Exploring Scientific Paradigm Shifts

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Exploring Scientific Paradigm Shifts

(Exploring Scientific Paradigm Shifts)

Choose five (5) of the questions presented below and for each, write an answer of about 250-500 words.

In each question box, write the number of the question from this list that you are answering.

1) In Astronomy, the Ptolemaic system reigned supreme for over 1000 years. Briefly describe its most important characteristics, especially what everything revolved around and how motion was supposed to be explained. Describe contributions to its demise from: members of the Parisian school (1277-1377), Copernicus, Tycho Brahe, Galileo, Kepler, and Newton. List some empirical data that eventually required a heliocentric system in its place.

2) Much has been written about the role of Galileo in science and trying to interpret the Galileo affair. In this essay, please cover Galileo’s philosophy and scientific method, comparing with his predecessors: (a) his philosophical stances that conflict with the realism of St. Thomas Aquinas, (b) how the way in which he employed mathematics in science differed from the way it had been viewed by Pythagoreans such as Nicholas of Cusa, Regiomontanus, Copernicus, and a young Johannes Kepler, (c) how his philosophy of science – his conception of it, its role, and the methods he used – differed from the Scholastics (from Grosseteste down to Ockham, Nicholas of Autrecourt, and on to Oresme), particularly in relation to treatment of Aristotle’s four causes (formal, material, efficient, and final).

3) Discuss societal factors including intellectual movements that promoted the progress of science from the time of Galileo (1564-1642) to the end of the lifetime of Isaac Newton (1643-1727). Include the influences of philosophers such as any or all of Rene Descartes, Francis Bacon, Christian Wolf, David Hume, (and the later synthesis of their ideas found in Immanuel Kant).

4) Discuss in detail the main features of the scientific method put forth by Isaac Newton and compare it, especially in terms of causes and other Aristotelian philosophical principles, with the method of the Scholastics (Grosseteste, Duns Scotus, Ockham, Autrecourt), that of Galileo, and the ideas of his own contemporary G.W. Leibniz.

5) List some of the problems with Newtonian plus Maxwellian physics in the final years of the 19th century. In particular, discuss the stark implications of the Michelson-Morley (interferometry) experiment on the postulated “aether” as medium for light and how a 20th century genius built explanations of this and other problems on the list and opened previously undreamt of areas of physical theory. Relativity highlighted an important role for the “observer”. Briefly discuss some of the mind-blowing aspects of quantum theory developed in the same time-frame.

6) As a scientist, if you want to put forward a possible explanation for some repeatable but unexplained (by current theories) result, describe how you would proceed in terms of PoS concepts like: theory, hypothesis, inductive reasoning, deductive reasoning, abduction, confirmation reasoning, falsification, experiment, crucial experiment, theory-laden-ness, auxiliary hypotheses. How would your experimental results and interpretation have to be communicated to others and what would likely happen after that? Consider cases of “successful” and “failed” experiments.

7) Discuss the history of science from about AD 1200 to the present day (or a similar period of your choice). Defend one or more of the following viewpoints (or reconcile mild forms of apparently opposing viewpoints) citing examples from history of science: progress consists of a revolution followed by filling in the details; the thread of continuity before, during, and after (a revolution) is more significant than what is changed in a scientific revolution; revolutions consist in the replacement of degenerating programs/paradigms by progressive programs and guiding paradigms.

8) (This DOES differ from Q7) Discuss the history of science from about AD 1200 to the present day (or a similar period of your choice). Defend one or more of the following viewpoints (or reconcile mild forms of the apparently opposing viewpoints) citing examples from history of science: all religion is in perpetual conflict with science; a certain religious culture is one of the requirements for science to take root and flourish.

 
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Guiding Workplace Violence Prevention

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Guiding Workplace Violence Prevention

(Guiding Workplace Violence Prevention)

This is the (1) first paper or assignment

Create a 1-page Sexual Violence Prevention Guide for an organization you select based on employees who may be affected.

