This document discusses three case studies related to public health ethics and provides background information on relevant ethical principles and frameworks. The case studies involve: 1) a community health initiative on teenage pregnancy, 2) a proposal to strengthen laws against homelessness, and 3) the use of "sin taxes" to influence health behaviors. Background information is presented on ethical theories like egalitarianism, libertarianism, and theories of justice. Principles of public health ethics and frameworks for analyzing issues of social and economic justice are also defined.
July 2002, Vol 92, No. 7 American Journal of Public Health E.docxcroysierkathey
July 2002, Vol 92, No. 7 | American Journal of Public Health Editorial | 1057
⏐ EDITORIAL
A Code of
Ethics for
Public Health
The mandate to ensure and pro-
tect the health of the public is an
inherently moral one. It carries
with it an obligation to care for
the well-being of communities,
and it implies the possession of an
element of power to carry out
that mandate. The need to exer-
cise power to ensure the health of
populations and, at the same time,
to avoid abuses of such power are
at the crux of public health ethics.
Until recently, the ethical na-
ture of public health has been im-
plicitly assumed rather than ex-
plicitly stated. Increasingly,
however, society is demanding ex-
plicit attention to ethics. This de-
mand arises from technological
advances that create new possibil-
ities and, with them, new ethical
dilemmas; new challenges to
health, such as the advent of HIV;
and abuses of power, such as the
Tuskegee study of syphilis.
Medical institutions have been
more explicit about the ethical
elements of their practice than
have public health institutions.
However, the concerns of public
health are not fully consonant
with those of medicine. Thus, we
cannot simply translate the princi-
ples of medical ethics to public
health. In contrast to medicine,
public health is concerned more
with populations than with indi-
viduals, and more with prevention
than with cure. The need to artic-
ulate a distinct ethic for public
health has been noted by a num-
ber of public health professionals
and ethicists.1–5
A code of ethics for public
health can clarify the distinctive
elements of public health and the
ethical principles that follow from
or respond to those elements. It
can make clear to populations and
communities the ideals of the pub-
lic health institutions that serve
them, ideals for which the institu-
tions can be held accountable.
THE PROCESS OF
WRITING THE CODE
The backgrounds and perspec-
tives of people who identify
themselves as public health pro-
fessionals are as diverse as the
multitude of factors affecting the
health of populations. Articulating
a common ethic for this diverse
group is a formidable challenge.
In the spring of 2000, the gradu-
ating class of the Public Health
Leadership Institute chose writing
a code of ethics for public health
as a group project. The institute
provides advanced leadership
training to people who are al-
ready in leadership roles in pub-
lic health. Because the fellows
bring a wealth of experience from
a wide variety of public health in-
stitutions, they are uniquely able
to represent diverse perspectives
and identify ethical issues com-
mon in public health.
At the 2000 meeting of the Na-
tional Association of City and
County Health Officers, the group
added a non-institute member
( J. C. Thomas) and charted a plan
for working toward a code. The
plan included receiving a formal
charge as the code of ethics work-
ing group at the annual meeting of
the American Public Health Asso-
c ...
July 2002, Vol 92, No. 7 American Journal of Public Health E.docxdonnajames55
July 2002, Vol 92, No. 7 | American Journal of Public Health Editorial | 1057
⏐ EDITORIAL
A Code of
Ethics for
Public Health
The mandate to ensure and pro-
tect the health of the public is an
inherently moral one. It carries
with it an obligation to care for
the well-being of communities,
and it implies the possession of an
element of power to carry out
that mandate. The need to exer-
cise power to ensure the health of
populations and, at the same time,
to avoid abuses of such power are
at the crux of public health ethics.
Until recently, the ethical na-
ture of public health has been im-
plicitly assumed rather than ex-
plicitly stated. Increasingly,
however, society is demanding ex-
plicit attention to ethics. This de-
mand arises from technological
advances that create new possibil-
ities and, with them, new ethical
dilemmas; new challenges to
health, such as the advent of HIV;
and abuses of power, such as the
Tuskegee study of syphilis.
Medical institutions have been
more explicit about the ethical
elements of their practice than
have public health institutions.
However, the concerns of public
health are not fully consonant
with those of medicine. Thus, we
cannot simply translate the princi-
ples of medical ethics to public
health. In contrast to medicine,
public health is concerned more
with populations than with indi-
viduals, and more with prevention
than with cure. The need to artic-
ulate a distinct ethic for public
health has been noted by a num-
ber of public health professionals
and ethicists.1–5
A code of ethics for public
health can clarify the distinctive
elements of public health and the
ethical principles that follow from
or respond to those elements. It
can make clear to populations and
communities the ideals of the pub-
lic health institutions that serve
them, ideals for which the institu-
tions can be held accountable.
THE PROCESS OF
WRITING THE CODE
The backgrounds and perspec-
tives of people who identify
themselves as public health pro-
fessionals are as diverse as the
multitude of factors affecting the
health of populations. Articulating
a common ethic for this diverse
group is a formidable challenge.
In the spring of 2000, the gradu-
ating class of the Public Health
Leadership Institute chose writing
a code of ethics for public health
as a group project. The institute
provides advanced leadership
training to people who are al-
ready in leadership roles in pub-
lic health. Because the fellows
bring a wealth of experience from
a wide variety of public health in-
stitutions, they are uniquely able
to represent diverse perspectives
and identify ethical issues com-
mon in public health.
At the 2000 meeting of the Na-
tional Association of City and
County Health Officers, the group
added a non-institute member
( J. C. Thomas) and charted a plan
for working toward a code. The
plan included receiving a formal
charge as the code of ethics work-
ing group at the annual meeting of
the American Public Health Asso-
c.
July 2002, Vol 92, No. 7 American Journal of Public Health E.docxcroysierkathey
July 2002, Vol 92, No. 7 | American Journal of Public Health Editorial | 1057
⏐ EDITORIAL
A Code of
Ethics for
Public Health
The mandate to ensure and pro-
tect the health of the public is an
inherently moral one. It carries
with it an obligation to care for
the well-being of communities,
and it implies the possession of an
element of power to carry out
that mandate. The need to exer-
cise power to ensure the health of
populations and, at the same time,
to avoid abuses of such power are
at the crux of public health ethics.
Until recently, the ethical na-
ture of public health has been im-
plicitly assumed rather than ex-
plicitly stated. Increasingly,
however, society is demanding ex-
plicit attention to ethics. This de-
mand arises from technological
advances that create new possibil-
ities and, with them, new ethical
dilemmas; new challenges to
health, such as the advent of HIV;
and abuses of power, such as the
Tuskegee study of syphilis.
Medical institutions have been
more explicit about the ethical
elements of their practice than
have public health institutions.
However, the concerns of public
health are not fully consonant
with those of medicine. Thus, we
cannot simply translate the princi-
ples of medical ethics to public
health. In contrast to medicine,
public health is concerned more
with populations than with indi-
viduals, and more with prevention
than with cure. The need to artic-
ulate a distinct ethic for public
health has been noted by a num-
ber of public health professionals
and ethicists.1–5
A code of ethics for public
health can clarify the distinctive
elements of public health and the
ethical principles that follow from
or respond to those elements. It
can make clear to populations and
communities the ideals of the pub-
lic health institutions that serve
them, ideals for which the institu-
tions can be held accountable.
THE PROCESS OF
WRITING THE CODE
The backgrounds and perspec-
tives of people who identify
themselves as public health pro-
fessionals are as diverse as the
multitude of factors affecting the
health of populations. Articulating
a common ethic for this diverse
group is a formidable challenge.
In the spring of 2000, the gradu-
ating class of the Public Health
Leadership Institute chose writing
a code of ethics for public health
as a group project. The institute
provides advanced leadership
training to people who are al-
ready in leadership roles in pub-
lic health. Because the fellows
bring a wealth of experience from
a wide variety of public health in-
stitutions, they are uniquely able
to represent diverse perspectives
and identify ethical issues com-
mon in public health.
At the 2000 meeting of the Na-
tional Association of City and
County Health Officers, the group
added a non-institute member
( J. C. Thomas) and charted a plan
for working toward a code. The
plan included receiving a formal
charge as the code of ethics work-
ing group at the annual meeting of
the American Public Health Asso-
c ...
July 2002, Vol 92, No. 7 American Journal of Public Health E.docxdonnajames55
July 2002, Vol 92, No. 7 | American Journal of Public Health Editorial | 1057
⏐ EDITORIAL
A Code of
Ethics for
Public Health
The mandate to ensure and pro-
tect the health of the public is an
inherently moral one. It carries
with it an obligation to care for
the well-being of communities,
and it implies the possession of an
element of power to carry out
that mandate. The need to exer-
cise power to ensure the health of
populations and, at the same time,
to avoid abuses of such power are
at the crux of public health ethics.
Until recently, the ethical na-
ture of public health has been im-
plicitly assumed rather than ex-
plicitly stated. Increasingly,
however, society is demanding ex-
plicit attention to ethics. This de-
mand arises from technological
advances that create new possibil-
ities and, with them, new ethical
dilemmas; new challenges to
health, such as the advent of HIV;
and abuses of power, such as the
Tuskegee study of syphilis.
Medical institutions have been
more explicit about the ethical
elements of their practice than
have public health institutions.
