Anthropology Assignment – Week 2

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Due by 10/07/2014 at 8:30 pm EST.

 

Locating Scholarly Sources

This week’s assignment is intended to help you familiarize yourself with using the Ashford University Library for anthropological research in preparation for your Final Research Paper. You will also become familiar with identifying the thesis statement in articles.

Different fields of study use distinct methodologies to collect data, and each field utilizes specific databases to locate scholarly articles. For this assignment, you will be locating articles and texts from a variety of databases that are commonly used in anthropological research.

In addition to being able to locate articles, it is important to be able to identify the thesis statements of the articles or texts to make sure they will be useful in your research.

You have already been assigned three articles from the Article Selector Quiz. To begin, please locate each of the articles in the Ashford University Library. You should be locating three different articles. For help with how to locate these articles, please view the library tutorial Finding an Article with a Citation.

 

After you have located the articles, the next step is to identify the thesis statement that is presented in each article. For help with identifying the thesis statements, please use the Ashford Writing Center’s Thesis Generator tool and/or visit the University of North Carolina at Chapel Hill Writing Center. After you have identified the thesis statements, please complete this “Locating Scholarly Sources” worksheet. Submit your completed worksheet via Waypoint.

 

Must use the following articles:

 

Gooding, S. S. (May, 1996). At the boundaries of religious identity: Native American religions and American legal culture. Numen, 43(2), 157-183. Retrieved from JSTOR database. (Points : 1)

 

Bialecki, J. (2008). Between stewardship and sacrifice: agency and economy in a Southern California charismatic church. Journal of The Royal Anthropological Institute, 14(2), 372-390. Retrieved from EBSCOhost database. (Points : 1)

 

 

Hurd, D. A. (1997). The monster inside: 19th century racial constructs in the 24th century mythos of Star Trek. Journal of Popular Culture, 31(1), 23-35. Retrieved from ProQuest database. (Points : 1)

 
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Multiple Choice 6

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Answer the following 10 Questions below, please use my course textbook ONLY.

HIGHLIGHT ANSWER Course Textbook Spiro, R. L., Rich, G.A., & Stanton, W. J. (2008). Management of a sales force (12th ed.). New York, NY: McGraw-Hill/Irwin. Question 1  A grocery product manufacturer, located in the Midwest, established the following four sets (among others) of hiring qualifications for a type of selling job. For which of the four is the firm least likely to rely on an application blank to get the information? a)A college graduate who partially financed himself through school b)A normal amount of mental intelligence c)Adequate emotional stability and good judgment d)Some experience in selling Question 2  The main objective of a non-directed interview is to a)get the applicants to talk about themselves. b)probe in depth into the applicant’s work experience. c)see how the applicant reacts under stress. d)provide standards for comparing the various applicants. Question 3  After some basic product knowledge and company information have been imparted in a short initial training program, some firms send the representatives out to the field to sell. Then later these salespeople are brought back for additional training in selling techniques. This practice of “delayed initial training” is likely to be adopted when: a)the average order is large. b)repeat business is important. c)the firm is selling an office copying machine like Xerox or Canon. d)customers are sold only once, and each sale is of little importance to total volume. Question 4  Web-based training: a)saves money, but generally takes longer to accomplish training objectives. b)focuses on teaching more advanced selling skills. c)is often used in conjunction with face-to-face training. d)is expected to grow steadily, but slowly over the next few years. Question 5  Which of the following is likely to be the most significant social and psychological shock facing a newly-hired sales rep? a)finding out how the company sets its sales quotas b)moving the family to a community some distance from their previous home c)learning that his new office is an inside office with no windows d)being told the company-furnished car is not as roomy as his present family car Question 6  The ultimate test of whether the benefits of training outweigh the costs include: a)verbal reactions about the worthiness of the training sessions from those who participated b)increased sales and profitability, better close ratios, and the number of new accounts opened c)a “before” and “after” training test d)an assessment of substantive behavior change Question 7  If a company’s salespeople are ranked based on performance from the top performers down, which group will achieve the greatest return per dollar invested in training? a)top third of the salespeople b)middle third of the salespeople c)bottom third of salespeople d)There are no differences in what each group will return. Question 8  According to the textbook, the study which attempts to uncover selling difficulties in the field is called _______________. a)training assessment b)difficulty analysis c)customer satisfaction d) standard training effectiveness Question 9  All of the following are examples of task-related KSA (knowledge, skill, ability) training content except _____________________. a)knowledge of the company b)selling skills c)creativity training d)knowledge of legal constraints Question 10  Using _________________________ as sales trainers is advantageous because their words carry much more authority and they typically have had successful sales experience. a)company staff trainers in the sales department b)outside training specialists c)line executives in the sales department d)trainers from the personnel department

Answer the following 10 Questions below, please use my course textbook ONLY

.

 

HIGHLIGHT ANSWER

 

 

Course

 

Textboo

k

 

 

Spiro, R. L., Rich, G.A., & Stanton, W. J. (2008). Management of a sales force (12th ed.). New York, NY:

McGraw

–

Hill/Irwin

.

 

 

Question 1

 

 

A grocery product manufacturer, located in the Midwest, established the following four sets (among

others) o

f hiring qualifications for a type of selling job. For which of the four is the firm least likely to rely

on an application blank to get the information

?