Include the following in the guide:

  • The signs or concerns involving sexual violence
  • An outline of how companies can protect their employees from the sexual violence crimes taking place
  • Preventative measures, including security precautions, that could be put into place
  • Employee help or counseling programs, numbers, or websites

The (2) second assignment

Write a 700- to 1,050-word paper in which you discuss the police response to domestic violence and related intimate partner victimization. Address the following:

  • Police response practices to domestic violence incidents and calls for service
  • Mandatory criminal charging in domestic violence cases
  • Crime data and trends in domestic violence
  • Future approaches to police response in domestic violence incidents

Format your paper consistent with APA guidelines

(Guiding Workplace Violence Prevention)

(1) Sexual Violence Prevention Guide

Organization: [Your Organization’s Name]

Sexual Violence Prevention Guide

Recognizing the Signs of Sexual Violence
Sexual violence can manifest in various ways, including verbal harassment, stalking, unwanted advances, or physical assault. Key warning signs may include:

  • Unwanted touching or inappropriate comments.
  • Bullying or persistent harassment related to sex or gender.
  • Isolation tactics, where one employee repeatedly seeks to keep another in private or out of sight.
  • Signs of anxiety, fear, or distress in an employee, especially when a specific individual is present.

Protective Measures for Employee Safety
To protect employees, organizations can implement policies and procedures that create a safer, respectful work environment:

  1. Clear Zero-Tolerance Policies: Establish and communicate a strict policy against sexual violence, emphasizing that it will not be tolerated.
  2. Regular Training and Awareness: Offer mandatory training on recognizing and preventing sexual violence, including bystander intervention.
  3. Confidential Reporting Channels: Create a confidential and accessible method for employees to report incidents, with assurances of no retaliation.
  4. Consistent Enforcement: Apply policies fairly and consistently, ensuring all reports are taken seriously and investigated thoroughly.

Preventative Measures and Security Precautions

  1. Enhanced Security: Install security cameras and improve lighting in secluded or low-traffic areas to deter potential misconduct.
  2. Employee Access Control: Restrict unauthorized personnel from entering sensitive workspaces.
  3. Safe Workplace Culture: Encourage a culture where employees feel comfortable reporting concerns or inappropriate behaviors.

Employee Support Resources

  1. Counseling Programs: Provide access to confidential counseling services to support affected employees.
  2. Hotlines and Websites:
    • National Sexual Assault Hotline: 1-800-656-HOPE (4673)
    • RAINN (Rape, Abuse & Incest National Network): www.rainn.org
    • Employee Assistance Program (EAP): Offer information on the organization’s internal EAP for confidential support and counseling.

(2) Police Response to Domestic Violence and Intimate Partner Victimization

Introduction
The police response to domestic violence has evolved to prioritize victim safety and offender accountability. Law enforcement practices continue to adapt to better address intimate partner violence (IPV) and improve outcomes for affected individuals. This paper examines police response practices, mandatory criminal charging, crime data trends, and future approaches to handling domestic violence incidents.

Police Response Practices to Domestic Violence
In recent years, law enforcement agencies have implemented specialized protocols to improve their response to domestic violence cases. Officers are trained to identify signs of IPV, assess the risk level, and provide immediate assistance to victims. Police response practices often include:

  • Initial Risk Assessment: Evaluating the victim’s safety and determining the severity of the situation.
  • On-Scene Documentation: Gathering evidence, including photographs, victim statements, and witness accounts, to build a case.
  • Protective Orders and Restraining Orders: Providing victims with information on legal protective measures.

Mandatory Criminal Charging in Domestic Violence Cases
Mandatory charging policies require law enforcement to arrest the offender if there is probable cause of a domestic violence incident, even if the victim does not press charges. This approach aims to:

  • Reduce incidents of repeat offenses.
  • Protect victims who may feel pressured not to report the crime.
  • Hold perpetrators accountable through legal action.

Crime Data and Trends in Domestic Violence
Data on domestic violence incidents indicate the persistent nature of the issue, with certain demographics being disproportionately affected. Recent trends suggest an increase in reported IPV cases during crises, such as the COVID-19 pandemic, highlighting the need for accessible support systems. Crime data aids in understanding the patterns of IPV and allocating resources for victim support and law enforcement training.

Future Approaches to Police Response in Domestic Violence Incidents
Law enforcement agencies are exploring future approaches to improve their handling of domestic violence cases:

  • Integrated Victim Support: Collaborating with social services, mental health professionals, and community resources to provide comprehensive support.
  • Trauma-Informed Training: Equipping officers with skills to respond empathetically to victims who may have experienced prolonged abuse.
  • Data-Driven Intervention: Utilizing crime data to identify high-risk cases and implementing preventive measures.