However, the concerns of public
health are not fully consonant
with those of medicine. Thus, we
cannot simply translate the princi-
ples of medical ethics to public
health. In contrast to medicine,
public health is concerned more
with populations than with indi-
viduals, and more with prevention
than with cure. The need to artic-
ulate a distinct ethic for public
health has been noted by a num-
ber of public health professionals
and ethicists.1–5
A code of ethics for public
health can clarify the distinctive
elements of public health and the
ethical principles that follow from
or respond to those elements. It
can make clear to populations and
communities the ideals of the pub-
lic health institutions that serve
them, ideals for which the institu-
tions can be held accountable.
THE PROCESS OF
WRITING THE CODE
The backgrounds and perspec-
tives of people who identify
themselves as public health pro-
fessionals are as diverse as the
multitude of factors affecting the
health of populations. Articulating
a common ethic for this diverse
group is a formidable challenge.
In the spring of 2000, the gradu-
ating class of the Public Health
Leadership Institute chose writing
a code of ethics for public health
as a group project. The institute
provides advanced leadership
training to people who are al-
ready in leadership roles in pub-
lic health. Because the fellows
bring a wealth of experience from
a wide variety of public health in-
stitutions, they are uniquely able
to represent diverse perspectives
and identify ethical issues com-
mon in public health.
At the 2000 meeting of the Na-
tional Association of City and
County Health Officers, the group
added a non-institute member
( J. C. Thomas) and charted a plan
for working toward a code. The
plan included receiving a formal
charge as the code of ethics work-
ing group at the annual meeting of
the American Public Health Asso-
c.
Topics that are included in here:
1. Definition of ethics.
2. Types of ethics.
3. Ethics Vs Law.
4. The Hippocrates Oath.
it better to think as Consequentialism that it good for you and your job as a healthcare.
Have you ever heard the basic principles of Ethics and their importance let check today from this ppt.
Every patient customer should be informed that your clinic or hospital has what we call the quality assurance program.
Ashford 5: - Week 4 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.
Food Justice/Food Deserts
The purpose of this discussion is to offer you the opportunity to debate the issue of food justice and food deserts. Food deserts are significant issues in poorer neighborhoods in the United States. In many of these neighborhoods, the only access to food is through local convenience stores or fast food restaurants. This severely limits the options for the poor to have access to fresh, wholesome food and has been evidenced as a key reason for the obesity epidemic in the United States. This issue is encompassed in the overarching topic of food justice, which also highlights public access to genetically modified or organic foods and the issues of equal access to positive food options in light of public health and social inequality. Prepare and post a response to the following prompt:
Read the Hilmers article, Neighborhood Disparities in Access to Healthy Foods and Their Effects on Environmental Justice. Assume that your town is a food desert and you would like to do something about it. Prepare an argument to present to your local town council that outlines an idea to offer healthy food options to your town. Use at least one ethical theory or perspective to support the moral or ethical reasoning for why this program should be implemented.
Your initial post should be at least 250 words in length. Support your claims with examples from the required resources and/or other scholarly sources, and properly cite any references in APA style as outlined in the Ashford Writing Center. Respond to at least two of your classmates’ posts by Day 7.
Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.
Equal Access to Health Care
insertDiscussionPromptHere
This discussion presents the opportunity for you to address the inequality of access to health care in the United States using moral and ethical reasoning. There is overwhelming evidence that social inequalities affect health outcomes. Many argue that lack of health care access due to poverty is a human rights concern in the United States that should be subject to public and social justice inquiry. As such, the Affordable Care Act was implemented to promote health equity. While there are some that have reported favorable outcomes with respect to health care access, others have reported unfavorable experiences.
What is your perspective on the ethics of providing universal health care to all U.S. citizens,.
INTRODUCTION THINKING ETHICALLY A Framework for Moral Decisio.docxnormanibarber20063
INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded daily with questions about the justice of our foreign policy, the morality of medical technologies that can prolong our lives, the rights of animals or perhaps the fairness of our children's teachers dealing with diverse students in their classrooms.
Dealing with these moral issues is often perplexing. How, exactly, should we think through an ethical issue? What questions should we ask? What factors should we consider?
WHAT IS ETHICS?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
According to The National Institute of Health: “Ethics seeks to determine what a person should do, or the best course of action, and provides reasons why. It also helps people decide how to behave and treat one another, and what kinds of communities would be good to live in.”
“Bioethics is a subfield of ethics that explores ethical questions related to the life sciences. Bioethical analysis helps people make decisions about their behavior and about policy questions that governments, organizations, and communities must face when they consider how best to use new biomedical knowledge and innovation”.
WHAT ETHICS IS NOT:
• Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
• Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it..
In this course, we look at classical ethical theories of utilitari.docxbradburgess22840
In this course, we look at classical ethical theories of utilitarianism, deontology, and virtue ethics. We also look at the different kinds of perspectives on ethical issues introduced by relativism, ethical egoism, and emotivism.
For this paper, you will pick an ethical issue to discuss, but one that is not a specific topic addressed in our text (thus, gun control or product liability would not be possible choices). Some examples are given below, but it is recommended that you choose to write on a topic you have already encountered or you have thought about previously. (One way of thinking about this is to think of an ethical issue that either worries you or enrages you.)
Identify, specifically, the ethical issue and the ethical problems it presents. Drawing on various sources, explain how one of the classical theories (utilitarianism, deontology, virtue ethics) would resolve the problem. Then, contrast this response with the perspective brought to the issue by relativism, emotivism, or ethical egoism. Finally, state which of these views is closer to your own, supporting your response with a clearly-presented and well-supported argument. The more specific you can be the better, and feel free to include examples that will strengthen your account.
I chose Medical care in prisons, will attach rough draft as well..
The final version of this paper must be between eight to ten pages in length, (excluding the title and reference pages), using at least five (5) resources, and follow APA (6th edition) formatting.
This paper is a compare/contrast paper.
6
Medical Care for Prisoners
Medical Care for Prisoners
Julio C. Armas
SOC 120
Mrs. Megan Reid
September 21, 2012
Is society ethically obliged to provide free healthcare to prisoners incarcerated for crimes against that same society? There are more people incarcerated in the United States than history has ever recorded; in fact, the U.S. has the world’s highest prison population with over 2 million incarcerated, and there is no indication of the population growth slowing down. This growing prison population has alarming consequences on many facets of prisoner care, and in particular, medical care provided to prisoners. The financial impact of providing adequate medical care for this enormous prison population has severe and deep reaching repercussions on not just the prisons, but the law-abiding citizens, states, and indeed, the entire nation. Many arguments have been made on what level of care constitutes adequate care, and even if health care should or should not be provided to prisoners. The ethical and moral responsibilities we, as a society, are obligated to provide is a hotly debated topic. There are many possible solutions to the health care dilemma, but whether or not those solutions meet the ethical requirements that society has incurred as a result of incarcerating people considered a threat to society is questionable. Also in question is the.
Equity is the absence of avoidable, unfair, or remediable differences among groups of people, whether those groups are defined socially, economically, demographically or geographically or by other means of stratification. "Health equity” or “equity in health” implies that ideally, everyone should have a fair opportunity to attain their full health potential and that no one should be disadvantaged from achieving this potential.
In this course, we look at classical ethical theories of utilitari.docxjaggernaoma
In this course, we look at classical ethical theories of utilitarianism, deontology, and virtue ethics. We also look at the different kinds of perspectives on ethical issues introduced by relativism, ethical egoism, and emotivism.
For this paper, you will pick an ethical issue to discuss, but one that is not a specific topic addressed in our text (thus, gun control or product liability would not be possible choices). Some examples are given below, but it is recommended that you choose to write on a topic you have already encountered or you have thought about previously. (One way of thinking about this is to think of an ethical issue that either worries you or enrages you.)
Identify, specifically, the ethical issue and the ethical problems it presents. Drawing on various sources, explain how one of the classical theories (utilitarianism, deontology, virtue ethics) would resolve the problem. Then, contrast this response with the perspective brought to the issue by relativism, emotivism, or ethical egoism. Finally, state which of these views is closer to your own, supporting your response with a clearly-presented and well-supported argument. The more specific you can be the better, and feel free to include examples that will strengthen your account.
I chose Medical care in prisons, will attach rough draft as well..
The final version of this paper must be between eight to ten pages in length, (excluding the title and reference pages), using at least five (5) resources, and follow APA (6th edition) formatting.
This paper is a compare/contrast paper.
MKTG205 – Product and Service Ideas
During this class you will be working progressively with a product or service chosen for the Unit 1 assignments. Prior to
selecting a topic and starting on the assignments, you should review the other units. This will help you to select an
appropriate product or service with which to work. If you read through the assignments for this course, it will help you
to pick the product or service that will get the most out of this exercise.
Choose one of the following products or services based on your interest and/or area of study. If you would like to
choose a product or service not listed, you must receive instructor approval by Thursday of Week 1. If you did not get
approval prior to posting, you may not get credit.
Business Criminal Justice Information Systems
Chocolate Bar Bulletproof Vests New Educational Video Game
Laundry Detergent Security Consulting Company External Hard Drive
Organic Food Product Kid Safety Training Course/
Products
Local Computer Repair Business
Local Restaurant, Store or Small
Business (cannot be a chain or
franchise)
Self Defense Training A new Application for GPS
Technology
New “Green Product”
Traveling Dog Groomer, Car
Repair, etc.
Human Resources Visual Communications Healthcare Administration
Team-Building Adventure Course Website Design Service Oatmeal (.
