Class #13
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This document discusses physician-assisted suicide and end-of-life issues from a Catholic perspective. It introduces the topic and some relevant legal developments, including Oregon's Death with Dignity Act and a Supreme Court case. It then outlines Daniel Callahan's view that physician-assisted suicide has important social dimensions and shouldn't be seen as merely a private choice. The document will examine physician-assisted suicide through the lens of Catholic teaching, assess its morality, and discuss implications for medicine and patient rights.
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Objectives
1. Discuss attributes of a culture of wellness, including those that facilitate improving a
patient’s medication experience.
2. Identify behaviors and beliefs that promote safe medication-taking practices.
3. List actions that individuals, the scientific and medical community, and government
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Select and view the one TED talk that you find the most interesting (see ‘Resources’).
Then, compose a response paper that reports your interpretation, analysis, and
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What to Include
Compose a response paper that reports your interpretation, analysis, and aesthetic
response of/to your selected TED talk by addressing the following three writing prompts:
1. Interpret the artistic work:
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2. Analyze and Evaluate: What is your analysis of the TED talk overall? Address both
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your response with an example from the talk.
• Consider the solution the presenter proposes to address the main
issue/problem they are discussing. If individuals or society implement this
solution, how would these actions contribute to a culture of wellness? Again,
elaborate on your response with an example from the talk.
3. Develop an aesthetic response:
• How did watching this TED talk make you feel? Elaborate on your response
by including a meaningful personal reflection that further explains your
thoughts and feelings.
4. Format guidelines: Arial font size 11; single-spaced; 1” margins; Length: 1.5 pages
maximum
5. Please cite the TED talk as well as any external sources, and include a reference list
containing the full citation for each source following the end of your essay.
Resources
1. Michael Botticelli. Addiction is a disease. We should treat it like
one [Video]. Published October 2016. Accessed March 29, 2019.
2. Bill Bernat. How to connect with depressed friends [Video]. Published November
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This document discusses several topics related to law and morality. It begins by outlining the difference between legal rules, which are enforced through tangible punishment by the government, and moral rules, which are enforced through social punishment and aim for idealism. The document then discusses philosophical ideas around how morality can be seen as relative and how moral views change over time and become codified into law. It provides examples of censorship and abortion law to illustrate these concepts. Finally, it analyzes the "Doctrine of Necessity" using the case of conjoined twins Jodie and Mary and compares it to the Dudley and Stephens case where the defense of necessity was unsuccessful.
For this discussion, you will use a census website that posts info
For this discussion, you will use a census website that posts information on variables observed in the city where you live. Here is the website address. https://www.census.gov/acs/www/data/data-tables-and-tools/data-profiles/2017/ (Links to an external site.)
(Links to an external site.)After you open the website, you can enter the name of your state on the left at the bottom and the name of your city on the right of the landing page. You will see links to 4 sets of information on your area: social, education, housing, and demographic. You will be assessing the change in one variable you select for two different years. For example, data from the entire United States could be used to compare the percentage of women never married for the years 2010 and 2017.
Once you have selected your variable and obtained the information, answer the following questions:
· Was there a difference in the values of your variable?
· How would you write the null hypothesis if you wanted to test the differences statistically?
· Does the difference appear to be a significant one? How would you substantiate that?
· Is the difference important?
· What are the consequences of the change in your values for your community? For example, a significant increase in the number of women never married could affect the birth rate. It could also mean more women are attending college and becoming self-sufficient.
Please be sure to validate your opinions and ideas with citations and references in APA format.
Name of city : ATLANTA
Name of state : Georgia
Health Care as a Social Good
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Health Care
as a
Social Good
Religious Values and American Democracy
D AV I D M . C R A I G
G EO RG ET OW N U NI VE RS IT Y P RE SS
Washington, DC
� 2014 Georgetown University Press. All rights reserved. No part of this book may be
reproduced or utilized in any form or by any means, electronic or mechanical, including
photocopying and recording, or by any information storage and retrieval system, without
permission in writing from the publisher.
Library of Congress Cataloging-in-Publication Data
Craig, David Melville, 1965– author.
