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Tag: Model Answer

  • [Solved] Can someone do my Week 4 Journal in MHA 620 Health Policy Analyses?

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Prior to beginning work on this assignment, read Chapters 7 and 8 from the course textbook: _Health Policy Analysis: An Interdisciplinary Approach._ Next, review the [_Defining and Implem…

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    Assignment Prompt & Instructions

    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    Prior to beginning work on this assignment, read Chapters 7 and 8 from the course textbook: _Health Policy Analysis: An Interdisciplinary Approach._ Next, review the [_Defining and Implementing Value-Based Health Care: A Strategic Framework_Links to an external site.](https://journals.lww.com/academicmedicine/fulltext/2020/05000/defining_and_implementing_value_based_health_care_.14.aspx) and [_Refraining from Assigning Values to Life and Health–Cost-Effectiveness Analysis_Links to an external site.](https://www.ers.usda.gov/webdocs/publications/41093/52095_aer784g.pdf?v=0) articles.

    The National Institute of Health (NIH) (2020) states, “value in health care is the measured improvement in a person’s health outcomes for the cost of achieving that improvement. While some descriptions conflate value-based health care and cost reduction, quality improvement, or patient satisfaction, those efforts are not the same as value, which focuses primarily on improving patient health outcomes. A decade of research into organizations that have achieved better outcomes while often lowering costs suggest a strategic framework for value-based health care implementation that starts with identifying and understanding a segment of patients whose health and related circumstances create a consistent set of needs” (p.1).

    This week you are the CEO for Shady Valley Long-Term Care Center. You and your interdisciplinary team of caregivers are tasked with developing an infographic.

    **Link to Free Infographic Design Web Page:**

    https://www.canva.com/create/infographics/

    You and your team of interdisciplinary caregivers will develop an infographic to educate the Board of Directors regarding the implementation of value-based health policies.

    Consider this as an example: Shady Valley Long-Term Care Center's goal is to improve positive patient health care outcomes for the invested cost of achieving the given outcomes. Your goal is to educate the Board of Directors with hopes they will implement value-based health policies into their strategic planning processes.

    Within your infographic be sure to include issues, such as:

    – Discuss a historical overview of value-based health care in the United States healthcare delivery system.
    – Discuss the circumstances that warrant value-based health policies.
    – Explain the educational process, the educational data the board will receive, and the ongoing information the Board of Directors will receive in the future.
    – Discuss how value-based health policies may affect future positive health care outcomes for patients versus the cost of achieving the given outcomes.
    – Analyze current research and the data (graphs, charts) that support implementing value-based health care to improve diversity, equity, and inclusion.

    **Guided Response/Infographic Requirements:**

    Prior to beginning work on your Week 4 Infographic assignment, read all required resources for Week 4 and research the topic of value-based health care. Be sure that your created infographic includes your researched information i.e., the data and how you plan to present this information to educate the Board of Directors at Shady Valley Long-Term Care Center.

    **Infographic should include the following.**

    – A main title to your infographic
    – 3–5 information sections regarding important topics (Example: tips, known facts, action items, possible gaps in current data) with appropriate headings
    – 1–2 charts/graphs.
    – 1–2 graphic images.
    – Minimum of four known facts.
    – Five references used during your infographic creation.

    **Note:** Be sure to cite all images used

    – 2 years ago

  • [Solved] Neuroscience for Psychiatric Mental Health Practitioners

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    Considering the growing body of evidence linking the immune system and inflammatory processes to various psychiatric disorders, discuss: 1- How inflammation and immune dysregulation may contribute to the pathophysiology of conditions such as depression, anxiety, and schizophrenia. 2- How might this …

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    Assignment Prompt & Instructions

    Considering the growing body of evidence linking the immune system and inflammatory processes to various psychiatric disorders, discuss:

    1-   How inflammation and immune dysregulation may contribute to the pathophysiology of conditions such as depression, anxiety, and schizophrenia.

    2-   How might this understanding influence treatment approaches and the development of new therapeutic interventions?

