What Has Happened In Africa Is Now Worldwide–China to Russia: The Writings of African-Americans®

Tres Mali Scott a Pulitzer Center Citizen Journalist: The Writings of African-Americans®

This Topic is Endorsed by Angels Do Speak!® Tres Mali Scott a Pulitzer Center Citizen Journalist

International Humanitarian Law violations, Human Rights violations, and genocide are not exclusive to Africa. China and Russia have also demonstrated the beginnings of “Abuses”:

• Removal of Human Rights Activists,
• Deforestation, and
• Undefined medical issues in the general populations of these countries.

Inhumane treatment and use  of civilians, non-miltary (the general public) as human shields during wartime are considered International Humanitarian Law violations and those covering up and turning their heads are in violation of Resposibility to Protect (RtoP or R2P).

The Cuban missle crisis’ missles are from their ally Russia, The USSR, or The Soviet Union, which ever name is date appropriate. And as a result of drug sales and “drug lord” fighting, Cuba participates in high levels of terrorist and para-terrorist activities.

To add to that, the diversity in skin color and ethnic appearance in Cuba also hides much of its “international terror”.

Map of Cuba:What Has Happened In Africa Is Now Worldwide–China to Russia: The Writings of African-Americans®

The country has people that look Black (like an American Negro), White (like an American Caucasian), and Hispanic (like an American of Spanish descent). This makes it more difficult to identify International Humanitarian Law violations, Human Rights violations, and R2P violations.

Deforestaion Yunnan, China From Angels Do Speak!® on TMSC International® Management & Leadership Update 2012 New Country With the Same Old Problem: China’s Deforestation on Angels Do Speak!®

In conclusion:

On Earth, we use photosynthesis to breathe. If we do not have enough plant life, we will die. The plants can live in the environment without us, but we can not live without the plants. The deforestation in Zimbabwe means reduced plant life, reduced natural resources, and at the National Parks reduced jobs.

                                                                                                   Tres Mali Scott

TMSC International®’s Longitudinal Research Study: International Social Caste Systems and the United States of America’s Socioecomonic Social Class System 2003-2015 A.D.: A Black-American Experience!®: The Writings of African-Americans®

TMSC International®’s Longitudinal Research Study: International Social Caste Systems and the United States of America’s Socioeconomic Social Class System 2003-2015 A.D.: A Black-American Experience!® is by:

Tres Mali Scott, M.Ed., M.S., Ph.D. (ABD) Leader Researcher and Observation Manager ATWS Drug Treatment Program Longitudinal Research Study Program 2003 -2014. Attended Langston University, Langston Oklahoma (HBCU).

• Oklahoma State Board of Education School Counselor License #207821

and

Derek Henry Secondary Researcher and Grassroots Field Supervisor ATWS Drug Treatment Program Longitudinal Research Study Program 2011 – 2014. Attended Clark-Atlanta University Atlanta, Georgia (HBCU):

First Aid and CPR Certified
Family Planning Certified
Under Stage Name: “Vintage Soul” implemented the “Explicit Lyrics” labeling in the late 1980s.

TMSC Consulting Services, LLC Public Consulting (Research, Publishing, Parenting, Counseling, Education, Substance Abuse (Drugs & Alcohol), Management & Leadership, Health & Beauty, Public Safety (Para-terrorism research and theory), Audio and Video Media Company.

TMSC Consulting SVCS, LLC P.O. Box 2849 Beverly Hills, CA 90213

Societies around the world live by social class systems. The United States of America’s social class system is called a “socioeconomic social class system”. Many of the societies around the world are primarily a form of an “international caste system”. Each society defines the caste system differently, including:

A Legacy based caste system, a Parent based caste system, a Race based caste system and  a Societal based caste system.

• A Legacy Caste is  historically a social system which communities are separated into hereditary groups (Family).
• A Parent Caste is a social class system that is determined at birth, you are what your parents are. If your parents are educated , you are required to get educated, etc.
• A Race Caste is when the social structure is divided by heredity (Racism).
• A Societal Caste is a social system were the groups are assigned at birth and does not consider personality (this implies it does not depend on heredity).

The United States of America’s Socioeconomic Social Class System, simply, has three class systems that have there own subdivisions, Upper Class, Middle Class, and te Lower Class. The social structure is based on an individual’s own accomplishments. The United States of America’s childhood educational system is free and  this implies equal opportunity.

 Purpose of Publication

The purpose of this publication is to educate non-caste system based societies about this form of socialization and offer supporting information, results, and recommendations for immigrants from caste systems to better  fuse into the United States of America’s Socioeconomic Social Class System.