 

 

a)A college graduate who partially financed himself through schoo

l

 

 

b)A normal amount of mental intel

ligenc

e

 

 

c)Adequate emotional stability and good judgmen

t

 

 

d)Some experience in sellin

g

 

 

Question 2

 

 

The main objective of a non

–

directed interview is t

o

 

 

a)get the applicants to talk about themselves

.

 

 

b)probe in depth into the applicant’s work experience

 
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Philosophy Week 1 Assignment

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Due by 11/27/2014 12:00 pm EST references must be cited.

 

Thesis Construction

Please read these assignment instructions before writing your paper, and re-read them often during and after the writing process to make sure that you are fulfilling all of the instructions.

Overview
The following assignment is an exercise designed to help you write your Final Paper. In this exercise, you will do the following:

  • Identify a topic of interest from the list, and narrow it down to a particular, concrete ethical problem or question.
  • Provide an introduction in which you briefly explain the topic and the particular question on which you will focus your paper.
  • Explain three ethically significant issues pertaining to this question that would need to be considered when addressing it.
  • Use the Thesis Generator in the Ashford Writing Center to construct a thesis statement that articulates your position on the topic as you have defined it. (https://awc.ashford.edu/writing-tools-thesis-generator.html)

Instructions
The exercise must be at least 400 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center. Be sure to including a title page and reference page as necessary. Your exercise must be organized to address each of the five parts below. Number each part accordingly.

  1. Part One: Thesis Statement
    Use the Thesis Generator in the Ashford Writing Center to construct a thesis statement that articulates your position on the question as you have defined it. This will likely be the last thing you do in this exercise, but your thesis should be placed at the top of the first page after the title page.

    Your thesis should clearly state your position and provide a concise statement of the primary reason(s) drawn from the three issues you raise in Part Two. For example, having identified three important issues that need to be considered, you may find that two of them support your view, and while one may present a challenge to it, that challenge can be overcome.

  2. Part Two: Provide a Brief Introduction to the Topic
    Your introduction must make clear to the reader exactly what ethical issue or question you are addressing within this topic, and what you consider to be the boundaries of the question.

    For example, a paper on criminal punishment might consider whether capital punishment should be used as punishment for certain types of crime, or it might consider the broader question of whether the criminal justice system should favor retribution over rehabilitation. If you were writing on this topic, you would need to specify which of these (or some other) specific question you intend to discuss. (Note: You may not write on criminal punishment, this is just an example. More examples are given in the “Notes and Advice” section.) You should aim to focus your question as narrowly as possible.

    The final sentence of this paragraph should provide a brief summary of the three ethically significant issues pertaining to this question that you intend to address.

  3. Parts Three, Four, and Five: Explain Three Ethically Significant Issues Pertaining to This Question
    An “ethically significant issue” is a feature of the topic and circumstances that must be taken into account when reasoning about the question. For example, if you were writing on criminal punishment and focusing on the question of whether drug users should be imprisoned, ethically significant issues might include the monetary costs, the social costs, the impact on the person, the effect on the drug trade, and so on. And each of these, in turn, would have sub-issues, negative and positive sides, etc. Your task is to be as specific as you can in explaining the ethically significant issue. See the “Notes and Advice” section for further information.

    The first sentence of each paragraph must be a topic sentence that clearly states what issue you will be considering. The remainder of the paragraph should address the relevance and import of the ethically significant feature of the situation. Each paragraph should be focused on a distinct issue.

 
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CRJ 311 Week 3 Assignment Case Study Analysis The Enrique Camarena Case

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Case Study Analysis: The Enrique Camarena Case

Read “The Enrique Camarena Case – A Forensic Nightmare.”

Please address the following in detail:

  1. Catalog the forensic evidence found in the Camarena Case.
  2. Summarize the steps followed by the crime scene investigators including the mistakes and/or correct steps followed to process the scene through the criminal justice system.
  3. Asses what could have been done better or what could have been improved upon during the forensic investigation of the crime scene.

The paper must be at least four to six pages in length and formatted according to APA style. You must refer to at least one secondary resource. Cite your resources in text as well as on the Reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 
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PHI 208 Week 1 Quiz (All Correct)

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Question 1. 1. Rachels concludes that: (Points : 1)

[removed] active euthanasia is always worse than passive euthanasia.
[removed] passive euthanasia is always worse than active euthanasia.
[removed] active euthanasia is always morally permissible.
[removed] none of the above.

 

Question 2. 2. Glaukon begins by claiming that “those who practice justice” do so (Points : 1)

[removed] Because they know it is the right thing to do.
[removed] Because they are compelled by their conscience.
[removed] Because they are incapable of doing otherwise.
[removed] Because all of the parts of their character are harmoniously oriented toward the good.

 

Question 3. 3. According to Rachels, the case of Smith and Jones shows that: (Points : 1)

[removed] killing is intrinsically worse than letting die.
[removed] there is no intrinsic moral difference between killing and letting die.
[removed] letting die is morally worse than killing.
[removed] it is never permissible either to let someone die or to kill them.