Health care as a social good : religious values and American democracy / David M. Craig.
p. ; cm.
Includes bibliographical references and index.
ISBN 978-1-62616-138-2 (hardcover : alk. paper)
ISBN 978-1-62616-077-4 (pbk. : alk. paper)
I. Title.
[DNLM: 1. Health Care Reform—United States. 2. Public Policy—United States.
3. Religion—United States. 4. Social Justice—United States. 5. Social Values—United States.
WA 540 AA1]
RA418.3.U6
362.10973—dc23
2014005920
�� This book is printed on acid-free paper meeting the requirements of the American
National Standard for Permanence in Paper for Printed Library Materials.
15 14 9 8 7 6 5 4 3 2 First printing
Printed in the United States of America
To my parents,
Ann and Norman Craig
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C o n t e n t s
Acknowledgments ix
...
Week 4, Reading Section 4.1 David Humes AntecedentsI. David H.docx
Week 4, Reading Section 4.1: David Hume's Antecedents
I. David Hume’s Antecedents
David Hume was a British Philosopher, in the tradition of the Empiricists, John Locke and George Berkeley. He is credited, among many contributions, with revisiting the question of whether Ethics/Morality should be based on Reason vs. Emotions/Passions. Unlike Aristotle and many other Western thinkers before him, Hume argued that Ethics could not be based on Reason, since Reason provides only alternative choices, based on analyses of issues and situations.
Thus, Hume answered the question, by concluding that Ethical Thought must be based on Emotion, in general, and Compassion for one’s fellows, in particular. Reason provided a moral decision-maker with facts and choices, along with positions for each choice. But many Ethical dilemmas involve conflicting values and choices. Reason, alone, could not lead a decision-maker to choose one alternative as “the best.” As we shall see in Week 5, Immanuel Kant, the creator of Deontology, disagreed with Hume.
Resource: Empathy and Sympathy in Ethics
As the Eighteenth Century gave way to the Nineteenth and to the Industrial Revolution, with its concentration of productive activities into factories and the squalid conditions under which workers labored and they and their families existed, reformers arose, seeking solutions to those conditions and problems. Three such reformers were Jeremy Bentham, John Stuart Mill, and Harriet Taylor, who came to be called Utilitarians, after the Principle of Utility that Bentham and Mill promulgated.
Resource: David Hume
Week 4, Reading Section 4.2: General Theory of Utilitarianism
II. General Theory of Utilitarianism
First Bentham, then Mill and Taylor, analyzed the World in terms of Pain and Pleasure/ Happiness. The predominant condition, especially in Industrial societies in Europe, and later in North America, for the vast majority of people, was Pain and Displeasure. For these three writers, Happiness and Pleasure were characterized by the removal or abatement of Pain, whether of a physical or an emotional nature. Given the conditions our modern media show us, as existing in many parts of the World, it is not difficult, even now, to imagine such conditions existing in the predecessors of our own societies. Disease, war, famine, civil strife, violence, among other factors, were the primary causes of Pain.
Resource: Notes on Utilitarianism
The Utilitarians argued that moral/ethical actions were those, which, on balance, reduced Pain and increased, thereby, Pleasure/Happiness. By positing the definition of Happiness/ Pleasure, as the Removal of Pain, they provided a measure by which to gauge such ameliorative efforts. One weakness is that those definitions are circular: (1) Happiness is the absence of Pain; (2) Pain is the absence of Happiness. Nevertheless, it was a more concrete, starting point, than more esoteric concepts of “the Good,” as suggested by Aristotle and h.
Class #12
This document discusses physician-assisted suicide from several perspectives. It begins with an introduction to issues surrounding death and dying as well as legal matters, including Oregon's Death with Dignity Act and a 1997 Supreme Court ruling. The document then presents perspectives on physician-assisted suicide from Dr. Kevorkian, Daniel Callahan, and Harriet Goetz. Callahan objects to physician-assisted suicide based on concerns about restricting it only to the terminally ill, while Goetz argues in favor of it.