Conclusion
Police response to domestic violence has significantly improved, with mandatory charging policies and risk assessment protocols contributing to victim protection and offender accountability. Continued adaptation of response practices and collaboration with community resources will further enhance the effectiveness of law enforcement’s role in combating domestic violence.

 
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Strengthening Resilience After Tragedy

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Strengthening Resilience After Tragedy

(Strengthening Resilience After Tragedy)

long term prevention and mitigation strategies to enhance community cohesion and resilience

7 powerpoint slides on Long-term prevention and mitigation strategies to enhance community cohesion and resilience focus on Sandy Hook Elementary Shooting 2012

Strengthening Resilience After Tragedy.

Slide 1: Title Slide

  • Title: Long-Term Prevention and Mitigation Strategies for Community Cohesion and Resilience
  • Subtitle: Lessons from the 2012 Sandy Hook Elementary School Shooting
  • Your Name and Date

Slide 2: Introduction to Sandy Hook Tragedy

  • Brief overview of the Sandy Hook Elementary School shooting on December 14, 2012
  • Impact on the Newtown, Connecticut, community: loss, trauma, and the need for recovery
  • Importance of examining prevention and mitigation strategies for building long-term resilience

Slide 3: Understanding Community Resilience

  • Definition of community resilience: the ability of a community to respond, recover, and grow from adversity
  • Key elements for enhancing resilience: social cohesion, mental health support, effective communication, and infrastructure
  • How these elements contribute to preventing future incidents and strengthening communities

Slide 4: Long-Term Prevention Strategies

  • Mental Health Initiatives: Expanding access to counseling, crisis intervention, and long-term mental health support for all community members
  • Educational Programs: Promoting social-emotional learning (SEL) in schools to teach empathy, conflict resolution, and coping skills
  • Community Awareness and Involvement: Educating the public on identifying warning signs and providing resources for reporting concerns safely

Slide 5: Mitigation Strategies for Enhanced Safety

  • School Security Enhancements: Installing comprehensive security measures in schools, including secure entry points, surveillance, and emergency protocols
  • Legislation and Policy Reform: Advocating for policies on gun control and mental health funding, aimed at reducing access to weapons for high-risk individuals
  • Preparedness Training for Emergencies: Regular drills and clear communication plans to ensure quick, coordinated responses in future crisis situations

Slide 6: Building Community Cohesion

  • Community Engagement Programs: Developing programs that bring residents together for shared activities, fostering trust and mutual support
  • Support Networks: Establishing formal and informal networks, including family support groups, faith-based groups, and peer support to aid long-term recovery
  • Youth and Family Programs: Creating safe, inclusive environments for youth and families to address isolation and build connections

Slide 7: Conclusion and Lessons Learned

  • Summary of the importance of a multi-faceted approach to prevention, mitigation, and resilience
  • The lasting impact of community cohesion and support in fostering healing and recovery
  • Final thoughts on how these strategies can serve as a model for other communities facing similar tragedies
 
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Legal Protections and Authority

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Legal Protections and Authority

(Legal Protections and Authority)

answer these questions below 1

  1. In a case that involves diversity jurisdiction, why would one of the parties prefer a state court to a federal court or vice versa?__________________________________________________________________________________________________________________________________________________________________________________________
  2. Consider a television or a radio advertisement and indicate how commercial speech is protected to a lesser degree than individual speech in our society.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  3. What is the difference between substantive and procedural due process?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  4. In your opinion, how far should freedom of speech go?Should advertisers be allowed to express opinions that disparage competition?Should satire be protected to the degree where it is crude or obscene in some opinions?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  5. 1Several states have enacted statutes allowing for the medical use of marijuana.The federal government has (thus far) a clear policy against allowing cannabis clubs and the like to distribute the drug.Can the federal government overstep a state initiative?If so, under what authority?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  6. What are the reasons that a court can review and set aside an administrative agency decision?Give an example of two ways that an agency decision might be overturned.

Answers.(Legal Protections and Authority)

   1. In a case that involves diversity jurisdiction, why would one of the parties prefer a state court to a federal court or vice versa?

A party may prefer a state court over federal court for various reasons, including familiarity with state law, the potential for more favorable local juries, or perceived biases in federal courts. On the other hand, a party may prefer federal court to avoid possible local prejudices or to have a uniform application of federal law. Federal courts may also be viewed as less influenced by state politics, providing a more neutral forum for parties from different states.