 

Question 4. 4. According to Rachels, many people accept the conventional doctrine because they believe: (Points : 1)

[removed] killing is intrinsically worse than letting die.
[removed] there is no intrinsic moral difference between killing and letting die.
[removed] letting die is morally worse than killing.
[removed] it is never permissible either to let someone die or to kill them.

 

Question 5. 5. If the Ring of Gyges really existed, (Points : 1)

[removed] Just people would use it for justice.
[removed] Just people would not use it at all.
[removed] Unjust people would use it differently than just people.
[removed] Everyone would use it the same.

 

Question 6. 6. Kass argues that there is an important difference between withdrawing treatment and active, direct mercy killing, and this difference lies in the (Points : 1)

[removed] primary intention of the doctor.
[removed] ultimate outcome of the actions.
[removed] Constitution of the United States.
[removed] sympathy that we feel for the patient’s suffering.

 

Question 7. 7. Midgely concludes that (Points : 1)

[removed] If we accept a value in another culture, we can still reject that value in our culture.
[removed] If we accept a value in another culture, we must accept that value in our culture.
[removed] If we reject a value in another culture, we must reject that value in our culture.
[removed] B and C.

 

Question 8. 8. According to Rachels, active euthanasia is currently: (Points : 1)

[removed] forbidden by law, and conventionally considered immoral.
[removed] forbidden by law, but conventionally considered permissible.
[removed] permitted by law, but conventionally considered immoral.
[removed] permitted by law, and conventionally considered permissible.

 

Question 9. 9. According to the videos, in which is it legal to commit assisted suicide? (Points : 1)

[removed] Canada
[removed] Mexico
[removed] Germany
[removed] Switzerland
 

 

Question 10. 10. The Ring of Gyges gave the shepherd who found it (Points : 1)

[removed] Intelligence
[removed] Invincibility
[removed] Invisibility
[removed] Wisdom

 

Question 11. 11. Rachels claims that once it has been decided that euthanasia is desirable in a case: (Points : 1)

[removed] a moral error has already been made.
[removed] it has been decided that death is no greater an evil than the patient’s continued existence.
[removed] it has been decided that the patient does not have a right to life.
[removed] the amount of suffering of the patient becomes irrelevant.

 

Question 12. 12. Rachels claims that when infants with Down’s syndrome are denied necessary operations, this is typically because: (Points : 1)

[removed] the infants have Down’s syndrome.
[removed] the surgery would be too expensive.
[removed] the surgery would be too risky.
[removed] all of the above.

 

Question 13. 13. Rachels argues that the conventional doctrine: (Points : 1)

[removed] is self-evidently correct.
[removed] is not what most people believe, but can be supported by strong arguments.
[removed] leads to decisions concerning life and death made on morally irrelevant grounds.
[removed] leads to patients being euthanized against their will.

 

Question 14. 14. Glaukon thinks that deep in our hearts we all believe that (Points : 1)

[removed] Injustice is more profitable than justice.
[removed] We will have a clearer conscience if we always stick to the laws of justice.
[removed] To be unjust is to be a fool.
[removed] Both B and C.

 

Question 15. 15. Midgley thinks that although we can understand or appreciate other societies, (Points : 1)

[removed] We should never judge the values of other societies.
[removed] We must always respect the values of other societies.
[removed] We have the right to judge other societies.
[removed] We cannot understand them well enough to judge them.

 

Question 16. 16. In the excerpt from Plato’s Republic, Glaukon suggests that people are good (Points : 1)

[removed] only because they are powerless to commit injustice and get away with it.
[removed] because their conscience tells them to be.
[removed] out of reverence for the law.
[removed] because living justly is objectively the best sort of life.

 

Question 17. 17. Why is it hard for physicians to understand palliative care? (Points : 1)

[removed] They do not care about their patients enough.
[removed] They are well-educated in palliative care.
[removed] They did not pay attention in medical school.
[removed] They are focused on healing rather than helping die.

 

Question 18. 18. Rachels claims that: (Points : 1)

[removed] there is no moral difference between active and passive euthanasia, considered in themselves.
[removed] there is always a moral difference between the consequences of active and passive euthanasia.
[removed] both a and b.
[removed] neither a nor b.

 

Question 19. 19. Rachels claims that most actual cases of killing: (Points : 1)

[removed] are morally worse than most actual cases of letting die.
[removed] are morally the same most actual cases of letting die.
[removed] are morally less bad than most actual cases of letting die.
[removed] are morally required.

 

Question 20. 20. James Rachels points out that when passive euthanasia is employed on infants, they typically die of: (Points : 1)

[removed] poisoning.
[removed] SARS.
[removed] suffocation.
[removed] dehydration and infection.
 
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Sociological Test

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QUESTION 1 23. The terms “society” and “culture” are:

A. mutually exclusive.

B. mutually dependent.

C. literal opposites.

D. independent

QUESTION 2 14. Which of the following statements about crime is true?

A. There are more arrests for violent crimes than for property crimes

B. There are more arrests for victimless crimes than for violent crimes

C. Property crime is more prevalent than violent crime.

D. There are more arrests for victimless crimes than for violent crimes

QUESTION 3 19. Which of the following is NOT a characteristic of a formal organization?