    3-   Discuss specific biomarkers of inflammation

    – 2 years ago

  • [Solved] Architecture and Design IDS 3336- Assignment #10

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    **FIRST:** – **Read:** CHAPTER 8: Art and Identity from textbook Introduction to Art: Design, Context, and Meaning by Sachant, P., Blood, P., LeMieux, J., & Tekippe, R. [https://open.umn.edu/opentextbooks/textbooks/374](https://open.umn.edu/opentextbooks/textbooks/374) (also uploaded in course) – **…

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    Assignment Prompt & Instructions

    **FIRST:**

    – **Read:** CHAPTER 8: Art and Identity from textbook Introduction to Art: Design, Context, and Meaning by Sachant, P., Blood, P., LeMieux, J., & Tekippe, R. [https://open.umn.edu/opentextbooks/textbooks/374](https://open.umn.edu/opentextbooks/textbooks/374)  (also uploaded in course)
    – **Read:**  World Bank Brief on Intercultural Communication (uploaded in module)
    – **Visit** Fundación Tres Culturas: [http://tresculturas.org/en/the-foundation/](http://tresculturas.org/en/the-foundation/)

    – **Optional reading:** Grass, K.  (2018, September 10). A Journey to Al-Andalus: Part II, The Cultural Crossroads of Seville. Daily Art Magazine. [https://www.dailyartmagazine.com/a-journey-to-al-andalus-part-ii-the-cultural-crossroads-of-seville/](https://www.dailyartmagazine.com/a-journey-to-al-andalus-part-ii-the-cultural-crossroads-of-seville/)

    **SECOND:**

    Academic dialogue between arts and design, cultural identity and politics. It is evident that artists/designers often use different visual artifacts and representations (e.g., image, symbol, object) to express ideas, inner feelings, past experiences and worldviews. In other words, the creative arts can be used as a form of expression and communication.

    In summary, it is reasonable to suggest that art and design play a very important role in shaping and fostering the socio-cultural values of a society. In order to understand the inner feeling, outward manifestation, and personal experience of ethnic minorities, scholars have used art and design as a vehicle to examine and illuminate different issues related to ethnic identity, cultural diversity, and transcultural values.

    _Tres Culturas_ statement: “Promoting dialogue, peace and coexistence among peoples of the Mediterranean is the guiding principle that guides the activities of this Foundation.”

    **Based on the readings, ANSWER the following questions**:

    1. What cultural expressions are being promoted through _Tres Culturas_ project? Why is the presence of Tres Cultural essential in Seville, Spain?
    2. How does _Tres Culturas_ project use different art forms and designs to express themselves and connect with others?
    3. How does _Tres Culturas_ help (re)construct and (re)define their identity in Spain?
    4. Are there any connections and similarities among the visual arts and designs between Seville, Spain and Miami, USA?
    5. How does _Tres Culturas_ project connect to your readings: (1) CHAPTER 8: Art and Identity from textbook Introduction to Art: Design, Context, and Meaning; and (2) World Bank Brief on Intercultural Communication

    BOOK ATTACHED, LINKS TO SOURCES ABOVE:

    https://open.umn.edu/opentextbooks/textbooks/374 – Chapter 8 Book attached

    https://tresculturas.org/en/the-foundation/

    https://www.dailyartmagazine.com/a-journey-to-al-andalus-part-ii-the-cultural-crossroads-of-seville/

    – [\
    \
    BOOK-IntroductiontoArt-1-1.pdf](https://www.sweetstudy.com/files/book-introductiontoart-1-1-pdf-10241939 "BOOK-IntroductiontoArt-1-1.pdf")

    – 2 years ago

  • [Solved] Module 2 women’s studies DB

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    – 2 years ago **files (2)** – ## GQmenoftheyear.pptx – ## Module2DBwomensstudies.docx **## GQmenoftheyear.pptx** Figure 1. “Ben Affleck & Channing Tatum.” GQ Men of the year 2012 [cover]. (2013 August). Retrieved from http://www.gq.com Figure 2. “Rita Ora.” GQ Music special 2013 [cover]. (2013 A…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## GQmenoftheyear.pptx