The job is just to read each individual peer post that I put there.docxarmitageclaire49
The job is just to read each individual peer post that I put there and respond to them with a response of 3-4 sentences long
Peer #1
For the Research Assignment, I have chosen to focus on an area of Healthcare that rarely gets the
attention it deserves Mental health. I
chose this topic because I am personally effected by it and so are many millions of Americans. Mental illness is also one of the leading causes of
death in our nation and one life is lost as a result of suicide, abuse or incarceration every 17mins in the United States. Mental illness has been my
area of focus throughout this program and the advocacy and participatory philosophy will be useful for the final project because it suggests that “
that research inquiry needs to be intertwined with politics and a political agenda” (Creswell, p.9). I do believe that mental health has a specific
agenda for a study and that there has been constant aim for reform in healthcare and mental health. This social issue is definitely pertinent right
now and topics that address it such as “empowerment, inequality, oppression, domination, suppression, and alienation” (Creswell, p.9), and are
really the focus of the study. The goal of this project for me, is to provide a voice to participants and give them the ability address the concerns that
will lead to reform.
According to Kemmis and Wilkinson (1998) this philosophy offers four key features of the advocacy/participatory framework of inquiry:
1. Participatory actions are focused on bringing about change, and at the end of this type of study, researchers create an action agenda for change.
2. It is focused on freeing individuals from societal constraints, which is why the study begins with an important issue currently in society.
3. It aims to create a political debate so that change will occur.
4. Since advocacy/participatory researchers engage participants as active contributors to the research, it is a collaborative experience.
Research Problem Statement
My Vision is to Provide members of the community with the opportunities and education needed to prevent death due to suicide, acts of self-harm
and the traumatic impact of mental illness. By promoting resilience, the enhancement of community resources, conflict resolution and support for
individuals, families and the communities of those who suffer with mental disorders, illness or have a sudden mental health crisis. The target
population includes all individuals within Chatham County, with unmet mental health needs. These individuals are currently not being served by
traditional methods due to financial, structural, and personal barriers including access and stigma. Untreated mental health issues of these
individuals put them at risk for exacerbation of physical health problems, suicide attempts, premature moves to long-term care se.
Topics that are included in here:
1. Definition of ethics.
2. Types of ethics.
3. Ethics Vs Law.
4. The Hippocrates Oath.
it better to think as Consequentialism that it good for you and your job as a healthcare.
Have you ever heard the basic principles of Ethics and their importance let check today from this ppt.
Every patient customer should be informed that your clinic or hospital has what we call the quality assurance program.
Ashford 5: - Week 4 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.
Food Justice/Food Deserts
The purpose of this discussion is to offer you the opportunity to debate the issue of food justice and food deserts. Food deserts are significant issues in poorer neighborhoods in the United States. In many of these neighborhoods, the only access to food is through local convenience stores or fast food restaurants. This severely limits the options for the poor to have access to fresh, wholesome food and has been evidenced as a key reason for the obesity epidemic in the United States. This issue is encompassed in the overarching topic of food justice, which also highlights public access to genetically modified or organic foods and the issues of equal access to positive food options in light of public health and social inequality. Prepare and post a response to the following prompt:
Read the Hilmers article, Neighborhood Disparities in Access to Healthy Foods and Their Effects on Environmental Justice. Assume that your town is a food desert and you would like to do something about it. Prepare an argument to present to your local town council that outlines an idea to offer healthy food options to your town. Use at least one ethical theory or perspective to support the moral or ethical reasoning for why this program should be implemented.
Your initial post should be at least 250 words in length. Support your claims with examples from the required resources and/or other scholarly sources, and properly cite any references in APA style as outlined in the Ashford Writing Center. Respond to at least two of your classmates’ posts by Day 7.
Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.
Equal Access to Health Care
insertDiscussionPromptHere
This discussion presents the opportunity for you to address the inequality of access to health care in the United States using moral and ethical reasoning. There is overwhelming evidence that social inequalities affect health outcomes. Many argue that lack of health care access due to poverty is a human rights concern in the United States that should be subject to public and social justice inquiry. As such, the Affordable Care Act was implemented to promote health equity. While there are some that have reported favorable outcomes with respect to health care access, others have reported unfavorable experiences.
What is your perspective on the ethics of providing universal health care to all U.S. citizens,.
INTRODUCTION THINKING ETHICALLY A Framework for Moral Decisio.docxnormanibarber20063
INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded daily with questions about the justice of our foreign policy, the morality of medical technologies that can prolong our lives, the rights of animals or perhaps the fairness of our children's teachers dealing with diverse students in their classrooms.
Dealing with these moral issues is often perplexing. How, exactly, should we think through an ethical issue? What questions should we ask? What factors should we consider?
WHAT IS ETHICS?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
According to The National Institute of Health: “Ethics seeks to determine what a person should do, or the best course of action, and provides reasons why. It also helps people decide how to behave and treat one another, and what kinds of communities would be good to live in.”
“Bioethics is a subfield of ethics that explores ethical questions related to the life sciences. Bioethical analysis helps people make decisions about their behavior and about policy questions that governments, organizations, and communities must face when they consider how best to use new biomedical knowledge and innovation”.
WHAT ETHICS IS NOT:
• Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
• Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it..
In this course, we look at classical ethical theories of utilitari.docxbradburgess22840
In this course, we look at classical ethical theories of utilitarianism, deontology, and virtue ethics. We also look at the different kinds of perspectives on ethical issues introduced by relativism, ethical egoism, and emotivism.
For this paper, you will pick an ethical issue to discuss, but one that is not a specific topic addressed in our text (thus, gun control or product liability would not be possible choices). Some examples are given below, but it is recommended that you choose to write on a topic you have already encountered or you have thought about previously. (One way of thinking about this is to think of an ethical issue that either worries you or enrages you.)
Identify, specifically, the ethical issue and the ethical problems it presents. Drawing on various sources, explain how one of the classical theories (utilitarianism, deontology, virtue ethics) would resolve the problem. Then, contrast this response with the perspective brought to the issue by relativism, emotivism, or ethical egoism. Finally, state which of these views is closer to your own, supporting your response with a clearly-presented and well-supported argument. The more specific you can be the better, and feel free to include examples that will strengthen your account.
I chose Medical care in prisons, will attach rough draft as well..
The final version of this paper must be between eight to ten pages in length, (excluding the title and reference pages), using at least five (5) resources, and follow APA (6th edition) formatting.
This paper is a compare/contrast paper.
6
Medical Care for Prisoners
Medical Care for Prisoners
Julio C. Armas
SOC 120
Mrs. Megan Reid
September 21, 2012
Is society ethically obliged to provide free healthcare to prisoners incarcerated for crimes against that same society? There are more people incarcerated in the United States than history has ever recorded; in fact, the U.S. has the world’s highest prison population with over 2 million incarcerated, and there is no indication of the population growth slowing down. This growing prison population has alarming consequences on many facets of prisoner care, and in particular, medical care provided to prisoners. The financial impact of providing adequate medical care for this enormous prison population has severe and deep reaching repercussions on not just the prisons, but the law-abiding citizens, states, and indeed, the entire nation. Many arguments have been made on what level of care constitutes adequate care, and even if health care should or should not be provided to prisoners. The ethical and moral responsibilities we, as a society, are obligated to provide is a hotly debated topic. There are many possible solutions to the health care dilemma, but whether or not those solutions meet the ethical requirements that society has incurred as a result of incarcerating people considered a threat to society is questionable. Also in question is the.
Equity is the absence of avoidable, unfair, or remediable differences among groups of people, whether those groups are defined socially, economically, demographically or geographically or by other means of stratification. "Health equity” or “equity in health” implies that ideally, everyone should have a fair opportunity to attain their full health potential and that no one should be disadvantaged from achieving this potential.
In this course, we look at classical ethical theories of utilitari.docxjaggernaoma
In this course, we look at classical ethical theories of utilitarianism, deontology, and virtue ethics. We also look at the different kinds of perspectives on ethical issues introduced by relativism, ethical egoism, and emotivism.
For this paper, you will pick an ethical issue to discuss, but one that is not a specific topic addressed in our text (thus, gun control or product liability would not be possible choices). Some examples are given below, but it is recommended that you choose to write on a topic you have already encountered or you have thought about previously. (One way of thinking about this is to think of an ethical issue that either worries you or enrages you.)
Identify, specifically, the ethical issue and the ethical problems it presents. Drawing on various sources, explain how one of the classical theories (utilitarianism, deontology, virtue ethics) would resolve the problem. Then, contrast this response with the perspective brought to the issue by relativism, emotivism, or ethical egoism. Finally, state which of these views is closer to your own, supporting your response with a clearly-presented and well-supported argument. The more specific you can be the better, and feel free to include examples that will strengthen your account.
I chose Medical care in prisons, will attach rough draft as well..
The final version of this paper must be between eight to ten pages in length, (excluding the title and reference pages), using at least five (5) resources, and follow APA (6th edition) formatting.
This paper is a compare/contrast paper.
MKTG205 – Product and Service Ideas
During this class you will be working progressively with a product or service chosen for the Unit 1 assignments. Prior to
selecting a topic and starting on the assignments, you should review the other units. This will help you to select an
appropriate product or service with which to work. If you read through the assignments for this course, it will help you
to pick the product or service that will get the most out of this exercise.