A. Norms governing social relationships specify the members’ rights.

B. Social statues and roles are organized around shared expectations and goals.

C. A formal hierarchy includes leaders or people who are “in charge.”

D. Social structure is informal and contingent upon the members’ experiences.

QUESTION 4 9. Sociologists use which of the following dimensions as indicators of social stratification?

A. Gender

B. Education

C. Age

D. Wealth

QUESTION 5 7. Opposition to same-sex marriage is highest among which of the following groups?

A. Persons age 55 and older

B. Persons who live in the North West

C. Persons who live on the East coast

D. Persons age 40-54

QUESTION 6 15. Men are _________ likely to be victim of a homicide, robbery, or aggravated assault than women.

A. more

B. equally

C. less

D. slightly less

QUESTION 7 13. Riley, a medical assistant, earns $49,000 annually. She decided to move from the emergency department to the pediatrics department for about the same salary. Riley has experienced:

A. intragenerational mobility.

B. vertical mobility.

C. intergenerational mobility.

D. horizontal mobility.

QUESTION 8 Race:physical characteristics::ethnicity:

A. cultural characteristics

B. actual characteristics

C. emotional characteristics

D. environmental characteristics

QUESTION 9 20. At the Barkley Company, there are forty employees. Addison is the President and CEO. Below her, Jack and Ross are managers. The thirty-seven others work below the managers in the storeroom or on the show floor. Which of Weber’s ideal characteristics does this scenario exemplify?

A. Explicit written rules and regulations

B. Impersonality

C. Division of labor and specialization

D. Hierarchy of authority

QUESTION 10 16. Bryan’s mother taught him to be kind and honest. When faced with the opportunity for dishonesty, Bryan remembered his mother’s words and was honest. What does Bryan’s behavior illustrate?

A. Formal social controls

B. Internal social controls

C. Informal social controls

D. External social controls

QUESTION 11 17. When are crime and deviance dysfunctional?

A. They create trust in poor relationships

B. They provide temporary safety

C. They erode trust in formal relationships

D. They dissolve tensions

QUESTION 12 Pam was inviting children to her daughter’s birthday party. She invited all of her neighbors, except the new family, the Chos, who recently moved from South Korea. By not inviting the Cho family, Pam exhibited:

A. scapegoating.

B. stereotyping.

C. prejudice.

D. discrimination.

QUESTION 13 24. Every ten years, the U.S. Census Bureau mails forms to every home in the United States to collect federally mandated data. Which data collection methods is the Census Bureau using?

A. Field research

B. Secondary Analysis

C. Evaluation research

D. Survey

QUESTION 14 25. C. Wright Mills introduced the concept of the “sociological imagination.” He used this term to describe the connection between:

A. biography and the physical environment.

B. historical issues and biography.

C. man and biography.

D. history and the physical environment.

QUESTION 15 18. Your sociology class this semester is an example of a/an:

A. out-group.

B. secondary group.

C. ideal group.

D. primary group.

QUESTION 16 Language, geographic roots, traditions, and religion are all components of:

A. ethnicity.

B. colonialism.

C. assimilation.

D. race.

QUESTION 17 11. Stephanie is a best-selling author of children’s books. While she makes a very good income, she has very little power or prestige. This is an example of:

A. role conflict.

B. status conflict.

C. status inconsistency.

D. role reversal.

QUESTION 18 6. Which of the following is NOT a sexual orientation?

A. Androsexual

B. Bisexual

C. Heterosexual

D. Asexual

QUESTION 19 5. Which of the following, created in 1978, made it illegal for employers to fire, demote, or penalize a pregnant employee?

A. Fertility Enhancement Act

B. Pregnancy Discrimination Act

C. Genetic Information Nondiscrimination Act

D. Equal Pay Act

QUESTION 20 12. Which social class is known as the one that most American’s classify themselves as including those with annual incomes below $20,000 and those with annual incomes above $150,000?

A. Under class

B. Middle class

C. Working class

D. Upper class

QUESTION 21 Gender identity is typically developed:

A. during adolescents.

B. early in life.

C. after puberty.

D. during young adulthood.

QUESTION 22 21. Marlin is a 33 year-old male and an avid swimmer. He has competed in several national championships. Marlin is also the father of three young children, and is married to Peggy, a computer engineer. Marlin and Peggy live in the suburbs and own a nice home. What type of status is Marlin’s gender?

A. Earned

B. Achieved

C. Ascribed

D. Master

QUESTION 23 The hierarchical ranking of people who have different access to valued resources is referred to as:

A. dependency.

B. social stratification.

C. social networking.

D. inequality.

QUESTION 24 10. More prestigious occupations require:

A. more formal education than low prestige occupations.

B. more technical training than low prestige occupations.

C. less abstract thought than low prestige occupations.

D. less technical training than low prestige occupations.

QUESTION 25 22. When her father gets mad at her mother, Ellen’s father yells at her mother. Now, when Ellen gets mad, she yells. This is an example of:

A. indirect learning.

B. primary socialization.

C. modeling.

D. secondary socialization.

 
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Final Paper For Policy Class

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Issue with Office not having a process when making an arrest on parent or caregiver for minor children