  2. Consider a television or a radio advertisement and indicate how commercial speech is protected to a lesser degree than individual speech in our society.

Commercial speech, such as advertisements on television or radio, is subject to more regulation and scrutiny compared to individual speech. While the First Amendment protects commercial speech, it does so to a lesser extent because commercial speech is often viewed as promoting a commercial transaction rather than advancing public discourse or individual expression. Regulations can limit deceptive or misleading advertisements, control the content of ads for specific products (such as alcohol or tobacco), and restrict advertisements targeted at vulnerable populations.

   3. What is the difference between substantive and procedural due process?

Substantive due process refers to the protection of certain fundamental rights from government interference, ensuring that laws themselves do not infringe upon rights such as freedom of speech, privacy, or equal protection. Procedural due process, on the other hand, focuses on the fairness of the methods or procedures used by the government to enforce the law, ensuring that individuals are given proper notice, a fair hearing, and an opportunity to be heard before being deprived of life, liberty, or property.

   4. In your opinion, how far should freedom of speech go? Should advertisers be allowed to express opinions that disparage competition? Should satire be protected to the degree where it is crude or obscene in some opinions?

Freedom of speech should be protected broadly, but there are limits when it involves harm, falsehoods, or illegal activity. Advertisers should not be allowed to express opinions that intentionally mislead or disparage competition unfairly, as this could harm consumers and businesses. However, they should be allowed to advertise their products truthfully. As for satire, it plays a critical role in cultural and political discourse and should generally be protected, even if it is crude or offensive to some. However, there should be boundaries when satire crosses into defamation, hate speech, or incitement to violence.

   5. Several states have enacted statutes allowing for the medical use of marijuana. The federal government has (thus far) a clear policy against allowing cannabis clubs and the like to distribute the drug. Can the federal government overstep a state initiative? If so, under what authority?

The federal government can overstep state initiatives regarding the regulation of marijuana under its constitutional authority to regulate interstate commerce, as marijuana is considered a controlled substance under the Controlled Substances Act. Even if a state legalizes medical marijuana, the federal government can enforce its ban because marijuana, in any form, is still illegal under federal law. The federal government has authority through the Commerce Clause to regulate activities that affect interstate commerce, even if the marijuana trade is confined within state borders.

   6. What are the reasons that a court can review and set aside an administrative agency decision? Give an example of two ways that an agency decision might be overturned.

Courts can review and set aside an administrative agency decision if the agency has exceeded its authority, made a decision that is arbitrary or capricious, or violated constitutional or procedural rights. For example, an agency’s decision may be overturned if the agency fails to follow proper procedures, such as not providing adequate notice or hearing to affected parties. Another example is if an agency’s decision is based on an interpretation of law that is clearly unreasonable or inconsistent with prior rulings or statutes.

 
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Business Continuity and Recovery

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Business Continuity and Recovery

(Business Continuity and Recovery)

bus cont plan and disaster recovery plan 2

What a journey! The last eight weeks was not only fast-paced but educational. We learned a tremendous amount of information about various business continuity and disaster recovery planning topics from our lecture presentations, course readings, supplementary articles, and the discussion board. Some concepts that we have covered, eight weeks ago, were all new now you are almost an old professional. From your learning, what were three topics that you found most profound? Explain why these concepts reasoned with you. What were three things that you have learned from this course that you believe will help you either in future classes or your professional career? How do you plan to incorporate these things into either area?

This is entirely your opinion and perspective about your learning. No reference or in-text citations are required unless you are borrowing ideas from another author(s). However, your reflective submission must be an academic submission in APA format and contain a minimum of 400 words.

ANSWERS.(Business Continuity and Recovery)