    – ## Module2DBwomensstudies.docx

    **## GQmenoftheyear.pptx**

    Figure 1. “Ben Affleck & Channing Tatum.” GQ Men of the year 2012 [cover]. (2013 August). Retrieved from http://www.gq.com

    Figure 2. “Rita Ora.” GQ Music special 2013 [cover]. (2013 August). Retrieved from http://www.gq.com

    Figure 3. “Love Sex & Madness.” GQ Love sex & madness 2016 [cover]. (2016 June). Retrieved from http://www.gq.com

    Figure 4. “Woman of the Year.” GQ Men of the year 2012 [cover]. (2012 October). Retrieved from http://www.gq.com

    ## image1.png

    ## image2.png

    ## image3.png

    ## image4.png

    **## Module2DBwomensstudies.docx**

    **Module 2: PhotoVoice Discussion**

    ![discussions.jpg](https://www.sweetstudy.com/questions/module-2-womens-studies-db)

    In each module, you will have the opportunity to participate in an online discussion forum.

    Discussion Purpose

    The purpose of the discussion forum is to exchange ideas with class members in order to expand personal perspectives and make a meaningful application of the course content. Participating in class discussions is a vital part of learning. Participation in discussions represents a significant portion of graded work in this class.

    Effective communication is an essential component of this course. It is best to review the rules of Netiquette prior to participating.

    **_Please post your initial response to the discussion topic question(s), and reply meaningfully to at least TWO of your fellow classmate's posts (or more if you're feeling extra:)._**

    After looking closely at the selected images in the POWERPOINT below, think about and respond to these questions:

    **Observation and Description**

    ·
    **What do you notice first in the photograph, and why do you think your attention is drawn there?**

    **Context and Perspective**

    ·
    **Who might be the intended audience for this photograph, and how might their interpretation differ from yours?**

    **Interpretation and Meaning**

    ·
    **What emotions or ideas does the photograph evoke in you? Do you think this aligns with the photographer's intended message?**

    ·
    **What story or message do you think the photograph is trying to convey? Are there any symbols or metaphors present that enhance its meaning?**

    **Critical Reflection**

    ·
    **What questions does this photograph raise for you about its subject or context?**

    ·
    **How does this imagery relate to the Module Topic?**

    PhotoVoice uses a combination of photography and critical group discussions as a way to engage participants in identifying their own views of the research topic covered in each module, and as a tool for social awareness and potential change.

    Key Objectives

    PhotoVoice projects have three main goals, or objectives. Firstly, PhotoVoice aims to create a safe space within which participants are encouraged to examine themselves and their community. By using PhotoVoice, participants are able to challenge or question aspects of their social reality. This process is referred to as critical reflection. The second goal of PhotoVoice is to involve participants in active listening, sharing and dialogue, which requires that all participants communicate with and learn from one another and facilitators in order to explore ways in which various community issues can be understood.

    Lastly, PhotoVoice aims to move people towards action, and therefore to effecting or stimulating positive changes in their community (Carlson et al., 2006).  As part of PhotoVoice’s mission to engage its participants in communication and dialogue, it aims to give voice to participants. Giving voice means providing a space:

    · To enable people to record and reflect their community’s strengths and concerns

    · To allow women to tell their own stories in their own words

    · To promote critical dialogue and knowledge about important issues through large and small group discussion of photographs

    · To reach policy/decision makers/larger community

    In PhotoVoice studies it is the participants, not the researcher, who are given an authoritative voice, as it is the participants who decide what photographs are shown and discussed, and it is the participants who shape the stories (or the narratives) that are discussed. PhotoVoice considers its participants as capable and, in fact, experts in investigating their own lives. Participants are able to express their understanding and interpretation of their lives, and their voices are made central to the research.

    Through PhotoVoice, researchers are able to see the world from the view of those who do not usually have any control over how the world is perceived (Wang & Burris, 1997). Having voice and being considered in this way can provide participants with a sense of significance. These voices are then made even stronger when they are listened to by community and other stakeholders (Capous Desyllas, 2014; Shah, 2015).