Choose one of the following products or services based on your interest and/or area of study. If you would like to
choose a product or service not listed, you must receive instructor approval by Thursday of Week 1. If you did not get
approval prior to posting, you may not get credit.
Business Criminal Justice Information Systems
Chocolate Bar Bulletproof Vests New Educational Video Game
Laundry Detergent Security Consulting Company External Hard Drive
Organic Food Product Kid Safety Training Course/
Products
Local Computer Repair Business
Local Restaurant, Store or Small
Business (cannot be a chain or
franchise)
Self Defense Training A new Application for GPS
Technology
New “Green Product”
Traveling Dog Groomer, Car
Repair, etc.
Human Resources Visual Communications Healthcare Administration
Team-Building Adventure Course Website Design Service Oatmeal (.
The job is just to read each individual peer post that I put there.docxarmitageclaire49
The job is just to read each individual peer post that I put there and respond to them with a response of 3-4 sentences long
Peer #1
For the Research Assignment, I have chosen to focus on an area of Healthcare that rarely gets the
attention it deserves Mental health. I
chose this topic because I am personally effected by it and so are many millions of Americans. Mental illness is also one of the leading causes of
death in our nation and one life is lost as a result of suicide, abuse or incarceration every 17mins in the United States. Mental illness has been my
area of focus throughout this program and the advocacy and participatory philosophy will be useful for the final project because it suggests that “
that research inquiry needs to be intertwined with politics and a political agenda” (Creswell, p.9). I do believe that mental health has a specific
agenda for a study and that there has been constant aim for reform in healthcare and mental health. This social issue is definitely pertinent right
now and topics that address it such as “empowerment, inequality, oppression, domination, suppression, and alienation” (Creswell, p.9), and are
really the focus of the study. The goal of this project for me, is to provide a voice to participants and give them the ability address the concerns that
will lead to reform.
According to Kemmis and Wilkinson (1998) this philosophy offers four key features of the advocacy/participatory framework of inquiry:
1. Participatory actions are focused on bringing about change, and at the end of this type of study, researchers create an action agenda for change.
2. It is focused on freeing individuals from societal constraints, which is why the study begins with an important issue currently in society.
3. It aims to create a political debate so that change will occur.
4. Since advocacy/participatory researchers engage participants as active contributors to the research, it is a collaborative experience.
Research Problem Statement
My Vision is to Provide members of the community with the opportunities and education needed to prevent death due to suicide, acts of self-harm
and the traumatic impact of mental illness. By promoting resilience, the enhancement of community resources, conflict resolution and support for
individuals, families and the communities of those who suffer with mental disorders, illness or have a sudden mental health crisis. The target
population includes all individuals within Chatham County, with unmet mental health needs. These individuals are currently not being served by
traditional methods due to financial, structural, and personal barriers including access and stigma. Untreated mental health issues of these
individuals put them at risk for exacerbation of physical health problems, suicide attempts, premature moves to long-term care se.
Similar to · Write a response as directed to each of the three case studies a (20)
‘ICHAPTER TWOChapter Objectives• To define stakeholdLesleyWhitesidefv
‘I
CHAPTER TWO
Chapter Objectives
• To define stakeholders and understand
their importance
• To distinguish between primary and
secondary stakeholders
To discuss the global nature of
stakeholder relationships
To consider the impact of reputation and
crisis situations on social responsibility
performance
To examine the development of
stakeholder relationships
To explore how stakeholder relationships
are integral to social responsibility
Chapter Outline
Stakeholders Defined
Stakeholder Identification and Importance
Performance with Stakeholders
Development of Stakeholder Relationships
Implementing a Stakeholder Perspective in
Social Responsibility
Link between Stakeholder Relationships and
Social Responsibility
Opening Vignette
The Fight against Childhood Obesity
America’s children are growing, not in height or intel
lectual capacity but in weight. Advertising of fast food
and highly processed, corn syrup—laced foods is at the
heart of the controversy. While TV advertising of food
and restaurants has dropped 34 percent from 1977 to
2004, the use of the internet, promotions, school adver
tising and vending machines, and sponsored sports sta
diums is on the rise. Childhood obesity has become such
a concern that First Lady Michelle Obama has created
the movement Let’s Movel to encourage the develop
ment of a healthier generation of children. Regulators,
parents, and our society in general are concerned about
the health of our children, It is estimated that medi
cal costs associated with childhood obesity will total
$19,000 over a person’s lifetime.
Studies conducted by the Kaiser Family Foundation
have found that the average child sees around 40,000
advertisements per year on television—most of these
encourage children to consume candy, cereal, fast food,
and soft drinks. What seems to be particularly prob
lematic is the use of popular licensed children’s cartoon
characters (e.g., SpongeBob SquarePants and Scooby
Doo) to advertise these unhealthy foods. Critics believe
food manufacturers are not being socially responsible
by encouraging children to eat food that is detrimental
to their health. Companies are choosing to do some
thing about this problem.
A study over a five-year period revealed that
16 major food and beverage companies—including
PepsiCo, Coca-Cola, and Bumble Bee Foods—have
reduced calories in foods amounting to an average of
78 calories a day from the American diet. For instance,
Nestlé used new technology to reduce fat by half and
calories by one-third in their “Slow Churned” Edy’s and
Dreyer’s ice cream. What is especially important is that
these 16 companies account for about 36 percent of
calories in packaged foods.
Changes are also being made in advertising. The
Walt Disney Company mandated that the company will
no longer allow sponsorships or advertisements on its
networks for foods that do not meet certain nutritional
criteria. It also pledged to reduce the calories in foods
sold at its theme parks. Coca- ...
– 272 –
C H A P T E R T E N
k Introduction
k Albert Ellis’s Rational Emotive
Behavior Therapy
k Key Concepts
View of Human Nature
View of Emotional Disturbance
A-B-C Framework
k The Therapeutic Process
Therapeutic Goals
Therapist ’s Function and Role
Client ’s Experience in Therapy
Relationship Between Therapist and Client
k Application: Therapeutic
Techniques and Procedures
The Practice of Rational Emotive Behavior
Therapy
Applications of REBT to Client Populations
REBT as a Brief Therapy
Application to Group Counseling
k Aaron Beck ’s Cognitive Therapy
Introduction
Basic Principles of Cognitive Therapy
The Client–Therapist Relationship
Applications of Cognitive Therapy
k Donald Meichenbaum’s Cognitive
Behavior Modifi cation
Introduction
How Behavior Changes
Coping Skills Programs
The Constructivist Approach to Cognitive
Behavior Therapy
k Cognitive Behavior Therapy
From a Multicultural Perspective
Strengths From a Diversit y Perspective
Shortcomings From a Diversit y Perspective
k Cognitive Behavior Therapy
Applied to the Case of Stan
k Summary and Evaluation
Contributions of the Cognitive Behavioral
Approaches
Limitations and Criticisms of the Cognitive
Behavioral Approaches
k Where to Go From Here
Recommended Supplementary Readings
References and Suggested Readings
Cognitive Behavior Therapy
– 273 –
A L B E R T E L L I S
ALBERT ELLIS (1913–2007)
was born in Pittsburgh but
escaped to the wilds of New
York at the age of 4 and lived
there (except for a year in New
Jersey) for the rest of his life. He
was hospitalized nine times as
a child, mainly with nephritis,
and developed renal glycosuria
at the age of 19 and diabetes at the age of 40. By rigor-
ously taking care of his health and stubbornly refusing
to make himself miserable about it, he lived an unusually
robust and energetic life, until his death at age 93.
Realizing that he could counsel people skillfully and
that he greatly enjoyed doing so, Ellis decided to become
a psychologist. Believing psychoanalysis to be the
deepest form of psychotherapy, Ellis was analyzed and
supervised by a training analyst. He then practiced psy-
choanalytically oriented psychotherapy, but eventually
he became disillusioned with the slow progress of his cli-
ents. He observed that they improved more quickly once
they changed their ways of thinking about themselves
and their problems. Early in 1955 he developed rational
emotive behavior therapy (REBT). Ellis has rightly been
called the “grandfather of cognitive behavior therapy.”
Until his illness during the last two years of his life, he
generally worked 16 hours a day, seeing many clients for
individual therapy, making time each day for professional
writing, and giving numerous talks and workshops in
many parts of the world.
To some extent Ellis developed his approach as a
method of dealing with his own problems during his
youth. At one point in his life, for example, he had exag-
ge ...
‘Jm So when was the first time you realised you were using everydLesleyWhitesidefv
‘Jm: So when was the first time you realised you were using everyday
P: First tiem I used every day, I’d met a girl, she was ten years older than me, I was twenty, she was thirty
Jm: so that’s eight years ago was it?
P: yeah yeah, met her, what happened, she had had a previous two year heroin addiction, and up to that period I had tried it but I’d never smoked it everyday, but she had obviously, and for six weeks, after meeting her we were smoking it everyday, and I’d said to her I don’t understand how people get addicted to this stuff, people must be weak, I mean I don’t understand how they’re getting addicted to this stuff, and after six weeks, what happened is I woke up and realised I’d lost all this weight, I hadn’t been to the toilet for six weeks, and also, I really really needed to go to the toilet, and I didn’t know what the feeling of clucking was, if you see what I mean, what the sensations and that felt like, and you know I can remember that very first day vividly, /just feeling that pain and the want for heroin like, erm it’s hard to explain what it feels like, erm it’s like a rushing on your mind, you can’t stop thinking about it, I want it, I want it, I want it, so obviously we had to go and score then, but that was when I had my first real feeling of it washing over me, it was actually making me feel better than normal, before previously I was getting a good buzz off it, it was giving me a good buzz like, but fromthat point on it would wash over me where I just used to feel normal again, as in, whereas before, so then my tolerance built up, then my use went up even more, I was smoking like sixty pounds worth a day, and I was committing crimes to like supply that,’
Jm: So you said there was this one day you’d woken up with a habit, had you already realised you’d been using everyday by this point?