Three Profound Topics

  1. Risk Management and Business Impact Analysis (BIA): One of the most profound topics I encountered was the importance of risk management and conducting a Business Impact Analysis (BIA). Understanding how to identify potential risks and assess the impact of disruptions on business operations is crucial. The BIA is the foundation for creating a business continuity plan (BCP), as it helps prioritize resources and operations based on their criticality to the organization’s function. This resonated with me because it gave me a structured approach to anticipate and mitigate risks, which is vital for both businesses and personal projects.
  2. Disaster Recovery Strategies: Learning about various disaster recovery strategies, such as data backups, off-site storage, and cloud-based solutions, provided me with a comprehensive understanding of how organizations ensure they can recover from catastrophic events. The strategies go beyond just having an off-site backup but encompass planning for a wide range of disruptions, from natural disasters to cyberattacks. This topic resonated with me because in today’s increasingly digital world, organizations must be prepared for unexpected disruptions, and a well-thought-out disaster recovery plan is indispensable for long-term success.
  3. Communication in Crisis Management: Effective communication during a crisis is critical to business continuity and disaster recovery. This topic was particularly profound because it highlighted how the speed and clarity of communication could make or break an organization’s response. Ensuring that employees, stakeholders, and customers are kept informed during a disaster can minimize confusion and maintain trust. This resonated with me because it reinforced the idea that communication is not just about disseminating information but also about providing clarity and reassurance during turbulent times.

Three Key Lessons

  1. The Importance of Proactive Planning: One of the most important lessons I learned is that proactive planning is essential for minimizing the impact of disasters. This course emphasized the need to anticipate potential disruptions before they occur and to develop detailed plans to respond to them effectively. In my future career, I plan to apply this principle by identifying risks in advance, creating contingency plans, and continuously updating them as new threats emerge. Whether it’s in project management or any other field, this approach will help ensure that I am always prepared for the unexpected.
  2. Understanding the Recovery Point and Recovery Time Objectives (RPO/RTO): Another valuable lesson I gained from this course was the understanding of Recovery Point Objective (RPO) and Recovery Time Objective (RTO). These two metrics are crucial for determining how much data can be lost in the event of a disaster (RPO) and how quickly the organization needs to recover (RTO). I now recognize that these metrics guide decisions about backup frequency, storage solutions, and overall recovery strategies. In the future, I will ensure that I incorporate RPO and RTO into any disaster recovery planning process I am involved in, as they provide clear benchmarks for successful recovery.
  3. The Role of Continuity in Customer Trust: Lastly, I learned the critical role that business continuity plays in maintaining customer trust. A well-executed BCP ensures that even during a disaster, the organization can continue to meet its customers’ needs. This lesson will be invaluable in my professional career, as I can apply it to any role where customer satisfaction and business reputation are a priority. By understanding how disruptions can affect customer relationships, I will be better equipped to advocate for and implement continuity planning measures.

Incorporating These LessonsI plan to incorporate these lessons into my professional career by prioritizing risk management, proactive planning, and clear communication. Whether I’m working in a leadership role or contributing to team efforts, I will focus on identifying risks early and ensuring that recovery strategies are not only in place but also well-communicated to all stakeholders. Additionally, I will aim to become more familiar with technical aspects of disaster recovery, such as RPO and RTO, to make informed decisions about the tools and strategies we use. By incorporating these concepts, I will enhance both my problem-solving skills and my ability to lead teams through challenging times.

In conclusion, this course has provided me with invaluable knowledge that will shape my future career and academic pursuits. I look forward to applying these insights in real-world situations, ensuring that I am always prepared to respond effectively to potential disruptions.

 
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Comparing Freudian & Jungian Theories

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Comparing Freudian & Jungian Theories

(Comparing Freudian & Jungian Theories)

Freudian and Jungian Theories of the Unconscious Mind [WLOs: 1, 2] [CLOs: 1, 5]

Prior to beginning work on this discussion be sure to read Chapters 2 and 3 in the course textbook, read the Iurato (2015) article A Brief Comparison of the Unconscious as Seen by Jung and Lévi-Strauss, and view the Harris (2009) video Sigmund Freud: The Unconscious Mind (Short Version) (Links to an external site.)Links to an external site.. In addition to these required sources, research a minimum of one scholarly source in the Ashford University Library on this topic. All sources plus the text should be cited in your post.

To assist you in completing the library research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty (Links to an external site.)Links to an external site. tutorial, which introduces the Ashford University Library and the research process and provides some library search tips.

The unconscious mind is a core concept in most psychoanalytical and psychodynamic theories, but Freud and Jung’s theories are the most developed and prominent. Their concepts and ideas differ in the many areas which then impact their views on how the unconscious mind contributes to personality development. Some of the main areas of difference are

  • The role and meaning of dreams.
  • The centrality of sex and sexuality in human motivation.
  • The proper place of religion and the paranormal in the realm of human knowledge impact how they view the development of personality.
  • The elements of the self.
  • The makeup of the unconscious.

