to high school is the most challenging of their obstacles. Besides learning a new language, immigrant teenagers have to make friends, and adjust to the different technology that is used in American schools. Many immigrant teens also struggle with conflicts posed by their parents desire for them to remain faithful to native cultural traditions and their individual desires to acclimate to the cultural traditions of American teens (Sridhar, 2008). For many teenage immigrants, American schools are their first experience with formal education. In most developing countries poverty and cultural tradition limit the opportunities of female youths to obtain a formal education. Many families, especially those with many children, can not afford the incidental expenses associated with educating their children. The cost of voluntary contributions, uniforms, books, and bus fares can make even free education expensive. When the costs are weighed against the limited opportunities for educated females to obtain paying Jobs, most families choose to keep daughters at home. There she is able to contribute to the household by cleaning, cooking, collecting wood and water, and looking after younger children. According to the UNICEF League Table of Girls Out of School, the percentage of primary school age girls out of school in the region of Sub- Saharan Africa is as high as ninety- four percent, with a regional average of fifty percent. The regional average of Middle East and North Africa, as well as, Asia and Pacific is twenty-two percent. When these numbers are compared to the seven percent regional averages of the Americas rand Europe, it is clear to see the disparity amongst nations (UNICEF, nd). In a January New York Times article, Jennifer Medina discusses the educational impacts of teenage immigrants in New York City schools. Medina estimates that of the 150,000 non- English speaking students in the city, more than 15,000 have had little or no formal schooling, and are often illiterate in their native languages. Stephanie Grasso, an English teacher in the South Bronx, explained to Medina that many immigrant teens have not learned do not have a notion of what it means to be a student. In addition to the expected challenges immigrants face, these children have the added disadvantage of having to learn how to be a student how to ask questions and understand things for themselves (Medina, 2009). The State of New York has established a formal classification for teenage immigrants new to the educational experience Students with Interrupted Formal Education. Statistics from New York Citys Department of Education show a fifty percent increase in the number of Students with Interrupted Formal Education over the past ten years. In 2007, the graduation rate of these students was a mere twenty-nine percent against the citys overall sixty-two percent average. A study was performed during this same timeframe, through which Elaine Klein, a linguistics professor at City University of New York, followed ninety-eight Students with Interrupted Formal Education. Within twelve months, Professor Klein reported that only forty- eight of the students had countries, left school for unskilled Jobs, or disappeared. The State of New York does not offer any additional financing for Students with Interrupted Formal Education. In 2008 New York City provided $2. 5 million to fifty-three schools with a large population of these students; however, this only equated to $165 dollars extra per student. As a result of these limited resources and the negative impact these hildren have on school ratings, many school administrators are allowing these children to fall through the cracks. A principal at a Queens high school was quoted as saying Look, you have to understand my position: what this group does for my school is bring down my numbers (Medina, 2009). With many administrators adopting a similar attitude to that expressed by the Queens principal, many are left to ponder the question of who is going to serve these children. To address this issue, Norma Vega, a New York City social worker and former principal, established Ellis Prep School. Ellis is an acronym for English Language Learners and International Support. In addition to the States standard per-pupil funding, Ms. Vega was able to secure a four year, $200,000 grant from the Institute for Student Achievement, and $76,000 from New York City. In addition to teachers, Ms. Vegas staff includes academic coaches to sit at students sides in class to walk them through lessons. Ellis students are organized into small groups, compiled in such a way as to provide newer students the benefit of working with more experienced students on which they can rely for explanations and translations. The Ellis curriculum includes English, math, history, science, and electives including violin and dance. Ellis has the same graduation requirements as other high schools. Although it is too soon to report on the success of Ellis academic program, Ms. Vega is confident that it will better serve Students with Interrupted Formal Education than the traditional public school system. Ms. Vega has said, If they were all sent to regular high schools, they would simply be lost (Medina, 2009). Interviews with teenage immigrants prove that aside from all the obstacles they face, teen mmigrants find plenty to be happy about