P: yeah, yeah,
Jm: can you remember the first time you realised you were using heroin every day?
P: yeah
Jm: can you remember where you were at this time?
P: lying in bed
Jm: and do you remember exactly what you thought when you realised this?
P: I thought I gotta go and buy heroin, I gotta go and get some heroin
Jm: you said there were other times you were using every day
P: I was using every day, and I thought it was addictive, I thought it wasn’t physically addictive, I thought must have been a mentally addictive drug, and then all of a sudden I had the physical withdrawals, I realised that I was physically addicted to it,
Jm: so you woke up and felt you needed to go and get some, did you have any other thoughts about it? Like fuck I need to sort myself out?
P: yeah, basically
Jm: and when you woke up with that runny nose, was it first of all what’s wrong with me, or was it I know exactly what I need?
P: I knew what was wrong straight away. I just knew, I dunno how, I just knew it would make me feel better, I just knew it would like, I dunno why, it just did, it’s strange
Jm: About this time did you have any conversations w ...
•2To begin with a definition Self-esteem is the dispLesleyWhitesidefv
•2
“To begin with a definition: Self-esteem is the disposition to experience oneself as
being competent to cope with the basic challenges of life and of being worthy of
happiness.” (“What Self-Esteem Is and Is Not” by Dr. Nathaniel Branden, 1997,
article adapted from The Art of Living Consciously, Simon & Schuster, 1997).
•3
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•4
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•5
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•6
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
“One does not need to be a trained psychologist to know that some people with low
self-esteem strive to compensate for their deficit by boasting, arrogance, and
conceited behavior.” (“What Self-Esteem ...
•2Notes for the professorMuch of the content on theseLesleyWhitesidefv
•2
Notes for the professor:
Much of the content on these slides are based on Robbins & Judge (2012)
(“Essentials of Organizational Behavior” textbook, edition 11, chapter 2: attitudes
and job satisfaction)
•3
Attitudes are evaluative statements and these statements can be favorable or
unfavorable. Individuals’ attitudes at work such as their satisfaction with their jobs
or their commitment to the organization are important because factors like job
satisfaction and organizational commitment can relate to one’s performance at
work.
According to the single component definition, attitudes constitute of only “affect”
or, in other words, of feelings we have about objects, people, or events. This single
component view simplifies things for us as it only refers to “affect” or feelings. We
tend to have complex views about the world but at the same time we want to predict
behavior. We can predict behavior by looking at one’s attitudes through identifying
one’s affect about objects, people, or events.
According to the tri-component view, which represents a more complicated view of
attitudes, attitudes consist of affect, behavior, and cognition. These are the ABC’s of
attitudes. According to this view or definition, affect includes how you feel,
behavior includes how you behave (how you behave is considered as part of your
attitude), and cognition includes your thoughts, your rationalizations. According to
the tri-component view of attitudes, one’s attitudes include one’s affect, behaviors,
and cognitions about objects, people, or events. For example, you may hate your job
(negative affect), but you may show up at work (behavior) not to get fired. You
might also have these cognitions that say “I should be happy to get this job…”. As you see in
this example, the components (affect, cognition, and behavior) may not be consistent.
An example where the components (affect, cognition, and behavior) are consistent is the
following: “I like my job (affect), I show up at work (behavior), and work is good for me
because it keeps my mind sharp and allows me to learn new skills, travel, make friends, be a
part of a social community, pay for my bills, pay for the things I want to do in my life, and
keeps me active and in the work force. Also, I should be very happy and grateful to have this
job because so many of my friends have been looking for a great job for a long time now.” In
another example, you may like smoking (affect), you may smoke a pack a day (behavior), and
you may have a cognition that says “smoking is good for me because I don’t get overweight”
or “it increases brain activity” (cognition). In both of these examples, the components (affect,
cognition, behavior) are consistent and, therefore, individuals do not experience dissonance.
However, to the extent that these components are not consistent, individuals experience
dissonance, in others words, an aversive mental state (which will be discussed in later s ...
· You must respond to at least two of your peers by extending, refLesleyWhitesidefv
· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.
· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.
Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed
Culturally Competent
Vixony Vixamar
St. Thomas University
Prof. Kathleen Price
NUR 417
October 28, 2021
Culturally Competent
The COVID-19 has affected over 45 million in the United States and has led to over seven hundred and forty thousand deaths across the United States. The pandemic has increasingly affected all individuals and has led to various economic as well as social changes. However, there have been some health disparities identified with people of color being among the most affected individuals (Reyes, 2020). Nurses are at the frontline of providing health care services to individuals that have been infected by the virus. Therefore, as a nurse, I have come across various COVID-19 cases where the patient needed to be observed or there was a need to manage the condition.
One case was that of a middle-aged pregnant woman that had contracted the virus. The symptoms started as headaches and feeling tired. She stated that she initially assumed these symptoms as normal pregnancy symptoms as she had earlier on in the week engaged in some intensive exercises as she went shopping with some family members. However, one evening she had some challenges breathing and her family members rushed her to the hospital. She had to be put on oxygen as she needed support breathing. She was given a PCR test that turned out to be negative. However, the fact that she needed to be on oxygen necessitated another test which also read negative. At this point, it was crucial that a chest scan be done to help with the diagnosis. Upon the scan, the physician diagnosed the patient with COVID-19. Her condition quickly deteriorated and she had to be put in intensive care. It was especially challenging caring for her given that she was seven months pregnant at the time. At one point, the family had contemplated terminating the pregnancy to increase her chances of surviving given that fetal movements had subsided for a while. However, after a few weeks in the intensive care unit, she made a full recovery and was able to deliver her baby full-term. She remained on oxygen and under observation until ...
· You have choices. You should answer three of the four available LesleyWhitesidefv
· You have choices. You should answer three of the four available short answer questions and one of the two essay questions. Please label each response (e.g., Short Answer 3) to indicate what question you are responding to. Please also sort your short answer responses in numerical order (so 1,2,4 if those are the three questions you answer – even if you prepared them in 4,1,2 order).
PART ONE: Answer three of the following four short answer questions. Be sure to label your answers with the question number and arrange them in question order number. A target range for responses to these questions is approximately 250 words.
Short Answer 1
History depends on the choice to narrate certain facts and omit others. All histories are incomplete, which makes the act of writing history both powerful and creative. Why does the distinction between “what happened” and “what is said to have happened” matter?
Short Answer 2
What is the “Great Man Myth” and how does that lens shape what histories get told? What histories get omitted when we focus on the Great Man Myth? Incorporate examples from at least one media technology to help support your answer.
Short Answer 3
In “The Case of the Telegraph,” James Carey argued, “The simplest and most important point about the telegraph is that it marked the decisive separation of ‘transportation’ and ‘communication.’” Describe two ideologies that were ushered in by the telegraph and how they changed society. Your answer should consider both the dominant history and also an alternative or counter history for each development.
Short Answer 4
While mainstream history celebrates photography as the first visual medium for objectivity and evidence, counter histories claim that it actually muddied the distinction between objective and subjective knowledge. Explain how photography blurred the distinction between objectivity and subjectivity and how that transmitted and influenced cultural and social ideologies. Provide specific examples to support your argument.
PART TWO: Answer one of the following two essay questions. Be sure to label your answers with the question number and arrange them in question order number.
Your answers should engage these questions at the conceptual level and use specific examples from the media histories we have covered this semester to support your arguments. A target range for this essay response is probably in the 1,200-2,000 word range.
Essay 1
In the first part of the Media Histories course, we have repeatedly turned to Benedict Anderson’s argument about imagined communities:
I propose the following definition of the nation: it is an imagined political community – and imagined as both inherently limited and sovereign.
It is imagined because the members of even the smallest nation will never know most of their fellow-members, meet them, or even hear of them, yet in the minds of each lives the image of their communication…
Communities are to be distinguished not by their ...
· You may choose one or more chapters from E.G. Whites, The MinistLesleyWhitesidefv
· You may choose one or more chapters from E.G. Whites, The Ministry of Healing. You will then write a reflection paper regarding your thoughts, meaningful ideas, feelings, and/or reactions, and the application of these to nursing practice or your own spiritual growth and self-care.
· Readings from E.G. White; The Ministry of Healing
· Chapter 19 In Contact with Nature
· Chapter 29 The Builders of the Home
· Chapter 31 The Mother
· Chapter 34 True Education, a Missionary Training
Grading Criteria
Points Possible
Points Earned/Comments
1. Paper is typed in at least 3 pages, double spaced, and turned in on time via D2L, with title page in APA format
10 Points
2. Introductory paragraph is attention-getting
10 Points
3. Spelling, grammar, mechanics, and usage are correct throughout the paper
10 Points
4. Thoughts are expressed in a coherent and logical manner.
20 Points
5. Viewpoints and interpretations are insightful, demonstrating an in-depth reflection.
20 Points
6. Concluding paragraph sums up information, reiterates ideas and opinions, and leaves the reader with a call to action or something meaningful to remember
10 Points
7. Pertinent reference sources are skillfully woven throughout paper without overuse of quotations but, rather, attempt to paraphrase
10 Points
8. References are properly cited in APA format with no plagiarism.
5 Points
9. At least 3 references are cited, including a reference from current class assigned chapter readings in White, and two journal articles of your own choice (one may be the Bible).