In your initial post of a minimum of 350 words,

  • Select one of the areas of difference listed above, and then summarize, analyze, and assess each theoretical perspective (Freudian and Jungian) as it pertains to personality development and behavior.
  • Determine which of the theoretical approaches (Freudian or Jungian) you most support, and present your supporting argument.
  • Include in-text citations and full reference entries for the assigned sources and for your scholarly article.
 
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Economic Impact on Threats

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Economic Impact on Threats

(Economic Impact on Threats)

how has economic situations impact threat

Discuss how economic situations impact threat. You can look at this from any aspect, or multiple aspects, of threat that we have discussed to this point.

Instructions: Your initial post should be at least 300 words. Please respond to at least 3 other students. Responses should be a minimum of 150 words and include direct questions.

Discussion Forum Grading Rubric

Exemplary

50 points

 Meets Standards

40 points

 Below Standards

30 points

 Unsatisfactory

0 points
Initial Discussion Posting

The initial post is worth a maximum total of 50 points.

 Contribution is posted by due date and demonstrates an understanding of the concepts presented by providing evidence from the material andreferences (with citations) to the readings and associated resources.

Contribution containsno spelling, grammar, or punctuation errors.

Posting is made on time.

 Contribution demonstrates an understanding of the concepts presented by providing evidence from the material orreferences (with citations) to the readings and associated resources.

Contribution contains no more than 3 unique spelling, grammar, or punctuation errors.

Posting is made on time.

 Contribution demonstrates an understanding of the concepts presented, however no reference to the readings or associated resources is made to support the ideas shared.

Contribution contains no more than 4 unique spelling, grammar, or punctuation errors.

Posting is made after the due date.

 Does not contribute or answer the question posed.

Contribution contains more than 4 unique spelling, grammar, or punctuation errors.

Posting is made after the due date.
Exemplary

50 points

 Meets Standards

40 points

 Below Standards

25 points

 Unsatisfactory

0 points
Responses to Discussion Posts of Other Participants

The responses to other participants are worth a maximum total of 50 points.

 There are more than 2responses to others by the due date and each advances the learning by including at least two of the following components:

· Validates post with additional evidence from the literature.

· Poses a thoughtful question.

· Provides an alternative point-of-view

· Offers additional insight into how the concept might be understood.

Responses contain nospelling, grammar, or punctuation errors.

 Responses to others advance the learning by including at least one of the following components:

· Validates post with additional evidence from the literature.

· Poses a thoughtful question.

· Provides an alternative point-of-view

· Offers additional insight into how the concept might be understood.

Responses contain no more than 3 unique spelling, grammar, or punctuation errors.

 Only 1 response is posted, or responses to others do not advance the learning, or include any of the following components:

· Validates post with additional evidence from the literature.

· Poses a thoughtful question.

· Provides an alternative point-of-view

· Offers additional insight into how the concept might be understood.

Responses contain more than 4 unique spelling, grammar, or punctuation errors.

Responses to others are made after the due date.

 Does not respond to others.
Additional points may be awarded at the discretion of the course instructor if the student does more than is required, as demonstrated by the substance of the discussion forum posts/responses, or the total number of times responding to peers and timeliness of the postings.
 
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Exploring Mythology in Sandman

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Exploring Mythology in Sandman

(Exploring Mythology in Sandman)

comic book 1

Directions: In essence, intertextuality is the idea that each text we read will be informed by the previous texts we read. The magic of Neil Gaiman’s Sandman series is that multiple references to mythical beings and other characters in the DC Universe are present. Therefore, those who have read other DC titles and ancient mythology will be informed by these experiences upon reading Sandman. However, we do not need to know about these guests in order to enjoy Gaiman’s story.

Becoming familiar with the guests in the tale, however, does add to the depth of the story being told. Choose a character from Sandman: Preludes and Nocturnes and conduct a little background research on the character (example characters below). In two to three paragraphs, describe your findings.

One paragraph for each myth associated with the object or being you choose.

One paragraph about how they manifest in other comic books

One paragraph about how they manifest in other mythologies (if applicable).

Example below:

Be creative. If, for example, you find out Morpheus is the God of dreams. Then Google search “God of Dreams” and see what other types of characters show up. Hypnos would likely show up, for example. Or Oneiroi. You could write a paragraph on Hypnos, one on Oneiroi, and one on Morpheus as he exists in Ovid’s Metamorphoses.