Supporting Information

International Social Caste Systems and the Socioeconomic Social Class System are external forces that support society. Socialization, external, is evaluated by interactions with the outside world.

Timely television News reports have documented the harassment the immigrants have experienced. Limited understanding and interpretation of English increases the emotional stress a “New American” may experience.

Educating immigrants on laws and customs of the United States of America may reduce the amount of reports on immigrant’s harassment.

Purpose of the Research

This is a Longitudinal Research Study, published by TMSC Consulting Services®, LLC , physically conducted by The International Library of Paranormal Psychology®, and named by TMSC International®.

This Longitudinal Research Study has developed Recommendations for immigrant fusion from a social caste system to the United States of America’s Socioeconomic Social Class System.

Research Time Period

2003 – 2015 A.D.

Tres Mali Scott, Lead Researcher/Observation Manager 2003 – 2015 A.D.

Derek Henry, Secondary Researcher/Grassroots Field Supervisor 2011 – 2015 A.D.

Subjects

The subjects of this longitudinal research study include individuals and businesses in public areas of Postal zip codes 90056, 90045, 90213,  90006, and surrounding areas in Los Angeles, California; Beverly Hills, California; and Downtown Los Angeles, California (in the mission area); of the United States of America.

Definition of Terms for TMSC International®’s Longitudinal Research Study: International Social Caste Systems and the United States of America’s Socioeconomic Social Class System 2003-2015 A.D.

Joined Group– The social group of members or individuals tha are associated with one anothr, based on a “Group Level” view, with similarities and minimized differences. The “Group Level” similarities and differences list include:

1. Race
2. Sexual Orientation
3. Marital Status
4. Religious Preference
5. Culture
6. Ability/Disability
7. Ethnicity
8. Geographic Location
9. Age
10. Scioecomonic Status
11. Gender

Legacy Caste– A historical social system which communities are separated into hereditary groups (Family). A Legacy Based Caste.

Longitudinal Research Study– A survey of correlational research that involves repeated observations of the same variables over long periods of time (a decade or more) through observations (observational study).

Most– This longitudinal research study uses the term “most” meaning more than half the described members or individuals.

Parent Caste– A social class system that is determined at birth, “you are what your parents are”. For example: if you parents are educated, you are required to get educated, etc. Parent Based Caste.

Race Caste– The social structure is divided by heredity (Racism). Race Based Caste.

Societal Caste– A social system were the groups are assigned at birth and does not consider personality (this implies it does not depend on heredity). Societal Based Caste.

Social Group– The members or individuals that gather together and commune (eat and/or dring) together.

Socioeconomic Social Class System– Simply explained, it is a social structure based on an individual’s own accomplishments, i.e. financial and educational. The United States of America’s Socioeconomic Social Class System,  has three class systems that have there own subdivisions, Upper Class, Middle Class, and te Lower Class. The United States of America’s elementary, middle school, and high school systems are free and this implies equal opportunity for employment and higher education.

1. The Upper Class includes ownership, politics, and enhanced family life. When taxes are set and not percentage, it appears that, per dollar, The Upper Class pays less taxes. The Upper Class is about 20% of the population.
2. The Middle Class is the largest socioeconomic social class in the United States of America, about 40%. The Middle Class is more likely to have a single family dwelling and carries most the the tax dollars for the country.
3. The Lower Class is also about 20% of the population and lives below the poverty line, obtains most of the social services provided by the Government and Religious organizations, and is less likely to obtain a higher education or ownership.

Method of TMSC International®’s Longitudinal Research Study: International Social Caste Systems and the United States of America’s Socioeconomic Social Class System 2003-2015 A.D.

Informed Consent

TMSC International®’s Longitudinal Research Study: International Social Caste Systems and the United States of America’s Socioeconomic Social Class System 2003-2015 A.D. is published by  TMSC Consulting Services®, LLC G.N.S. Press #4789 and was physically conducted by The International Library of Paranormal Psychology® (DBA) G.N.S. Press #4789.

All observations were made in public ares in Los Angeles, California; Beverly Hills, California; and Downtown Los Angeles, California (in the mission area) of Postal zip codes 90056, 90045, 90213, 90006, and surrounding areas in the United States of America.

Individuals and businesses in the aforementioned geographic locations were informed that their behavior was being observed:

“I am observing people behavior”.