5 Points
Total
100 Possible Points
Actual Points =
References: White, E. G. (2011). The Ministry of healing. Guildford, UK: White Crow Books.
APA format reference that you may use for free:
https://owl.english.purdue.edu/owl/resource/560/01/
Technology in Education - Research Article
Educational data mining using cluster
analysis and decision tree technique:
A case study
Snježana Križanić
1
Abstract
Data mining refers to the application of data analysis techniques with the aim of extracting hidden knowledge from data by
performing the tasks of pattern recognition and predictive modeling. This article describes the application of data mining
techniques on educational data of a higher education institution in Croatia. Data used for the analysis are event logs
downloaded from an e-learning environment of a real e-course. Data mining techniques applied for the research are
cluster analysis and decision tree. The cluster analysis was performed by organizing collections of patterns into groups
based on student behavior similarity in using course materials. Decision tree was the method of interest for generating a
representation of decision-making that allowed defining classes of objects for the purpose of deeper analysis about how
students learned.
Keywords
Educational data mining, cluster analysis, decision trees, case study, log file
Date received: 30 September 2019; accepted: 18 ...
· · Prepare a 2-page interprofessional staff update on HIPAA andLesleyWhitesidefv
·
· Prepare a 2-page interprofessional staff update on HIPAA and appropriate social media use in health care.
Introduction
As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement.
Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:
· Meaningful use of electronic health records (EHR).
· Provision of EHR incentive programs through Medicare and Medicaid.
· Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.
· Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.
Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.
At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:
· Keeping passwords secure.
· Logging out of public computers.
· Sharing patient information only with those directly providing care or who have been granted permission to receive this information.
Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.
Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.
This assessment will require you to develop a staff update for the interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.
Preparation
To successfully prepare to complete this assessment, complete the following:
· Review the infographics on protecting PHI provided in the res ...
· · Introduction· What is hyperpituitarism and hypopituitariLesleyWhitesidefv
·
· Introduction
· What is hyperpituitarism and hypopituitarism?
· Signs and symptoms
· Include all necessary physiology and/or pathophysiology in your explanation.
· How do you treat the disorder?
· Which population is at risk of developing this disorder and why
· Use appropriate master’s level terminology.
· Reference a minimum of three sources; you may cite your etext as a source. Use APA format to style your visual aids and cite your sources.
explain the processes or concepts in your using references to support your explanations.
...
· · Write a 3 page paper in which you analyze why regulatory ageLesleyWhitesidefv
·
· Write a 3 page paper in which you analyze why regulatory agencies began monitoring quality in health care, explain how regulatory agencies have impacted quality of care, and provide an evaluation of quality.
Introduction
Early attempts at quality efforts were limited to the resources, knowledge, and environment in which health care services and treatment were rendered. As medical education and research advanced so did the knowledge of and focus on quality improvement efforts. Basic functions including handwashing and sterile environments were two of the many simple advancements resulting in dramatic improvements in outcomes and overall quality.
Regulatory agencies have directly impacted health care organizations' focus on, and attention to, quality improvement. Founded in 1951, The Joint Commission offers accreditation to various health care organizations who demonstrate compliance with established regulatory standards. Combined with various government agencies, initiatives have been implemented that require health care organizations to report on quality measures, thereby making their quality performance transparent throughout the industry.
As a leader in the health care industry, understanding historical perspectives of quality, regulatory oversight, and medical malpractice will allow you to effectively lead your organization to meet or exceed its strategic goals related to improved outcomes, increased reimbursements, and reduced cost.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
· Competency 2: Explain the development of health regulation and the evolution of medical malpractice.
1. Explain the evolution of medical malpractice.
1. Analyze the development of health regulation and regulatory agencies.
1. Analyze how regulatory agencies have impacted the quality of care.
1. Evaluate ways in which quality has improved or not improved since the 1800s.
. Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.
2. Produce writing that conveys understanding of the topic, its context, and its relevance.
2. Use academic writing conventions such as APA formatting and citation style, or others as required.
2. Produce writing that includes minimal grammar, usage, and mechanical errors, including spelling.
Instructions
For this assessment, you will write a 3 page paper in which you:
. Explain the evolution of medical malpractice.
. Analyze why regulatory agencies began monitoring quality in health care.
. Explain how organizations like the Agency for Healthcare Research and Quality (AHRQ), the Joint Commission, and other regulatory agencies have impacted quality of care.
. Explain what is meant by "deemed status."
. Describe how current attempts at quality compare to efforts on quality in the 1800s.
. Evaluate ways in whic ...
· Write a brief (one paragraph) summary for each reading.· · RLesleyWhitesidefv
· Write a brief (one paragraph) summary for each reading.
·
· Respond to any one of the following reflective prompts and respond.
· McLaughlin et al. (2013) discuss ways in which to summatively assess student learning using performance-based assessment tasks. When students are tasked with designing and building simple machines, what is actually being assessed during these tasks? As you consider using performance-based assessment tasks in your future instruction, what are some advantages compared to traditional assessments (e.g., paper and pencil tests)? What are some disadvantages of using performance-based assessments? Describe how you might use a summative performance-based assessment in Field Assignment 2, being specific about what you are assessing (e.g., science topic, science skill).
· Castaneda and Bautista (2011) address growing concerns of assessment surrounding ELLs, focusing on the need to evaluate students based on their level of language proficiency. This is rooted in the need to differentiate not only our instruction, but our assessments. In order to do this, the authors propose four strategies. Consider your future teaching and describe how you plan to address each of these four strategies to assess your ELL students based on their level of language proficiency. To contextualize your response, focus on your upcoming Field Assignment 2 - describe your assessment plan for ELLs for that particular lesson.
3 PARAGRAPHS TOTAL
1 page
A fourth-grade
lesson on simple
machines integrates
performance
assessment tasks.
More and more science teachers are integrating perfor-mance assessment tasks into their lessons. These tasks are a means of assessing conceptual understanding while
providing students with various opportunities to demonstrate
learning outcomes. Performance assessment tasks typically
engage students in authentic, real-world, hands-on learning
situations and impose high cognitive demands resulting in
meaningful learning (Darling-Hammond 2004). Information
gleaned from performance assessments not only support sci-
ence teachers’ understandings of the strengths and weaknesses
of the students but also guide their instruction in ways that will
develop the knowledge and mental skills required to construct
appropriate mental models for authentic performance situa-
tions. Performance assessment tasks comprise a performance
that may be observed and/or a tangible product that may be
examined (Bass, Contant, and Carin 2009). Examples include
oral presentations, debates, exhibits, written products, con-
struction of models, and solutions to problems. In creating ef-
fective performance tasks, science teachers should consider the
following factors: the focus of the task, the context of the task,
directions provided for the students and the rubric used for as-
sessment. The focus of the assessment task should be closely
aligned with the learning objectives and the context should
provide a background and a que ...
· Write a 2-page single spaced (12 font Times New Roman) book repoLesleyWhitesidefv
· Write a 2-page single spaced (12 font Times New Roman) book report on the key highlights. Mentioned five major topics that you liked and how you plan to use them to develop yourself and your career.
BOOK SUMMARY: (key highlights)
Techniques in Handling People :
-Don’t criticize, condemn or complain.
-Give honest and sincere appreciation.
-Arouse in the other person an eager want.
Six ways to Make People Like You :
-Become genuinely interested in other people.
-Smile.
-Remember that a person’s name is to that person the sweetest and most important sound in any language.
-Be a good listener. Encourage others to talk about themselves.
-Talk in terms of the other person’s interests.
-Make the other person feel important – and do it sincerely.
Win People to Your Way of Thinking:
-The only way to get the best of an argument is to avoid it.
-Show respect for the other person’s opinions. Never say, “You’re wrong.”
-If you are wrong, admit it quickly and emphatically.
-Begin in a friendly way.
-Get the other person saying “yes, yes” immediately.
-Let the other person do a great deal of the talking.
-Let the other person feel that the idea is his or hers.
-Try honestly to see things from the other person’s point of view.
-Be sympathetic with the other person’s ideas and desires.
-Appeal to the nobler motives.
-Dramatize your ideas.
-Throw down a challenge.
Be a Leader: How to Change People Without Giving Offense or Arousing Resentment:
-Begin with praise and honest appreciation.
-Call attention to people’s mistakes indirectly.
-Talk about your own mistakes before criticizing the other person.
-Ask questions instead of giving direct orders.
-Let the other person save face.
-Praise the slightest improvement and praise every improvement. Be “hearty in your approbation and lavish in your praise.”
-Give the other person a fine reputation to live up to.
-Use encouragement. Make the fault seem easy to correct.
-Make the other person happy about doing the thing you suggest.
Criticism
“Criticism is futile because it puts a person on the defensive and usually makes him strive to justify himself. Criticism is dangerous, because it wounds a person’s precious pride, hurts his sense of importance, and arouses resentment. …. Any fool can criticize, condemn and complain—and most fools do. But it takes character and self-control to be understanding and forgiving.”