Because I used Morpheus as an example, he cannot be used for the exercise 🙂

ONCE A CHARACTER HAS BEEN USED, PLEASE DO NOT USE THE SAME CHARACTER (exceptions allowed if you submit within a minute or two of another person, under the premise that you both wrote about the same character around roughly the same time).

1. Etrigan (DC Comics)

2. Hellblazer (DC Comics)

3. Dr. Destiny (DC Comics)

4. Cain & Abel (The Bible)

5. Azazel

6. Beelzebub

(Exploring Mythology in Sandman)

Mythological Background:

Etrigan is based on the figure of Demon from ancient mythological traditions, especially drawing on Judeo-Christian demonology. In particular, Etrigan shares many similarities with Lilith, a figure often depicted as a demon in various mythologies. In the Jewish tradition, Lilith is said to have been Adam’s first wife, cast out of Eden for refusing to submit to Adam’s will. In other stories, she is a night demon, associated with the endangerment of children and newborns. Etrigan himself is the human alter ego of the demon Jason Blood, a character cursed to house the demon within himself. While not a direct adaptation of Lilith, Etrigan embodies the dark, malevolent nature of demonic forces, having an indelible connection to Hell and chaotic supernatural powers.

Manifestation in Other Comic Books:

Etrigan is primarily featured in DC Comics and has appeared in numerous titles since his debut in The Demon #1 (1972), written by Jack Kirby. He is often depicted as a force of vengeance and a reluctant hero, forced to carry out the bidding of supernatural powers due to his bond with Jason Blood. Etrigan has been part of various storylines, sometimes teaming up with heroes like Batman and Justice League Dark. His powers in the comics are vast, including fire manipulation, superhuman strength, and the ability to summon hellish forces. His most unique trait is his ability to speak in rhymes, which makes him stand out in the DC Universe and adds a poetic flair to his dark persona. His connections to Hell and his constant struggle between his human side and his demonic counterpart are central themes explored in the comics.

Manifestation in Other Mythologies:

Etrigan’s demonic nature also finds roots in various Christian, Babylonian, and Persian mythologies. He shares similarities with Asmodeus, a king of demons in ancient mythologies, particularly in Jewish and Christian texts. Asmodeus is known for his association with lust, destruction, and chaos, much like Etrigan’s violent tendencies. In Persian mythology, the concept of the demon Ahriman embodies the duality of creation and destruction, something reflected in Etrigan’s role as both a destructive force and a reluctant hero, trying to break free from the curse of his demonic existence. This constant tension between creation and destruction is also an underlying theme in the portrayal of Etrigan throughout his comic appearances.

 
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Evolution of Health Systems

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Evolution of Health Systems

(Evolution of Health Systems)

medical sociology discussion 2

These are 2 separate questions so please to not put them together, also each question should be at least 200 words each.

1. Describe how medical and social ideas about mental illness have evolved over time.

2. If you were the leader of a country, why would you want to ensure that your citizens had adequate health care? Which of the models covered in the textbook would you want for your country? Explain your answer. Please refer to the textbook The Sociology of Health, Illness, and Health Care: A Critical Approach by Rose Weitz

Please do not use journals/articles for references. Use references that are verifiable by clicking on the link and not something that has to be paid for in order to check references.

(Evolution of Health Systems)

1. Describe how medical and social ideas about mental illness have evolved over time.

The understanding of mental illness has undergone significant transformations over the centuries, moving from supernatural explanations to more scientific and sociological interpretations. In early history, mental illness was often seen through a religious or spiritual lens. Ancient civilizations, such as the Greeks and Romans, viewed mental disorders as the result of divine punishment or demonic possession. These ideas persisted well into the Middle Ages, where mental illness was sometimes linked to witchcraft or moral failings, leading to cruel treatments like exorcisms or confinement in asylums.

During the Enlightenment period, the emergence of scientific thought began to shift perspectives. Figures like Philippe Pinel in France advocated for more humane treatment of the mentally ill, such as removing restraints and allowing patients to have more freedom. This was a step toward recognizing that mental illness could be a medical condition rather than a moral failing. By the 19th and early 20th centuries, the medical model of mental illness began to dominate. Theories such as those proposed by Sigmund Freud focused on psychological causes of mental illness, while the development of psychiatry as a medical field advanced diagnostic criteria and treatments, such as electroconvulsive therapy and psychotropic medications.