SECTION 1

____ “Understanding the Issue” Model Analysis:

____ Define the issues:

____ Historical context

____ Ideological context (conservative, liberal, libertarian)

____ Cultural context

____ Decide who is affected and how:

____ Statistics

____ Prevalence

____ Consequences of the issue (intended and unintended)

____ Decide what the main causes are

____ Generate possible solutions

____ Micro (client)

____ Mezzo (community)

____ Macro (policy)

____ Review proposed solutions to determine their impact on social justice

____ Advocate for change; make a persuasive argument for why your solution is a good idea

 

SECTION 2

____ Discuss personal advocacy goals and reflect strengths/areas for growth as a leader and advocate in terms of leadership and communication

 

 

 

Academic Level:  Masters

Document Type:  Essay

Subject Type:  Sociology

Pages:  4

Line Spacing:  Double (Standard)

Font Face:  Times New Roman

Citation/Style:  APA

 

Reference:  5

ASSIGNMENT REQUIREMENTS

This assignment demonstrates the students’ understanding of those forces and policies that shape human service organizations, and the impact of those forces, policies and agency structure on the ability to effectively serve and advocate for clients at the micro, mezzo and macro levels. Using the Work Sheet below Model (Chapter 4) do an analysis of the issue in a narrative format. SEE LETTER FOR THIS ISSUE at the end. This section should contain research, connection to legislation (as applicable depending on change issue you are analyzing), citations and statistical data, as appropriate. Hoefer’s five-step analysis mode contains these areas:

Use the following format to organize your paper:

1.      Define the issues ( Historical Context, Ideological Context, and Cultural Context) * Must talk about all 3

2.      Decide who Is affected and how they are affected by the issue (show statistics, prevalence and consequences of the issues, intended or unintended)

3.      Decide what the main causes of the issue are

4.      Generate possible solutions to the issue (For Micro-Client, Mezzo-Community, Macro-Policy) * Must talk about all 3

5.      Review proposed solutions to determine their impact on social justice (Advocate for change; make persuasive arguments for why your solution is a food idea)

WORKSHEET AND INFORMATION TO HELP GUIDE THE PAPER

·         Discuss personal advocacy goals and reflect strengths/areas for growth as a leader and advocate in terms of leadership and communication

o   Engagement/Getting involved:

§  Reach out to police stations, find a team of supporters, and finding a funding source.

§  Be willing to expend time, energy, support etc

o   Assessment/Understanding the issue

§  Children of inmates are a hidden population

§  Children are twice as likely to have substance abuse, incarceration etc.

§  Children are being penalized for something they didn’t do

§  Children are usually have no support.

o   Planning (How will you make change)

§  Reduce risk factors associated with population of children of inmates

§  Increase self-esteem with population of children of inmates

§  Help children of inmate become successful

§  Train officers to be better aware of situations

§   Gather information and find incentives

o   Implementation/Advocating

§  Implement better procedures when an officer is notified he has made an arrest to an individual who is a caregiver/parent for a minor child.

§  Find volunteer and create support groups for the children of inmates

§   Obtain as much data as possible to show and track improvement children of inmates are making with the program.

o   Evaluation (expected changes in the client)

§  We can collect data from current inmates and get outcome of people who didn’t get the “complete/proper services” from the beginning to the ones who are getting completed services

o   Termination

§  Termination will be made 6 months after incarcerated parent is release or when the child ages out of the program at the age of 18.

o   Follow up/Ongoing monitoring

§  Check back to ensure they continue to function properly

§  Look for ways to improve the reunification process

§  Advocate for possible jobs/opportunities when the inmate is release.

 
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HUMAN BEHAV. Project: Bio-Psycho-Social Assessment

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APA FORMAT 5-8 PAGE PLUS REFERENCE PAGE IN-TEXT CITATION ETC. Follow the Bold Script,  Numbers. They give expectations and details

 

IF YOU CAN NOT ADHERE TO THE DETAILS OR DEADLINE DO NOT TAKE THIS ASSIGNMENT.

 

 

Project: Bio-Psycho-Social Assessment

Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Assignment you create a bio-psycho-social assessment.

 

 

THURSDAY NEW YORK TIME a 5- to 8-page paper that focuses on Eboni Logan is a 16-year-old biracial African American/Caucasian female in 11th grade from one of the case studies presented in this course and complete a bio-psycho-social assessment.

 

Here some information on Eboni Logan http://mym.cdn.laureate-media.com/2dett4d/Walden/SOCW/MSWP/CH/mm/homepage/case_histories.html There is also  information in the upload

 

The assessment should be written in APA format/ professional language and include sections on each of the following:

 

  1. Presenting issue (including referral source)
  2. Demographic information
  3. Current living situation
  4. Birth and developmental history
  5. School and social relationships
  6. Family members and relationships
  7. Health and medical Issues (including psychological and psychiatric functioning, substance abuse)
  8. Spiritual development
  9. Social, community, and recreational activities
  10. Client strengths, capacities, and resources

 

After addressing the 10 categories, answer the following supplemental questions.

 

  • What specific intervention strategies (skills, knowledge, etc.) did you use to address this client situation?
  • Several theories are woven through this case study—Maslow’s Hierarchy of Needs, Systems Theory, Engagement and Assessment Skills. Explain which of the theories you used to guide your practice.