Class #13
This document discusses physician-assisted suicide from several perspectives. It begins with an introduction to issues surrounding death and dying as well as legal matters, including Oregon's Death with Dignity Act and a 1997 Supreme Court ruling. It then explores different viewpoints on physician-assisted suicide, including those of Dr. Kevorkian who argued for patient autonomy, Daniel Callahan who objected based on concerns about restricting self-determination, and Harriet Goetz who supported the practice of physician-assisted suicide based on arguments of mercy for terminally ill patients.
Ethical issues for administrators power point session #4.bb.fa18
The document discusses the tension between individual freedom and the public interest. It notes that while individuals should have freedom of choice, certain moral issues like theft and murder assert duties on society. It also discusses how to determine what constitutes a private matter versus a public issue that could impact others. The document advocates balancing individual liberties with moral principles and considering the effects of one's actions on students or the community.
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For this discussion, you will use a census website that posts info
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Week 4, Reading Section 4.1 David Humes AntecedentsI. David H.docx
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Presentation28
The class will spend 50 minutes discussing case studies on Just War theory and having groups report out their findings. They will then discuss for 20 minutes the tensions between nonviolence and Just War positions. Students will self-assess their contributions to group discussions and what they learned about Christian responses to violence by discussing case studies.
Presentation27
The document outlines an agenda for a class that will discuss violence, nonviolence, and Christianity. It will assess how a commitment to nonviolence may impact one's relationship with their country and consider if nonviolence can be a practical strategy against evil. Students will do a self-assessment on their contributions and how their views on nonviolence may have changed from the class.
Presentation26
The class will first hear from those who corresponded with death row prisoners for 25 minutes. They will then discuss scenes, themes and the Church's teachings on the death penalty from the book Dead Man Walking for 45 minutes. Finally, students will do a 5 minute self-assessment on their contribution to class discussion and what questions they would ask Sr. Helen if she visited class.
Presentation25
The class will rotate through stations for 40 minutes, followed by a 30 minute whole class discussion and question time on women's ordination. Students will evaluate arguments against ordaining women, assess an analogy in a video about exclusion based on gender and race, and do a short self-assessment on their contributions and learnings.
Presentation24
The document outlines the schedule and learning outcomes for a class that will involve mind-mapping the concept of "Everything is connected" from Pope Francis' Laudato Sí encyclical, evaluating reactions to the encyclical, and self-assessing contributions to group discussions, including having students take on the role of Jeb Bush to re-evaluate his views on religion in politics after reading the text.
Presentation23
The document outlines the agenda for a class discussing Catholic teachings on healthcare access and the Affordable Care Act. The class will assess how aligned the ACA is with Catholic principles, evaluate arguments about deaths from repealing the ACA, and have students self-reflect on their views. It also provides background from the Catholic Bishops supporting universal healthcare as a basic human right and the government's role in ensuring access.
Presentation22
The document outlines the schedule and learning outcomes for a class that will discuss kinds of rights, access to health care as a social justice issue, and Catholic teachings on access to health care. The class will spend 25 minutes on kinds of rights, 45 minutes discussing what aspects of health care access are and aren't under individual control, and 5 minutes doing a self-assessment. Students will also write a paragraph from the perspective of Pope Francis summarizing the predicted Catholic position on preferential access to health care for the poor.
Presentation21
The document outlines the agenda for a class discussion that will apply Catholic teachings on economic justice and immigration to topics like a local immigration center and the policies of a college regarding undocumented students. It includes prompts for a 5-minute self-assessment at the end to reflect on contributions to the discussion and what most impacted the students' views on immigration.
Presentation20
The document outlines a class discussion that will focus on how Archbishop Romero changed from a stance of neutrality to supporting the poor in El Salvador, and how Pope Francis's teachings in The Joy of the Gospel emphasize reducing inequality as a way to remedy social ills. Students will analyze these themes in Romero and identify links between Romero and Pope Francis, and self-assess their contribution to the class discussion.
Presentation19
This document outlines the schedule and learning outcomes for a class that will involve group work designing depictions of Jesus's care for the poor, a discussion on whether Jesus was a revolutionary, and self-assessment on contributions to the group and how the class changed views on Jesus. Students will imagine representations of Jesus's political significance, determine if describing him as a revolutionary is fitting, and self-reflect on learning.