    This week, you will be responding to visual imagery offered from the world around you.   Click the link to the PowerPoint Slides provided.  After observing the images in the slides, click Next  at the bottom of this page  to respond to the questions offered.
    [GQ's Men of the Year 2012 (And.pptx](https://asu.instructure.com/courses/207506/files/98629962?wrap=1) I attached the powerpoint

    ## image1.jpeg

    **## Module2DBwomensstudies.docx**

    **Module 2: PhotoVoice Discussion**

    ![discussions.jpg](https://www.sweetstudy.com/questions/module-2-womens-studies-db)

    In each module, you will have the opportunity to participate in an online discussion forum.

    Discussion Purpose

    The purpose of the discussion forum is to exchange ideas with class members in order to expand personal perspectives and make a meaningful application of the course content. Participating in class discussions is a vital part of learning. Participation in discussions represents a significant portion of graded work in this class.

    Effective communication is an essential component of this course. It is best to review the rules of Netiquette prior to participating.

    **_Please post your initial response to the discussion topic question(s), and reply meaningfully to at least TWO of your fellow classmate's posts (or more if you're feeling extra:)._**

    After looking closely at the selected images in the POWERPOINT below, think about and respond to these questions:

    **Observation and Description**

    ·
    **What do you notice first in the photograph, and why do you think your attention is drawn there?**

    **Context and Perspective**

    ·
    **Who might be the intended audience for this photograph, and how might their interpretation differ from yours?**

    **Interpretation and Meaning**

    ·
    **What emotions or ideas does the photograph evoke in you? Do you think this aligns with the photographer's intended message?**

    ·
    **What story or message do you think the photograph is trying to convey? Are there any symbols or metaphors present that enhance its meaning?**

    **Critical Reflection**

    ·
    **What questions does this photograph raise for you about its subject or context?**

    ·
    **How does this imagery relate to the Module Topic?**

    PhotoVoice uses a combination of photography and critical group discussions as a way to engage participants in identifying their own views of the research topic covered in each module, and as a tool for social awareness and potential change.

    Key Objectives

    PhotoVoice projects have three main goals, or objectives. Firstly, PhotoVoice aims to create a safe space within which participants are encouraged to examine themselves and their community. By using PhotoVoice, participants are able to challenge or question aspects of their social reality. This process is referred to as critical reflection. The second goal of PhotoVoice is to involve participants in active listening, sharing and dialogue, which requires that all participants communicate with and learn from one another and facilitators in order to explore ways in which various community issues can be understood.

    Lastly, PhotoVoice aims to move people towards action, and therefore to effecting or stimulating positive changes in their community (Carlson et al., 2006).  As part of PhotoVoice’s mission to engage its participants in communication and dialogue, it aims to give voice to participants. Giving voice means providing a space:

    · To enable people to record and reflect their community’s strengths and concerns

    · To allow women to tell their own stories in their own words

    · To promote critical dialogue and knowledge about important issues through large and small group discussion of photographs

    · To reach policy/decision makers/larger community

    In PhotoVoice studies it is the participants, not the researcher, who are given an authoritative voice, as it is the participants who decide what photographs are shown and discussed, and it is the participants who shape the stories (or the narratives) that are discussed. PhotoVoice considers its participants as capable and, in fact, experts in investigating their own lives. Participants are able to express their understanding and interpretation of their lives, and their voices are made central to the research.

    Through PhotoVoice, researchers are able to see the world from the view of those who do not usually have any control over how the world is perceived (Wang & Burris, 1997). Having voice and being considered in this way can provide participants with a sense of significance. These voices are then made even stronger when they are listened to by community and other stakeholders (Capous Desyllas, 2014; Shah, 2015).