 

  • Describe the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
  • Describe the identified strengths of the client(s).

 

  • Explain the agreed-upon goals to be met in order to address the concerns.
  • Did you have to address any issues around cultural competence? Did you have to learn about this population/group prior to beginning your work with this client system? If so, what type of research did you do to prepare?
  • What, if any local, state, or federal policies could (or do) impact this situation?
  • How would you advocate for social change to positively impact this case?

 

  • Are there any legal/ethical issues present in the case? If so, what were they and how were they addressed?
  • How can evidence-based practice be integrated into this situation?

 

  • Is there any additional information or material you think is important to the use of the case?
  • Provide any personal reflection regarding the case that you think would be relevant to the course.

 

 
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Plastic Surgery

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Length:  2.5-3 double-spaced pages

Format: MLA

 

For this essay, identify a thing or a practice considered beautiful (or ugly/repulsive) by your society and summarize its alleged virtues (or flaws) as clearly and fairly as possible.  After all, whole societies or cultures don’t think something is beautiful or ugly for no significant reason – there’s always an elaborate idea of beauty or virtue behind such selections or demonizations.  Then create an argument about the subject, taking an opposing viewpoint to that of your society.  The result should be a 5-paragraph essay with an introduction and thesis, body paragraphs that support the thesis, and a conclusion that reflects upon the importance of what you have discussed.

 

It might be a good idea to use a source or two to use as examples of positions with which you agree or disagree (in part or in whole).  You can discuss your differences/agreements with your sources along the way as you explain/explore your own position.  If you do this, be sure to note material taken from sources in parenthetical in-text notes AND a bibliographic entry at the end of  your essay.

 

 

 

TOPIC OF THIS ESSAY IS : Plastic surgery in the western culture.

 
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Ethical Imperatives in Nursing Research

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Ethical Imperatives in Nursing Research

Introduction

Nursing research stands at the forefront of advancing healthcare knowledge and enhancing patient care, making it an indispensable component of the healthcare landscape. However, the ethical dimensions governing nursing research are critical to maintaining the integrity of scientific inquiry and ensuring the protection of human subjects involved in studies. The principles of respect for autonomy, beneficence, and justice form the bedrock of ethical considerations, emphasizing the significance of informed consent, minimizing harm, and promoting fairness in research practices. As nursing research unfolds, ethical dilemmas often emerge, challenging researchers to strike a delicate balance between the pursuit of knowledge and the protection of participants.

Common Ethical Principles Guiding Nursing Research

Center for Nursing Research | Kent State University

Nursing research operates within a robust ethical framework, guided by principles essential for preserving the rights and welfare of research participants. One cornerstone of this ethical foundation is the principle of respect for autonomy. This principle mandates that researchers prioritize obtaining informed consent from participants, ensuring they comprehend the study’s objectives and potential risks. It underscores the importance of respecting participants’ right to autonomy, allowing them to make voluntary decisions about their involvement in the research.

Complementary to respect for autonomy is the principle of beneficence, which places an ethical obligation on researchers to maximize benefits and minimize harm. Striking a delicate balance, researchers must carefully assess potential risks and benefits, prioritizing actions that contribute positively to participants’ well-being while minimizing any potential harm. This ethical imperative ensures that the pursuit of scientific knowledge does not compromise the safety or integrity of those involved.

The principle of justice further underlines the ethical fabric of nursing research. Justice demands a fair and equitable distribution of research burdens and benefits, preventing the exploitation of vulnerable populations. This principle emphasizes the need for inclusivity and fair representation in research studies, ensuring that diverse populations have an opportunity to contribute to and benefit from scientific advancements.

Transitioning into the significance of these principles, their adherence is crucial in upholding the integrity and credibility of nursing research. Rigorous adherence enhances the reliability of data and fosters trust within the scientific community and society at large. Trust is foundational for translating research findings into evidence-based practices that improve patient outcomes.

Moreover, the ethical principles serve as a safeguard for the well-being and rights of research participants. Nurses, as stewards of healthcare ethics, are entrusted with protecting vulnerable individuals who may face health challenges or life difficulties. Ethical research practices prevent exploitation, guarantee confidentiality, and prioritize the welfare of participants, maintaining their dignity and respect throughout the research process. (Ethical Imperatives in Nursing Research)

In navigating the ethical landscape, researchers often encounter dilemmas. One common dilemma involves the tension between the imperative to generate valuable knowledge and the responsibility to protect participants. Striking a balance necessitates thoughtful consideration, acknowledging the ethical complexities inherent in research endeavors. Another ethical dilemma arises when researchers grapple with conflicting obligations to sponsors, institutions, and participants. Transparency and a commitment to prioritizing participant welfare become paramount in navigating these ethical intricacies.

In the realm of nursing research, dealing with human subjects introduces specific ethical challenges. The potential for coercion, particularly with vulnerable populations, demands extra vigilance to ensure participants’ voluntary and informed consent. Confidentiality and privacy are equally critical, with researchers obliged to implement robust measures for protecting sensitive participant information.