Tres Mali Scott

Confidentiality

As a Free/Independent Press Agent, G.N.S. Press #4789, individuals and businesses observed are not and will not be released as a named enitity, agent, individual, or organization (and/or anything else).

Type of Research

TMSC International®’s Longitudinal Research Study: International Social Caste Systems and the United States of America’s Socioecononic Social Class System 2003-2015 A.D. is by a private Free/Independent Media Company (G.N.S. Press #4789) that is descriptive and qualitative.

Information (Data) Collection Process

The information (data) provided by TMSC International®’s Longitudinal Research Study: International Social Caste Systems and the United States of America’s Socioeconomic Social Class System 2003-2015 A.D. was collected through:

• Observations of social interactions during structured activities and served meals.
• Communication- Life history conversations.
• Oral assessments (reading, math, manners).
• Structured interview questions through conversations and communication.
• Follow-up oral assessments (consistency).
• Follow-up structured interview questions (consistency).
• Follow-up communication on life history (consistency).

Reporting of the Information (data) Collected

The information (data) provided by TMSC International®’s Longitudinal Research Study: International Social Caste Systems and the United States of America’s Socioeconomic Social Class System 2003-2015 A.D. is reported by descriptions of observations, oral assessments, and structured oral interviews through conversations.

The information (data) collected is reported in the Results and Recommendations sections of the TMSC International®’s Longitudinal Research Study: International Social Caste Systems and the United States of America’s Socioeconomic Social Class System 2003-2015 A.D.

Results

The results of the descriptions of social interaction during structured activities and served meals, communication on life history, conversations, oral assessments (reading, math, manners), structured interview questions through conversations/communication and all follow-ups include:

• The United States of America holds some values of social caste systems with the socioeconomic social class system. The most common seen are Parent Caste (you are what your parents are) and Race Caste (divided by heredity). An Upper Class caste commonly used in the Socioeconomic Social Class System is the Legacy Caste, many organizations pass membership to future generations.
• Social Class Systems are a living cultural system that influences and develops beliefs for:

• Ethnic Heritage, Economic Standing, Educational Status, Social Valued, Cultural Values, Marriage, Economic Mobility, Social Mobility, Ownership, Geographic Location, Religion, and Social Interactions/Relationships with the general society.

• Social Class Systems are reinforced through learning models. The field’s of Psychology and Education, in the United States of America, have studied and named many of them.
• Socialization within a social caste or class system at the “Group Level” of similarities and differences include:

• 1. Race, 2. Sexual Orientation, 3. Marital Status, 4. Religious Status, 5. Culture, 6. Ability/Disability, 7. Ethnicity, 8. Geographic Location, 9. Age, 10. Socioeconomic Status, 11. Gender. The social caste system “Societal Caste”, a group assignment at birth and not by personality, uses these factors,  in a  positive or negative group placement situation.

• Body marking or decorations (tattoos/piercings) are used in Religion, occult, and to identify Tribes, as well as Gangs and Drug Cartels. This also includes jewellery, hair styles, head dresses (hats) and clothing (gender appropriateness).
• The immigrant homeless migration behaviors appear as emotionally stressed responses (associated with lower caste behaviors) that are not taught by any social caste system.

The Immigrant Homeless Migration behaviors

The immigrant homeless migration behaviors include:

1. Generally the immigrant was from a higher social class or caste than the observed joined group.
2. The immigrant experiencing communication problems (interpretation and understanding English) appeared stressed.
3. When the immigrant could  not interpret or understand, an emotional outburst occurred. Some could have or did become violent.
4. Many of the behaviors caused the community and society to place them with drug users, abusers, and addicts, even when the immigrant was not associating with drugs or users, abusers, or addicts.
5. Outburst prevented immigrants from participating in normal community behaviors, for example: going to the store, sitting in the local coffee or smoke shops, and eating inside the local restaurants.
6. Most of the immigrants migrating were in a community for three to six months.
7. The United States of America’s Socioeconomic Social Class System is based on single family dwellings. The immigrants appeared stressed due to isolation from extended family.
8. The local businesses, stores, and restaurants repeatedly requested Police and Sheriff assistance to remove the individuals.

Recommendations from TMSC International®’s Longitudinal Research Study: International Social Caste Systems and the United States of America’s Socioeconomic Social Class System 2003-2015 A.D.