    This week, you will be responding to visual imagery offered from the world around you.   Click the link to the PowerPoint Slides provided.  After observing the images in the slides, click Next  at the bottom of this page  to respond to the questions offered.
    [GQ's Men of the Year 2012 (And.pptx](https://asu.instructure.com/courses/207506/files/98629962?wrap=1) I attached the powerpoint

    ## image1.jpeg

    **## GQmenoftheyear.pptx**

    Figure 1. “Ben Affleck & Channing Tatum.” GQ Men of the year 2012 [cover]. (2013 August). Retrieved from http://www.gq.com

    Figure 2. “Rita Ora.” GQ Music special 2013 [cover]. (2013 August). Retrieved from http://www.gq.com

    Figure 3. “Love Sex & Madness.” GQ Love sex & madness 2016 [cover]. (2016 June). Retrieved from http://www.gq.com

    Figure 4. “Woman of the Year.” GQ Men of the year 2012 [cover]. (2012 October). Retrieved from http://www.gq.com

    ## image1.png

    ## image2.png

    ## image3.png

    ## image4.png

    **## Module2DBwomensstudies.docx**

    **Module 2: PhotoVoice Discussion**

    ![discussions.jpg](https://www.sweetstudy.com/questions/module-2-womens-studies-db)

    In each module, you will have the opportunity to participate in an online discussion forum.

    Discussion Purpose

    The purpose of the discussion forum is to exchange ideas with class members in order to expand personal perspectives and make a meaningful application of the course content. Participating in class discussions is a vital part of learning. Participation in discussions represents a significant portion of graded work in this class.

    Effective communication is an essential component of this course. It is best to review the rules of Netiquette prior to participating.

    **_Please post your initial response to the discussion topic question(s), and reply meaningfully to at least TWO of your fellow classmate's posts (or more if you're feeling extra:)._**

    After looking closely at the selected images in the POWERPOINT below, think about and respond to these questions:

    **Observation and Description**

    ·
    **What do you notice first in the photograph, and why do you think your attention is drawn there?**

    **Context and Perspective**

    ·
    **Who might be the intended audience for this photograph, and how might their interpretation differ from yours?**

    **Interpretation and Meaning**

    ·
    **What emotions or ideas does the photograph evoke in you? Do you think this aligns with the photographer's intended message?**

    ·
    **What story or message do you think the photograph is trying to convey? Are there any symbols or metaphors present that enhance its meaning?**

    **Critical Reflection**

    ·
    **What questions does this photograph raise for you about its subject or context?**

    ·
    **How does this imagery relate to the Module Topic?**

    PhotoVoice uses a combination of photography and critical group discussions as a way to engage participants in identifying their own views of the research topic covered in each module, and as a tool for social awareness and potential change.

    Key Objectives

    PhotoVoice projects have three main goals, or objectives. Firstly, PhotoVoice aims to create a safe space within which participants are encouraged to examine themselves and their community. By using PhotoVoice, participants are able to challenge or question aspects of their social reality. This process is referred to as critical reflection. The second goal of PhotoVoice is to involve participants in active listening, sharing and dialogue, which requires that all participants communicate with and learn from one another and facilitators in order to explore ways in which various community issues can be understood.

    Lastly, PhotoVoice aims to move people towards action, and therefore to effecting or stimulating positive changes in their community (Carlson et al., 2006).  As part of PhotoVoice’s mission to engage its participants in communication and dialogue, it aims to give voice to participants. Giving voice means providing a space:

    · To enable people to record and reflect their community’s strengths and concerns

    · To allow women to tell their own stories in their own words

    · To promote critical dialogue and knowledge about important issues through large and small group discussion of photographs

    · To reach policy/decision makers/larger community

    In PhotoVoice studies it is the participants, not the researcher, who are given an authoritative voice, as it is the participants who decide what photographs are shown and discussed, and it is the participants who shape the stories (or the narratives) that are discussed. PhotoVoice considers its participants as capable and, in fact, experts in investigating their own lives. Participants are able to express their understanding and interpretation of their lives, and their voices are made central to the research.

    Through PhotoVoice, researchers are able to see the world from the view of those who do not usually have any control over how the world is perceived (Wang & Burris, 1997). Having voice and being considered in this way can provide participants with a sense of significance. These voices are then made even stronger when they are listened to by community and other stakeholders (Capous Desyllas, 2014; Shah, 2015).