In the mid-20th century, the social model of mental illness gained traction, emphasizing the role of societal factors like poverty, inequality, and stigma in shaping the experience and treatment of mental illness. This perspective argued that mental illness cannot be fully understood without considering the broader social context. The deinstitutionalization movement of the 1960s and 1970s, which pushed for more community-based care, reflected this shift. Today, the understanding of mental illness is a complex intersection of biological, psychological, and social factors, with treatment approaches incorporating both medical and therapeutic interventions.

2. If you were the leader of a country, why would you want to ensure that your citizens had adequate health care? Which of the models covered in the textbook would you want for your country? Explain your answer.As a leader of a country, ensuring that citizens have access to adequate healthcare is essential for promoting the overall well-being of the population and fostering a productive, healthy society. Adequate healthcare ensures that all individuals, regardless of their socio-economic status, have the opportunity to receive necessary medical attention, preventing the spread of infectious diseases, reducing the burden of chronic conditions, and improving quality of life. Moreover, access to healthcare promotes social equity, as it helps to level the playing field between different socio-economic groups, ultimately reducing health disparities.

In terms of the model of healthcare, I would choose a universal health care system modeled on the Beveridge Model. This model, as described in The Sociology of Health, Illness, and Health Care: A Critical Approach by Rose Weitz, is where the government owns and operates most healthcare services. In this model, healthcare is financed through taxation, and the goal is to ensure that every citizen has access to healthcare services free at the point of use. This model aligns with the values of social justice and equity, providing a framework in which the government takes responsibility for the health of its people.

The Beveridge model has been successfully implemented in countries such as the United Kingdom, where the National Health Service (NHS) provides comprehensive care for all citizens. This approach allows for better control over healthcare costs and reduces administrative overhead compared to privatized systems. As a leader, I would prioritize the health and well-being of citizens as a fundamental right, which would be guaranteed through universal access to care. In a world where health disparities are often a result of systemic inequalities, adopting the Beveridge model would be an essential step toward creating a healthier, more equitable society for all citizens.

 
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History & Legislation in Human Services

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History & Legislation in Human Services

(History & Legislation in Human Services)

introduction to human services 3

Learning Activity #3: History of Human Services Timeline

Read the linked PowerPoint Presentation, titled Biblical History of Human Services.

Read the linked PowerPoint presentation, titled Historical Development of Human Services

After you complete your reading, create a timeline that traces the history of Human Services. You may use one of the following options to create the timeline.

Include at least six events that occurred in the history of Human Services.After you have completed the timeline write 3-4 paragraphs to explain why you included those specific events on your timeline. One of the six events can be from the biblical history presentation.

Place your completed timeline and response in the drop box titled History of Human Services Timeline.

Learning Activity #4: Legislative Summary Paper

Review the PowerPoint provided in the previous activity.

In the 20th century there were several key pieces of legislation passed and events that took place that changed Human Services.Pick two pieces of legislation or events that occurred and answer the questions below.Some examples of events and legislation that occurred are (this is not an exhaustive list; there are more options from which you may choose):

  • Mental Health movement formed
  • The profession of Social Work was developed
  • New Deal legislation passed
  • Works Progress Administration (WPA) passed
  • Social Security Act of 1953
  • Proposition 13
  • Aid to families with dependent children
  • National mental health bill passed

Write a total of 3-4 paragraphs that answer the following questions (answering these questions may require you to use OCU’s Discovery Service to find additional information).

  • Describe the legislation that you selected.
  • How was it significant to Human services?
  • What impact did it have on people who needed help?
  • In your opinion is this piece of legislation still needed today to help people in need?

Learning Activity #5: Philosophies Response

Review the PowerPoint provided in previous activity.

There were four philosophies in the 19th century that changed the way human services were delivered:

  • Individualism: hard work was the road to success and poverty was a sign of spiritual weakness.
  • Laissez-faire: an economic concept that focused on societal, rather than individual, responsibility.
  • Social Darwinism: any attempts to help the less fortunate would impede progress and facilitate the survival of the “unfit.”
  • Government Intervention: the government was responsible for the care of its citizens.

Write 3-4 paragraphs answering the following questions:

  • Which of these philosophies do you agree with most and why?
  • How do you think these policies have affected the way that we treat the less fortunate?
 
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