The principle of justice, concerning inclusivity and diversity, takes center stage when dealing with human subjects. Researchers must strive for representative research samples that enhance the generalizability of findings and contribute to eliminating health disparities. Ethical considerations, therefore, extend beyond individual participants to encompass the broader societal impact of research practices.

The common ethical principles guiding nursing research—respect for autonomy, beneficence, and justice—establish a sturdy foundation for ethical conduct. Adherence to these principles is imperative for maintaining the credibility of research, safeguarding participants, and navigating the ethical dilemmas inherent in the pursuit of knowledge. As nursing research continues to evolve, a commitment to these principles remains paramount in ensuring the ethical integrity of research endeavors.

Importance of Ethical Practice in Nursing Research

Ethical practice is fundamental to nursing research, infusing the scientific inquiry with integrity and responsibility. Its significance extends beyond regulatory compliance; it is fundamental for several compelling reasons.

Firstly, ethical conduct is the basis for the credibility and reliability of research findings. By rigorously adhering to ethical principles, nurses ensure that the data collected is trustworthy, contributing to the robustness of scientific knowledge. This credibility is foundational for building trust within the scientific community, fostering an environment where research outcomes can be confidently utilized to inform healthcare practices. (Ethical Imperatives in Nursing Research)

Secondly, ethical practice is an unwavering commitment to protecting the well-being and rights of research participants. Nurses, as stewards of healthcare ethics, bear the responsibility of ensuring that vulnerable individuals involved in research are shielded from harm. Ethical research practices prevent exploitation, uphold confidentiality, and prioritize the welfare of participants, preserving their dignity throughout the research process.

Moreover, ethical practice is not merely a regulatory requirement but a moral imperative that contributes to the development of a responsible nursing profession. By upholding ethical standards, nurses exhibit a commitment to the highest level of professionalism, fostering a culture of accountability and integrity within the nursing community. This commitment resonates not only within the profession but also with the broader public, establishing nurses as advocates for ethical research practices.

Furthermore, ethical research is the linchpin for translating research findings into evidence-based practice. As the bridge between scientific inquiry and patient care, nurses play a pivotal role in ensuring that research outcomes are seamlessly integrated into healthcare delivery. Ethical research practices fortify the foundation upon which evidence-based practices stand, reinforcing the link between research, education, and patient care.

Ethical conduct is also indispensable in navigating the intricate terrain of ethical dilemmas inherent in nursing research. The tension between the quest for knowledge and the protection of participants often gives rise to complex ethical challenges. Adherence to ethical principles provides researchers with a moral compass, guiding them through the nuanced decisions required to navigate these dilemmas effectively.

Furthermore, ethical research practices are vital in addressing conflicting obligations that researchers may face, balancing the interests of sponsors, institutions, and participants. Transparency and a commitment to prioritizing participant welfare become guiding principles in navigating these ethical intricacies.

The importance of ethical practice in nursing research cannot be overstated. It supports the credibility of research findings, safeguards the rights and well-being of participants, contributes to the development of a responsible nursing profession, and facilitates the translation of research outcomes into evidence-based practice. As nursing research continues to advance, ethical conduct remains at the core of its mission, ensuring that the pursuit of knowledge is synonymous with a commitment to the highest ethical standards.

Ethical Dilemmas in Nursing Research

Nursing research, while essential for advancing healthcare, is often entangled in ethical dilemmas that demand careful consideration and ethical reflection. One prevalent dilemma arises from the inherent tension between the pursuit of scientific knowledge and the responsibility to protect research participants.(Ethical Imperatives in Nursing Research)

What is the Nursing Code of Ethics? | Nurse.org

Balancing these conflicting imperatives requires researchers to navigate a delicate path, where the quest for knowledge does not compromise the safety, well-being, or rights of those involved. Striking this balance necessitates a nuanced understanding of the ethical complexities inherent in research endeavors.

Another ethical dilemma arises when researchers struggle with conflicting obligations to sponsors, institutions, and participants. Balancing financial or institutional pressures against the ethical imperative to prioritize participant welfare poses a considerable challenge. Transparency becomes pivotal in navigating these dilemmas, demanding open communication and a steadfast commitment to upholding ethical principles.

Furthermore, ethical dilemmas in nursing research are not confined to theoretical debates but manifest in practical decisions researchers must make. For instance, determining the level of information provided during the informed consent process can be challenging. Researchers must strike a balance, ensuring participants are sufficiently informed without overwhelming them with complex details.

Confidentiality is another ethical dilemma researchers often face. Balancing the imperative to protect participants’ privacy against the necessity of sharing data for scientific advancement is a delicate task. Robust measures must be in place to safeguard sensitive information, ensuring participant trust and upholding the integrity of the research.

Moreover, the evolving landscape of healthcare technologies introduces new ethical challenges. The use of electronic health records and big data analytics raises questions about data security, ownership, and potential breaches of privacy. Researchers must grapple with these dilemmas, ensuring that technological advancements align with ethical principles and legal standards.