Presentation18
The document outlines the agenda for a class discussion that will:
1) Debrief a visit to a Center for the Homeless and define homelessness.
2) Apply Catholic social teaching from the visit, a video, and reading to analyze the relationship between justice and equality, with a focus on the Church's preference for the poor.
3) Include a self-assessment of student contributions and conclusions about justice for the poor and homeless.
Presentation17
We will spend 25 minutes doing an exercise about privilege, 25 minutes composing a chart about factors within and outside our control, and 20 minutes examining and explaining negative attitudes towards the poor. The class aims to consider how external factors compound disadvantages, hypothesize why the poor face anger and stereotypes, and do a self-assessment of discussion contributions and understanding of privilege and stereotypes.
Presentation16
We will discuss the Nancy Cruzan case and whether removing her feeding tube would be morally permissible based on Catholic teachings on euthanasia. Students will consider if her feeding tube constitutes basic care or unnecessary treatment and reflect on how class discussions changed their views on this case. A chart is presented on whether removing Nancy Cruzan's feeding tube would be allowing her to die or taking a life.
Presentation15
The document outlines the agenda for a class discussion on physician-assisted suicide, including analyzing an ethical paper, discussing reasons for and against PAS, examining the Oregon Death with Dignity Act forms, and considering how to respond if a qualifying patient in Oregon requests assistance ending their life.
Presentation14
We will discuss the Vatican Declaration on Euthanasia for 40 minutes, then do a Think-Pair-Share activity on Advance Directives for 30 minutes. Students will complete a Living Will to inform discussion on end-of-life decisions, connecting it to Christian values, and self-assess their contributions and remaining questions about the Church's teachings on euthanasia.
Presentation13
The document outlines an agenda for a class discussion that will diagram formal and material cooperation with wrongdoing, discuss examples using these moral categories, suggest public policy for embryonic stem cells and complicity in vaccine development, and include a self-assessment of class contributions and remaining questions. It will also have students diagram and locate examples of cooperation on a scale of immediacy.
Presentation12
The document outlines the schedule and learning outcomes for a class session. It will include drawing up and negotiating a sample surrogacy contract in small groups, discussing the activity and readings, and an example surrogacy scenario. Students will roleplay a surrogacy arrangement, examine the morality of surrogacy and potential exploitation of women, and do a self-assessment of their contributions and takeaways from negotiating a surrogacy contract.
Presentation11
Today's class will involve a 25-minute activity on reproductive technology where students simulate shopping at a sperm bank or filling out forms for embryo cryopreservation. Students will then share their conclusions with the other half of the class for 20 minutes. Finally, students will evaluate the Church's teaching on assisted reproduction using this activity and an email from a Saint Mary's alum over 25 minutes.
Presentation10
The document outlines the plan for a class which includes taking a moral stance on abortion, applying Church teachings to positions held by Cuomo and Pacholczyk, evaluating their views for an upcoming paper, and a self-assessment where students reflect on their contributions and if the class changed their paper perspective.
Presentation9
This document outlines an agenda for a class discussion that will include nudging both the pro-life and pro-choice sides on their perspectives. It will focus on considering implications of twinning and Warren's criteria for personhood from the pro-life side, and assessing Callahan's critique of choice and its implications for feminism from the pro-choice side. Students will also self-assess their contributions and whether the discussion made their views on abortion less black and white.
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Class #13
- 2. Source: Oregon Death With Dignity Act Annual Report (Year 13)
- 3. If you viewed How to Die in Oregon? through the lens of Church teaching about physician-assisted suicide (p.a.s.), what would you see? Should society—let alone the Church—care if individuals want to end their lives in this way? vt
Editor's Notes
- Living will for Thursday A document by which a person provides guidance for others who may be called upon to make medical decisions on behalf of the issuer of the directive if he or she is unable to do so
- I. In May 2011, Gallup named PAS the most divisive moral issue in American life. ( More than abortion, more than cloning, more than the use of embryonic stem cells) According to their “Values and Beliefs” poll, 45 percent of the population now think it is morally acceptable, while 48 percent believe it to be morally wrong. (Kaveny essay in Commonweal, July 15, 2011)