The following recommendations are taught through Social Caste Systems and the Socioeconomic Social Class System for caste and social class appropriate behaviors. This longitudinal research study recommends, based on information (data) collected from 2003 to 2015 A.D.:

1. Responsible use of Education meaning, IQ, field, major, and race appropriate placement. Heritage, geographic location, and social interaction/relationships with a community or society are major factors in   motivation and encouragement of placements. For example, as a result of a history of slavery and Racial imbalance in the United States of America, there is a “Historically Black College or University (HBCU)” system to allow individuals to attend colleges and/or universities free from harassment and intimidation.
2. Affective Interpersonal Education. This includes culture, values, economic status (ability to pay), geographic location (regional socialization), social & economic mobility, and educational status.
3. Alternative Activities. Consideration of activities includes: family status (marriage, children & extended family care) and Religion.
4. Affective Emotional Coping Education. This is to improve responses in: social interaction/relationships with the community or society, family status (marriage, children, & extended family care), ownership (emotional investment), cultural values (what is considered appropriate expression).
5. Meeting the Social and Psychology Needs of individual members of social caste systems to fuse into the United States of America’s Socioeconomic Social Class System.
6. Improve Poor Life Skills. These life skills are taught skills and should be appropriate to geographic location, lifestyle, family status (marriage, children, or extended family care), educational status, and cultural values. Not all individuals value the United States of America’s hopes, dreams, or goals.
7. Continue offering Civil Citizenship Classes  for new immigrants that are remaining in the United States of America with classroom strategies focused on “effective fusion” into the United States of America’s Socioeconomic Social Class System.

Bibliography

Counseling The Culturally Diverse Theory and Practice Fourth Edition (2003). Derald Wing Sue and David Sue. John Wiley & Sons USA and Canada.

Keeping The Love You Find A Personal Guide (1992). Harville Hendrix Ph.D. Atvia Books New York.

Mental Health Current Controversies (1999).  Editors: Jennifer A. Hurley, Brenda  Staleup, and Scott Barbour. Publisher David Bender. Greenhaven Press, Inc. San Diego, California.

Understanding Human Behavior Seventh Edition (1992). James V. McConnell and Ronald P. Philpchalk. Holt Orlando, Florida.

Tools for Creating and Sustaining Drug-Free Communities (1989). DHHS Publication No. (ADM) 89-1649 Office for Substance Abuse Prevention U.S. Department of Health and Human Services Public Health Services Alcohol, Drug Abuse and Mental Health Administration.

International Drug Use, Abuse, Addiction, and Treatment: ATWS A New Drug Treatment Process: The Writings of African-Americans®

Read the newly disclosed longitudinal study:

TMSC International® ‘s Acute Total Withdrawal System (ATWS) Longitudinal Research Study 2003 – 2014 for Day and Residential Drug Treatment Programs: A Black-American Experience!®

The Acute Total Withdrawal System (ATWS) Suggested Treatment Program Based on TMSC International® ‘s Acute Total Withdrawal System (ATWS) Longitudinal Research Study 2003 – 2014 for Day and Residential Drug Treatment Programs on A Black-American Experience!® is by:

Tres Mali Scott, M.Ed., M.S., Ph.D. (ABD) Leader Ressearcher and Observation Manager ATWS Drug Treatment Progam Longitudinal Research Study Program 2003 -2014. Attended Langston University, Langston Oklahoma (HBCU).

and

Derek Henry Secondary Researcher and Grassroots Field Supervisor ATWS Drug Treatment Progam Longitudinal Research Study Program

2011 – 2014. Attended Clark-Atlanta University Atlanta, Georgia (HBCU):

First Aid and CPR Certified
Family Planning Certified
Under Stage Name: “Vintage Soul” implemented the “Explicit Lyrics” labeling in the late 1980s.

“House of Blues” Art Wood Carvings by Ernest McCalman: The Black & African Art Museum TWOAA: The Writings African~Americans®

Black Nativity: ■The Black & African Art Museum of TWOAA® Museum Curator Tres Mali Scott

Black Nativity: From The Black Art Depot: ■The Black & African Art Museum of TWOAA® Museum Curator Tres Mali Scott

Genocide in Rwanda Africa’s violent history: From National Geographic: ■The Black & African Art Museum of TWOAA®: The Writings of African-Americans®

Scarred Head of a Rwandan man: From National Geographic

Africa’s Violent History of Slavery!

From American slavery to the genocide in Rwanda,  Africa’s violent history. Like Israel being called the people of God, the United States of American is considered a “Super Power”. The violent end of a history of violent slavery, the use of the law & ethics, and continued education has removed the physical bands of slavery. Higher education removes the mental bands. And now we work to help other countries to live civilized, with laws that follow International Human Rights.