    This week, you will be responding to visual imagery offered from the world around you.   Click the link to the PowerPoint Slides provided.  After observing the images in the slides, click Next  at the bottom of this page  to respond to the questions offered.
    [GQ's Men of the Year 2012 (And.pptx](https://asu.instructure.com/courses/207506/files/98629962?wrap=1) I attached the powerpoint

    ## image1.jpeg

    **## GQmenoftheyear.pptx**

    Figure 1. “Ben Affleck & Channing Tatum.” GQ Men of the year 2012 [cover]. (2013 August). Retrieved from http://www.gq.com

    Figure 2. “Rita Ora.” GQ Music special 2013 [cover]. (2013 August). Retrieved from http://www.gq.com

    Figure 3. “Love Sex & Madness.” GQ Love sex & madness 2016 [cover]. (2016 June). Retrieved from http://www.gq.com

    Figure 4. “Woman of the Year.” GQ Men of the year 2012 [cover]. (2012 October). Retrieved from http://www.gq.com

    ## image1.png

    ## image2.png

    ## image3.png

    ## image4.png

    **## Module2DBwomensstudies.docx**

    **Module 2: PhotoVoice Discussion**

    ![discussions.jpg](https://www.sweetstudy.com/questions/module-2-womens-studies-db)

    In each module, you will have the opportunity to participate in an online discussion forum.

    Discussion Purpose

    The purpose of the discussion forum is to exchange ideas with class members in order to expand personal perspectives and make a meaningful application of the course content. Participating in class discussions is a vital part of learning. Participation in discussions represents a significant portion of graded work in this class.

    Effective communication is an essential component of this course. It is best to review the rules of Netiquette prior to participating.

    **_Please post your initial response to the discussion topic question(s), and reply meaningfully to at least TWO of your fellow classmate's posts (or more if you're feeling extra:)._**

    After looking closely at the selected images in the POWERPOINT below, think about and respond to these questions:

    **Observation and Description**

    ·
    **What do you notice first in the photograph, and why do you think your attention is drawn there?**

    **Context and Perspective**

    ·
    **Who might be the intended audience for this photograph, and how might their interpretation differ from yours?**

    **Interpretation and Meaning**

    ·
    **What emotions or ideas does the photograph evoke in you? Do you think this aligns with the photographer's intended message?**

    ·
    **What story or message do you think the photograph is trying to convey? Are there any symbols or metaphors present that enhance its meaning?**

    **Critical Reflection**

    ·
    **What questions does this photograph raise for you about its subject or context?**

    ·
    **How does this imagery relate to the Module Topic?**

    PhotoVoice uses a combination of photography and critical group discussions as a way to engage participants in identifying their own views of the research topic covered in each module, and as a tool for social awareness and potential change.

    Key Objectives

    PhotoVoice projects have three main goals, or objectives. Firstly, PhotoVoice aims to create a safe space within which participants are encouraged to examine themselves and their community. By using PhotoVoice, participants are able to challenge or question aspects of their social reality. This process is referred to as critical reflection. The second goal of PhotoVoice is to involve participants in active listening, sharing and dialogue, which requires that all participants communicate with and learn from one another and facilitators in order to explore ways in which various community issues can be understood.

    Lastly, PhotoVoice aims to move people towards action, and therefore to effecting or stimulating positive changes in their community (Carlson et al., 2006).  As part of PhotoVoice’s mission to engage its participants in communication and dialogue, it aims to give voice to participants. Giving voice means providing a space:

    · To enable people to record and reflect their community’s strengths and concerns

    · To allow women to tell their own stories in their own words

    · To promote critical dialogue and knowledge about important issues through large and small group discussion of photographs

    · To reach policy/decision makers/larger community

    In PhotoVoice studies it is the participants, not the researcher, who are given an authoritative voice, as it is the participants who decide what photographs are shown and discussed, and it is the participants who shape the stories (or the narratives) that are discussed. PhotoVoice considers its participants as capable and, in fact, experts in investigating their own lives. Participants are able to express their understanding and interpretation of their lives, and their voices are made central to the research.

    Through PhotoVoice, researchers are able to see the world from the view of those who do not usually have any control over how the world is perceived (Wang & Burris, 1997). Having voice and being considered in this way can provide participants with a sense of significance. These voices are then made even stronger when they are listened to by community and other stakeholders (Capous Desyllas, 2014; Shah, 2015).