People are Emotional
“When dealing with people, let us remember we are not dealing with creatures of logic. We are dealing with creatures of emotion, creatures bristling with prejudices and motivated by pride and vanity.”
The Key to Influencing Others
“The only way on earth to influence other people is to talk about what they want and show them how to get it.”
The Secret of Success
“If there is any one secret of success, it lies in the ability to get the other person’s point of view and see things from that person’s angle as well as from your own.”
FMM 325
Milestone Three
Megan Georg ...
· Weight 11 of course gradeInstructionsData Instrument and DLesleyWhitesidefv
· Weight: 11% of course grade
Instructions
Data Instrument and Data Collection Tool
For this assignment, you will complete another portion of the research paper, which will be included in your final paper in Unit VII. In part one of this assignment, you will describe your data instrument. In part two, you will provide the data collection tool that will be used in your research study (remember this is a hypothetical research study that you will not conduct).
For part one, Data Instrument, provide the following:
· What type of research will be conducted (qualitative, quantitative)?
· Is this a questionnaire with open-ended or close-ended questions or an interview?
· Will there be a questionnaire, face-to-face interviews, or the use of the telephone or mail?
· Will there be an interview (one-on-one or group)?
· Who is the study population?
For part two, Data Collection Tool, provide the following:
· Give a short introduction on your research; provide the purpose of your study and why you chose to conduct it.
· Explain how long participation will take.
· Explain how you will avoid sampling bias.
· Provide a minimum of ten (10) questions for your questionnaire.
Submit a two to three-page paper (page count does not include title and references pages). Please adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.
Resources
10/5/2021 Assignment Print View
https://ezto.mheducation.com/hm.tpx?todo=c15SinglePrintView&singleQuestionNo=2.&postSubmissionView=13252714224874008,13252714225034381&wid=13252717358425567&role=student&pid=34975829_51290… 1/4
Problem-Solving Application Case—
Incentives Gone Wrong, then Wrong
Again, and Wrong Again
The Wells Fargo scandal demonstrates how a company’s choice and implementation of performance management incentives can have
disastrous side effects. This activity is important because it illustrates why managers must never implement an incentive scheme without
considering as much as possible any and all effects that it may have on employees’ behavior.
The goal of this activity is for you to understand the link between the details of Wells Fargo’s incentive scheme and the employee behaviors that
resulted from it.
Read about how performance incentives led to scandal at Wells Fargo. Then, using the three-step problem-solving approach, answer the
questions that follow.
Money is an important tool for both attracting and motivating talent. If you owned a company or were its CEO, you would likely agree and
choose performance management practices to deliver such outcomes. It also is possible you’d use incentives to help align your employees’
interests, behaviors, and performance with those of the company. After all, countless companies have used incentives very successfully, but not
all. The incentives used by Wells Fargo had disastrous consequences for employees, customers, and the company itself.
The Scenario and Behaviors
A client enters a ...
· Week 3 Crime Analysis BurglaryRobbery· ReadCozens, P. M.LesleyWhitesidefv
· Week 3: Crime Analysis: Burglary/Robbery
· Read:
Cozens, P. M., Saville, G., & Hillier, D. (2005). Crime prevention through environmental design (CPTED): A review and modern bibliography. Property Management, 23(5), 328-356. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/213402232?accountid=8289
Famega, C. N., Frank, J., & Mazerolle, L. (2005). Managing police patrol time: The role of supervisor directives. Justice Quarterly : JQ, 22(4), 540-559. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/228177475?accountid=8289
Zhang, C., Gholami, S., Kar, D., Sinha, A., Jain, M., Goyal, R., & Tambe, M. (2016). Keeping pace with criminals: An extended study of designing patrol allocation against adaptive opportunistic criminals. Games, 7(3), 15. doi:http://dx.doi.org.ezproxy1.apus.edu/10.3390/g7030015
Lesson Introduction
After reading this week’s materials, you will be able to define the role of police patrol and its importance as applied to law enforcement intelligence.
Lesson Objectives
● Outline and discuss early police and patrol procedures
● Evaluate modern patrol allocations
Course Objectives that apply to this lesson:
CO: (3) Demonstrate an understanding of the history of police patrol procedures from the days of early policing to modern day policing allocations.
Patrol
There are many ways to determine the best way to allocate patrol resources in a community. Some of them are covered in our studies but that is not the whole story. Keep in mind that it is more likely to be a combination of models as well as a sensitivity to specific to regional and demographic considerations.
It is important to take many variables into consideration when determining how best to utilize patrols. At the same time, we must remember to expect the unexpected and be as prepared as possible to respond. No two situations, weeks, months, or years will ever be exactly the same. This is part of what makes a career in criminal justice such a challenge and also so rewarding.
In the early 1900’s and before the work of August Vollmer, there was not much information concerning police allocation. Vollmer created a list of police functions such as crime prevention, criminal investigation, traffic control, and patrol. In the early deployment allocation models, the police were distributed based on calls for service and officer workloads. Although what appeared to be effective at the time, more research began to see potential issues with this model such as police saturation may cause a higher number of arrests. Other departments in this time frame distributed patrol units evenly without taking into account other factors such as crimes, population, distance, or number of personnel.
Preventative Patrol
As police operations moved forward, other methods of deployment emerged. In the 1960’s, law enforcement professional started to shift focus on preventative patrol methods. As discussed in previous lessons, t ...
· What does the Goodale and Humphrey (1998) article mean by the fLesleyWhitesidefv
· What does the Goodale and Humphrey (1998) article mean by “the field’s preoccupation with vision as sight?"
· How did Goodale and Humphrey’s view of the ventral and dorsal visual stream differ from the earlier theory of Ungerleider and Mishkin (1982)?
· Discuss the evidence presented by Goodale and Humphrey to support their view. How has learning about the brain’s two separate visual systems changed the way you think about your own visual experience?
· Finally, Goodale and Humphrey (1998) refer to the two visual systems as having evolved. Compare and contrast the evolutionary approach to function of the brain with the Tripartite Man’s approach.
The objects of action and perception
Melvyn A. Goodale*, G. Keith Humphrey
Department of Psychology, University of Western Ontario, London, ON N6A 5C2, Canada
Abstract
Two major functions of the visual system are discussed and contrasted. One function of
vision is the creation of an internal model or percept of the external world. Most research in
object perception has concentrated on this aspect of vision. Vision also guides the control of
object-directed action. In the latter case, vision directs our actions with respect to the world by
transforming visual inputs into appropriate motor outputs. We argue that separate, but inter-
active, visual systems have evolved for the perception of objects on the one hand and the
control of actions directed at those objects on the other. This ‘duplex’ approach to high-level
vision suggests that Marrian or ‘reconstructive’ approaches and Gibsonian or ‘purposive-
animate-behaviorist’ approaches need not be seen as mutually exclusive, but rather as com-
plementary in their emphases on different aspects of visual function. 1998 Elsevier Science
B.V. All rights reserved
Keywords:Vision; Action; Perception
1. Introduction
It is a common assertion that the fundamental task of vision is to construct a
representation of the three-dimensional layout of the world and the objects and
events within it. But such an assertion begs at least two fundamental and interrelated
questions. First, what is vision? Second, what is the nature of the representation that
vision delivers? These questions, which are central to the entire research enterprise
in understanding human vision, form the framework for the present paper. In
attempting to answer these questions, we will contrast what we believe are two
major functions of the visual system. One function of vision is the creation of an
internal model or percept of the external world – a model that can be used in the
0010-0277/98/$19.00 1998 Elsevier Science B.V. All rights reserved
PII S 0 0 1 0 - 0 2 7 7 ( 9 8 ) 0 0 0 1 7 - 1
C O G N I T I O N
Cognition 67 (1998) 181–207
* Corresponding author. Tel.: +1 519 6612070; fax: +1 519 6613961; e-mail: [email protected]
recognition of objects and understanding their interrelations. Most research in object
vision has concentrated on this function (witness the current vol ...
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
· Write a response as directed to each of the three case studies a
1. · Write a response as directed to each of the three case studies
and save the document.
1- Analyze the ethical implications of a community health
initiative to decrease the rate of teenage pregnancy by means of
health education in the public schools. This community takes
pride in its schools and is comprised of multiple ethnic,
immigrant, religious and social groups. Use the following
ethical principles in your analysis: autonomy, beneficence,
nonmaleficence and justice.
Egalitarian
• The view that everyone is entitled to equal rights and equal
treatment. Ideally, each person has an equal share of the goods
of society, and it is the role of government to ensure that this
happens. The government has the authority to redistribute
wealth if necessary to ensure equal treatment. Thus egalitarians
support welfare rights—that is, the right to receive certain
social goods necessary to satisfy basic needs. These include
adequate food, housing, education, and police and fire
protection. Both practical and theoretical weaknesses are
inherent in egalitarianism.
Libertarian
• The libertarian view of justice advocates for social and
economic liberty. While egalitarianism lacks incentives for
individuals, libertarianism emphasizes the contribution and
merit of individuals (Beauchamp & Childress, 2013).
• Limited role of government
2. Liberal democratic
Attempts to develop a theory that values both liberty and
equality
• Based on Rawl’s Theory of Justice and the “veil of
ignorance.” Behind this veil, people (or their representatives)
are unaware of social position, race, culture, doctrine, sex,
endowments, or any other distinguishing circumstances (Rawls,
2001). This is known as the original position and is an exercise
to address the inequalities and bargaining advantages that result
from birth, natural endowments, and historical circumstances.