Some of Them are of African Disporia: Are They Allowed To Kill Any Negro They Want?: T. Martin’s Death? Murder or Self-Defense of Zimmerman? Our Black Families Face…?: A Black-American Experience!®

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Are They Allowed To Kill Any Negro They Want?: T. Martin’s Death? Murder or Self-Defense of Zimmerman? Our Black Families Face…?: A Black-American Experience!®

Tres Mali on A Black-American Experience!®

Our “Black Families” face everyday:

• Racism,
• Maintainance of our existing support and educational systems, and
• Creating new support and educational systems.

Because of racism and experiences like T. Martin and Zimmerman, Historically Black education facilities have been built and will continue to be built. Our “Black Families” also have the right to educate free from intimidation and harassment.  This case, remember is the State of Flordia vs. Zimmerman, and in order to correct civil wrongs, the system that is in place can be used. Also remember, that if the system does not work, then we use the law to correct this as well.

An example of the importance of maintaining and  creating new educational systems is the school closing of  a historically Black-American College, Bishop College. Many of my family members (Parkers and Singletons) attended this college in the 1930s & 1940s.

Bishop College was a historically black college, founded in Marshall, Texas, United States, and later moved to Dallas, Texas, that operated from 1881 to 1988. The college was founded by the Baptist Home Mission Society in 1881 as the result of a movement to build a college for African-American Baptists. The movement was started by Nathan Bishop, who had been the superintendent of several major school systems in New England. Baylor University President Rufus C. Burleson secured a pledge of $25,000 from Judge Bishop during a meeting of the National Baptist Education Society meeting in Philadelphia, Pennsylvania to start the college. A committee of Baptist ministers from East Texas selected a location in Marshall, on land belonging to the Holcomb Plantation, Wyalucing.^{[1] (http://en.wikipedia.org/wiki/Bishop_College)}

For its first several decades, Bishop’s faculty and administration largely consisted of white people. The first African-American to be president was Joseph J. Rhoads, who assumed the leadership role in 1929 and remained through the

Bishop College Marshall, Texas

Great Depression and World War II.^[2] During his presidency, Bishop phased out its high school programs and placed emphasis on its new two-year ministerial program. During the 1930s and 1940s the ministerial program evolved into the Lacy Kirk Williams Institute, which attracted national attention; its attendants included the Rev. Martin Luther King, Jr. and Rev. Jesse Jackson. (http://en.wikipedia.org/wiki/Bishop_College)

In 1961, after receiving a grant from the Hoblitzelle Foundation, Bishop moved to a 360-acre (1.5 km²) campus in Dallas. In Dallas, enrollments increased, peaking at almost 2,000 students around 1970.^{[2] (http://en.wikipedia.org/wiki/Bishop_College)}

The college closed in 1988 after a financial scandal led to the revocation of its accreditation, as well as its eligibility to receive funds from charities such as the United Negro College Fund. The campus, purchased in 1990 by Comer S. Cottrell, is now the site of Paul Quinn College.^{[3] (http://en.wikipedia.org/wiki/Bishop_College)}

In 2006, the president of Georgetown College in Georgetown, Kentucky proposed a plan to Bishop College alumni to make Georgetown their adopted alma mater. Georgetown offers scholarships to children or grandchildren of Bishop alumni or students nominated by Bishop alumni. Upon graduation, these students receive diplomas with the name and insignia of Bishop College. Georgetown president William H. Crouch Jr. hopes the program will help the college reach its goal of increasing minority enrollment to 25% by 2012.^{[4 (http://en.wikipedia.org/wiki/Bishop_College)}

Civil Rights laws that allow education free from harassment and intimidation in the United States of American also have an International equaliant, International Human Rights Laws from The Writings of African-Americans®: The Four Geneva Conventions of 1949: International Humanitarian Law. And when issues like these occur, not everyone is an American, and The Responsibility to Protect may also apply to America for Americans. The Writings of African-Americans®: What is Responsibility to Protect (RtoP or R2P)?

 We also have a personal responsibility to protect our children, spouses, family, and communities.  Many of our “Black Families” are of African Disporia.