In addressing these ethical dilemmas, nurses must engage in ongoing ethical reflection and seek guidance from ethical review boards. Collaborative discussions with interdisciplinary teams provide diverse perspectives, enriching the ethical discourse and helping researchers make informed decisions. (Ethical Imperatives in Nursing Research)

Additionally, the ethical dimensions of nursing research are intertwined with cultural considerations. Cultural diversity among research participants demands sensitivity to varying values, beliefs, and practices. Ethical dilemmas may arise when reconciling universal ethical principles with culturally specific norms. Researchers must approach these situations with cultural competence, ensuring that ethical standards are maintained while respecting cultural differences.

In conclusion, ethical dilemmas in nursing research are inherent in the pursuit of knowledge and the quest for improved patient outcomes. Striking a balance between scientific advancement and participant protection requires careful navigation of conflicting obligations and values. Transparency, open communication, ongoing ethical reflection, and cultural competence are essential tools for nurses to address ethical dilemmas effectively in the ever-evolving landscape of nursing research.

Ethical Issues in Dealing with Human Subjects in Nursing Research

Why Ethics Is Important in Nursing

Engaging human subjects in nursing research introduces a myriad of ethical considerations that demand meticulous attention and principled decision-making. One pivotal ethical issue involves the potential for coercion, particularly when vulnerable populations are involved.

Ensuring participants provide voluntary and informed consent becomes a paramount ethical obligation. Researchers must go beyond mere procedural consent and guarantee that participants comprehend the study’s objectives, potential risks, and their right to withdraw at any stage. (Ethical Imperatives in Nursing Research)

Confidentiality and privacy are integral ethical issues when dealing with human subjects in nursing research. Researchers must implement robust measures to safeguard the confidentiality of participants’ information, especially when collecting sensitive health data. Maintaining participant privacy is crucial for building trust and upholding the ethical integrity of the research.

Justice becomes a central ethical concern concerning inclusivity and diversity in research participation. Ensuring equitable representation of diverse populations contributes to the generalizability of findings and guards against perpetuating health disparities. Researchers must be vigilant to avoid the exclusion or underrepresentation of certain groups.

Furthermore, the vulnerability of certain populations, such as those with compromised health or cognitive abilities, introduces ethical challenges. Balancing the need for their inclusion in research with the imperative to protect their well-being requires careful ethical consideration. Special measures must be implemented to ensure their rights, autonomy, and dignity are preserved throughout the research process.

Informed consent is a key ethical issue intertwined with the principles of respect for autonomy. Obtaining clear, understandable consent involves a continuous process, ensuring ongoing communication and the ability to withdraw at any point. Transparent communication is pivotal for participants to make voluntary decisions about their involvement.

Additionally, when conducting international nursing research, ethical issues may arise due to cultural differences. Researchers must be attuned to varying cultural norms, beliefs, and expectations to ensure that ethical principles are applied universally while respecting cultural diversity. Cultural competence becomes an ethical imperative in mitigating potential conflicts.

Ethical review boards play a crucial role in addressing these ethical issues. Their oversight ensures that research protocols adhere to ethical principles, safeguard participant rights, and navigate the nuanced ethical landscape. Collaborative engagement with these boards provides an additional layer of scrutiny, enhancing the ethical robustness of nursing research involving human subjects.

Moreover, ongoing education for researchers is essential in addressing ethical issues. Ensuring that researchers are well-versed in ethical principles and stay updated on evolving standards reinforces ethical conduct. Continuous education empowers researchers to navigate the complexities of ethical challenges, fostering a culture of ethical awareness within the nursing research community.

In conclusion, ethical issues in dealing with human subjects in nursing research are multifaceted and demand careful consideration. From obtaining informed consent to preserving confidentiality, addressing vulnerability, and navigating cultural differences, nurses must approach these issues with sensitivity and ethical acumen. Ethical review boards, ongoing education, and a commitment to transparency are indispensable tools for nurses in upholding ethical standards and ensuring the responsible conduct of nursing research involving human subjects.

Conclusion

Ethical considerations are the bedrock of nursing research, guiding its trajectory and ensuring responsible scientific inquiry. Upholding ethical principles is not only a regulatory requirement but a moral imperative. From respecting autonomy and fostering inclusivity to addressing dilemmas and navigating cultural nuances, nurses must navigate a complex ethical landscape. Ethical practice safeguards the credibility of research, protects the rights and well-being of participants, and contributes to a responsible nursing profession. As nursing research evolves, nurses must remain steadfast in their commitment to ethical conduct, embracing ongoing education, collaboration, and cultural competence. By doing so, nurses become advocates for the highest ethical standards, fostering a culture of accountability and integrity within the nursing community and advancing the collective pursuit of knowledge for improved patient outcomes. (Ethical Imperatives in Nursing Research)

References

American Nurses Association. (2015). Code of Ethics for Nurses with Interpretive Statements. This foundational document outlines the ethical obligations and duties of nurses, emphasizing the importance of ethical decision-making in daily practice. You can access the full text here: https://www.nursingworld.org/our-vision/code-of-ethics-for-nurses/.

Beauchamp, T. L., & Childress, J. F. (2019). Principles of Biomedical Ethics (7th ed.). Oxford University Press. This book provides a comprehensive overview of ethical principles and their application in healthcare, including nursing research. You can find more information and purchase the book here: https://global.oup.com/academic/product/principles-of-biomedical-ethics-9780190651926.

 
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