Without these inequalities, all people are free and equal and can
work together as citizens to decide what is fair and therefore
just. Once impartiality is guaranteed, Rawls suggests all
rational people will choose a system of justice containing the
following two principles:
• Each person has the same claim to a fully adequate scheme of
equal basic liberties, and this scheme is compatible with the
same scheme of liberties for all.
• Social and economic inequalities are to satisfy two conditions:
first, they are to be attached to offices and positions open all
under conditions of fair equality of opportunity; and second,
they are to be to the greatest benefit to the least advantaged
members of society (the difference principle).
Box 7.2
Ethical Principles
Respect for autonomy: Based on human dignity and respect for
individuals, autonomy requires that individuals be permitted to
choose those actions and goals that fulfill their life plans unless
those choices result in harm to another.
Nonmaleficence: Nonmaleficence requires that we do no harm.
It is impossible to avoid harm entirely, but this principle
3. requires that health care professionals act according to the
standards of due care, always seeking to produce the least
amount of harm possible.
Beneficence: This principle is complementary to
nonmaleficence and requires that we do good. We are limited by
time, place, and talents in the amount of good we can do. We
have general obligations to perform those actions that maintain
or enhance the dignity of other persons whenever those actions
do not place an undue burden on health care providers.
Distributive justice: Distributive justice requires that there be a
fair distribution of the benefits and burdens in society based on
the needs and contributions of its members. This principle
requires that, consistent with the dignity and worth of its
members and within the limits imposed by its resources, a
society must determine a minimal level of goods and services to
be available to its members.a"
2- You are a public health nurse committed to supporting health
and equity in all policies. Imagine that you are working in a
community with a large number of homeless people. The
climate is mild, and the people live openly in the street and
parks. A proposal is to come before the city council to
strengthen the vagrancy ordinance in order to promote tourism.
As a community health nurse working with the homeless, you
have been asked to provide testimony. What will your position
be and how will you defend it ethically? Use specific principles
in the Principles of the Ethical Practice of Public Health (Box
7.4 in Chapter 7 of Stanhope and Lancaster, 2020) as you
support your testimony.
"Box 7.4
Principles of the Ethical Practice of Public Healtha
1. Public health should address principally the fundamental
causes of disease and
4. requirements for health, aiming to prevent adverse health
outcomes.
2. Public health should achieve community health in a way that
respects the rights of individuals in the community.
3. Public health policies, programs, and priorities should be
developed and evaluated through processes that ensure an
opportunity for input from community members.
4. Public health should advocate and work for the
empowerment of disenfranchised community members, aiming
to ensure that the basic resources and conditions necessary for
health are accessible to all.
5. Public health should seek the information needed to
implement effective policies and programs that protect and
promote health.
6. Public health institutions should provide communities with
the information they have that is needed for decisions on
policies or programs and should obtain the community’s consent
for their implementation.
7. Public health institutions should act in a timely manner on
the information they have, within the resources and the mandate
given to them by the public.
8. Public health programs and policies should incorporate a
variety of approaches that anticipate and respect diverse values,
beliefs, and cultures in the community.
9. Public health programs and policies should be implemented
in a manner that most enhances the physical and social
environment.
10. Public health institutions should protect the confidentiality
of information that can bring harm to an individual or
community if made public. Exceptions must be justified on the
basis of the high likelihood of significant harm to the individual
or others.
11. Public health institutions should ensure the professional
competencies of their employees.
12. Public health institutions and their employees should
engage in collaborations and affiliations in ways that build the
5. public’s trust and the institution’s effectiveness.
aA section of the Public Health Code of Ethics is presented.
Reprinted with permission from the Public Health Leadership
Society: Public health code of ethics, 2002, American Public
Health Association (APHA). Available at http://phls.org.
Commonalities exist between the Code of Ethics for Nurses
With Interpretative Statements and the Public Health Code of
Ethics. Both codes provide general ethical principles and
approaches that are enduring and dynamic. They require nurses
and public health personnel to think and act in accordance with
the underlying ethics of their profession. Of note, they each
encourage evidence-based and collaborative approaches for the
betterment of health. Although the two codes do not specify
(nor should they specify) details for every ethical issue, other
mechanisms such as standards of practice, ethical decision-
making frameworks, and ethics committees provide further
guidance. Nevertheless, these two codes address most
approaches to ethical justification, including traditional and
emerging ethical theories and principles, humanist and feminist
ethics, virtue ethics, professional-individual and/or community
relationships, and advocacy. Many websites provide further
information on codes of ethics and other ethical concerns in
public health; all can be accessed through the WebLinks section
of this book’s Evolve website. Some of them are noted in the
Additional Resources feature at the beginning of the chapter."
3- The article by Green is an excellent example and discussion
of the pros and cons of “Sin Taxes”. As a public health nurse
discuss your views on the use of “sin taxes” in general to
change health behaviors. Use specific values in the “Contrast of
6. Social Justice and Market Justice as an Advocacy Framework
Table” (Table 7.3 in Chapter 7 of Stanhope and Lancaster,
2020) in your discussion.
"Box 7.3
Case Study: Autonomy and Distributive Justice
Amelia Lewis, a 31-year-old African American woman with
multiple mental health diagnoses, has been monitored in the
local mental health system for over 10 years. She is the mother
of Tyesha, who is three years old. Multiple agencies have
monitored Ms. Lewis and her little girl, who live in a sparsely
furnished apartment in subsidized housing. A guardian handles
all of Ms. Lewis’s financial affairs. Ms. Lewis’s relationship
with the father of Tyesha has deteriorated, and he does not live
with her.
Ms. Lewis has issues of trust, and she is often suspicious of the
care providers who come to her home. She does rely on some of
the professionals with whom she interacts on a weekly or
biweekly basis. She is both cognitively delayed and suffers
from schizophrenia. Her developmental level places her at a
stage at which her own needs are her primary focus, and this is
not expected to change; her interaction with Tyesha is
perfunctory, involving little outward affection. She is unable to
understand that Tyesha is not capable of self-care and that her
three-year-old child will not always obey when Ms. Lewis
instructs her to do something. Tyesha’s needs, level of
functioning, and cognitive development are quickly surpassing
her mother’s ability to cope. Frustration and misunderstanding
ensue when Ms. Lewis thinks that Tyesha does not listen to her,
and encouragement and parent education have done little to
improve the situation as Tyesha gets older and more assertive.
This has made toilet training, provision of an appropriate diet,
and other aspects of child care problematic.
Many services besides those for mental health are involved to
help this family of two cope. There is concern about abuse or
neglect of Tyesha due to Ms. Lewis’s lack of understanding of
7. how to be a parent. Supplemental Security Income provides
monetary support because of her mental disability, and they
have Medicaid coverage for their health care needs, as well as
food stamps and modest financial assistance through Temporary
Assistance for Needy Families (TANF). Ms. Lewis cannot
currently work and take care of her child due to her mental
disability. Before Tyesha’s birth, Ms. Lewis held a job and
maintained self-care, but the care of Tyesha has precluded her
managing employment at this time. Child Protective Services is
also monitoring Ms. Lewis’s situation to determine to what
extent she can meet the needs of her child. Ms. Lewis attends a
local program to complete her General Education Development
(GED), which provides child care during the day. Though Ms.
Lewis is not expected to complete her GED, this program
provides structured time for Tyesha three times a week. The
child is considered developmentally normal at this time, and an
infant development program monitors her progress on
developmental issues. The Child Health Partnership, an agency
that addresses the needs of challenged families, provides regular
visits, family support, and parenting education, and the GED
teachers make regular home visits to check on Ms. Lewis and
Tyesha. Ms. Lewis thinks things are going just fine.
The Child Health Partnership nurse is concerned about this
family and thinks that some permanent resolution of the
situation is inevitable. There is minimal coordination of
services, and there is no “lead agency” in the family’s care.
Choose one of the ethical decision processes or one set of code
of ethics discussed in the chapter, and discuss and debate these
questions:
1. Should the nurse involved in the Child Health Partnership
program initiate any action to try to coordinate the work of the
many agencies involved with this family?
2. Who has a professional responsibility to determine when the
mother can no longer cope with the developing child?
8. 3. Whose needs, Ms. Lewis’s or Tyesha’s, should take
precedence?
4. Using one of the ethics decision processes, analyze the role
of the nurse in this situation. For example, considering the
utilitarian ethics decision process, decide if it is morally right
for you to take the child away from the mother. If you do this,
what are the implications for the mother, the child, and the
community? What would be the possible consequences of
removing the child? Of not removing the child? What principles
can best guide your decision making? What possible moral
dilemmas will you experience?
5. Safety is a core concept of public health nursing. Using two
of the six quality and safety competences (patient-centered care
and safety) for nurses identified in the Quality and Safety
Education for Nurses (QSEN) work, develop a plan of action for
the nurse who is caring for this family.
Primary prevention
Use the Code of Ethics for Nurses to guide your nursing
practice.
Secondary prevention
If you are unable to behave in accordance with the Code of
Ethics for Nurses (e.g., you speak in a way that does not
communicate respect for a client), take steps to correct your
behavior.
Tertiary prevention
If you have treated a client or staff member in a way that is
inconsistent with ethics practices, seek guidance on other
choices you could have made."