The Historically Black Newspaper The Los Angeles Sentinel’s front page shows this tragedy in full color and black & white. With comments from President Barack

The Historically Black Newspaper The Los Angeles Sentinel’s front page shows this tragedy in full color and black & white. With comments from President Barack

Map of Egypt an African Country: The Writings of African-Americans®

 

Map of Egypt an African Country: The Writings of African-Americans®

See recent articles about Egypt From TMSC Security SVCS World Alert®:

 CBS News Correspondent Brutally Assaulted 

U.S. Unveils $2 Billion Aid Package for Egypt

Egypt permanently reopens its border with Gaza

Egypt will open its only crossing with the Gaza St…

Egypt’s military ousts Morsi, calls for new electi…

What are the International Medical Ethics Standards?: The Writings of African-Americans®

Caduceus Medical Symbol

The General Assembly of the World Medical Association has started and updated the duties of physicians in general, to patients, and to colleagues. This standard is considered “International Medical Ethics”.

Adopted by the 3^rd General Assembly of the World Medical Association, London, England, October 1949 and amended by the 22^nd World Medical Assembly, Sydney, Australia, August 1968
and the 35^th World Medical Assembly, Venice, Italy, October 1983
and the 57^th WMA General Assembly, Pilanesberg, South Africa, October 2006

DUTIES OF PHYSICIANS IN GENERAL

A PHYSICIAN SHALL	always exercise his/her independent professional judgment and maintain the highest standards of professional conduct.
A PHYSICIAN SHALL	respect a competent patient’s right to accept or refuse treatment.
A PHYSICIAN SHALL	not allow his/her judgment to be influenced by personal profit or unfair discrimination.
A PHYSICIAN SHALL	be dedicated to providing competent medical service in full professional and moral independence, with compassion and respect for human dignity.
A PHYSICIAN SHALL	deal honestly with patients and colleagues, and report to the appropriate authorities those physicians who practice unethically or incompetently or who engage in fraud or deception.
A PHYSICIAN SHALL	not receive any financial benefits or other incentives solely for referring patients or prescribing specific products.
A PHYSICIAN SHALL	respect the rights and preferences of patients, colleagues, and other health professionals.
A PHYSICIAN SHALL	recognize his/her important role in educating the public but should use due caution in divulging discoveries or new techniques or treatment through non-professional channels.
A PHYSICIAN SHALL	certify only that which he/she has personally verified.
A PHYSICIAN SHALL	strive to use health care resources in the best way to benefit patients and their community.
A PHYSICIAN SHALL	seek appropriate care and attention if he/she suffers from mental or physical illness.
A PHYSICIAN SHALL	respect the local and national codes of ethics.

DUTIES OF PHYSICIANS TO PATIENTS

A PHYSICIAN SHALL	always bear in mind the obligation to respect human life.
A PHYSICIAN SHALL	act in the patient’s best interest when providing medical care.
A PHYSICIAN SHALL	owe his/her patients complete loyalty and all the scientific resources available to him/her. Whenever an examination or treatment is beyond the physician’s capacity, he/she should consult with or refer to another physician who has the necessary ability.
A PHYSICIAN SHALL	respect a patient’s right to confidentiality. It is ethical to disclose confidential information when the patient consents to it or when there is a real and imminent threat of harm to the patient or to others and this threat can be only removed by a breach of confidentiality.
A PHYSICIAN SHALL	give emergency care as a humanitarian duty unless he/she is assured that others are willing and able to give such care.
A PHYSICIAN SHALL	in situations when he/she is acting for a third party, ensure that the patient has full knowledge of that situation.
A PHYSICIAN SHALL	not enter into a sexual relationship with his/her current patient or into any other abusive or exploitative relationship.

DUTIES OF PHYSICIANS TO COLLEAGUES

PHYSICIAN SHALL	behave towards colleagues as he/she would have them behave towards him/her.
A PHYSICIAN SHALL	NOT undermine the patient-physician relationship of colleagues in order to attract patients.
A PHYSICIAN SHALL	when medically necessary, communicate with colleagues who are involved in the care of the same patient. This communication should respect patient confidentiality and be confined to necessary information.

Reference:

http://www.wma.net/en/30publications/10policies/c8/

International Medical Ethics & International War & Peace Time Law: I Can’t Believe This Is A Human Rights Issue!: International PNP® Best Bloggs 2010 by Blogged in Crisis Reporting by Tres Mali Scott on The Writings of African-Americans

Also see the Article:

International Medical Ethics & International War & Peace Time Law: I Can’t Believe This Is A Human Rights Issue!: International PNP® 

Photos by Chad Hunter:■The Black & African Art Museum of TWOAA®: The Writings of African-Americans®

Vintage Soul LA Rapper

Photographer Chad Hunter & Vintage Soul LA Rapper:■The Black & African Art Museum of TWOAA®: The Writings of African-Americans®