    This week, you will be responding to visual imagery offered from the world around you.   Click the link to the PowerPoint Slides provided.  After observing the images in the slides, click Next  at the bottom of this page  to respond to the questions offered.
    [GQ's Men of the Year 2012 (And.pptx](https://asu.instructure.com/courses/207506/files/98629962?wrap=1) I attached the powerpoint

    ## image1.jpeg

  • [Solved] APA6

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – [\ \ 2025-03-281.46.13.png](https://www.sweetstudy.com/files/2025-03-281-46-13-png "2025-03-281.46.13.png") – [\ \ 2025-03-281.46.30.png](https://www.sweetstudy.com/files/2025-03-281-46-30-png "2025-03-281.46.30.png") – 2 years ago

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    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – [\
    \
    2025-03-281.46.13.png](https://www.sweetstudy.com/files/2025-03-281-46-13-png "2025-03-281.46.13.png")
    – [\
    \
    2025-03-281.46.30.png](https://www.sweetstudy.com/files/2025-03-281-46-30-png "2025-03-281.46.30.png")

    – 2 years ago

  • [Solved] module 2 field notes

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics) This is a women's gender course – 2 years ago **files (3)** – ## Readingsmodule2.docx – ## Fieldnotestemplate.docx – ## fieldnotesmodule2.docx **## Readingsmodule2.docx** Readings/articles to be posted as PDFs t…

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    Assignment Prompt & Instructions

    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics)

    This is a women's gender course

    – 2 years ago

    **files (3)**

    – ## Readingsmodule2.docx

    – ## Fieldnotestemplate.docx

    – ## fieldnotesmodule2.docx

    **## Readingsmodule2.docx**

    Readings/articles to be posted as PDFs to Canvas—Here is an outline of the material we will cover.

    Module 2: Likeability and Success
    • Acker, J. (1990). Hierarchies, Jobs, Bodies:: A Theory of Gendered Organizations. Gender &Society, 4(2), 139–158.
    [https://doi.org/10.1177/089124390004002002**](https://doi.org/10.1177/089124390004002002**)

    • MacKinnon, Catherine A. 1991. "Reflections on Sex Equality Under the Law." Yale Law
    Journal 100 (March): 1281-328.

    • McGinn, Kathleen L., and Nicole Tempest. "Heidi Roizen." Harvard Business School Case
    800-228, January 2000. (Revised April 2010.)

    • Rudman, L. A. and Glick, P. 2001. "Prescriptive Gender Stereotypes and Backlash Toward
    Agentic Women." Journal of Social Issues, 57: 743–762

    **## Fieldnotestemplate.docx**

    **Practicing with Field Notes and Critical Thinking**

    **Module 1: Level Playing Field**

    **Your Name:**

    **Field Note 1:**

    **Field Note 2:**

    **Field Note 3:**

    **Connecting Observations with Field Notes and Readings**

    _Critical Thinking Prompt 1:_ What does it mean to have a level playing field?

    _Application Prompt 1:_ REFLECT- write about your experience. Think of a time when you felt someone underestimated you or your performance. Or, alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **Application Prompt 2:** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    Reflection Prompt:  How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    **## fieldnotesmodule2.docx**

    Module 2: Practicing with Field Notes & Photographs

    **This week, you will combine your observations from the world around you (Field Notes) with photographs (2-3) and your Critical Thinking Prompts into the template provided.**

    Field Notes

    Refers to notes created by the researcher (you) during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.

    Observations

    **First:  Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
    **and should be included with your critical thinking and application prompts submission.**  As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class.  Additionally, ask yourself what this observation has to do with women and leadership.

    Telling a Story with a Photograph

    Photography is a great way to tell a story about a particular theme. This is particularly relevant for PhotoVoice where participants are encouraged to use their photographs to tell a story and convey a particular message. Sometimes it may be possible for a participant to accidently stumble across a scene that they feel encompasses the message that they want to tell and to photograph it, but this is not often the case. This lack of planning could cause participants to search for hours for something to photograph.

    For this week, think through some simple questions beforehand to help you decide what story it is that you want to tell and consequently, what types of photographs you want to take.  You might consider the topics we are already discussing in this class.  As you document your observations in your field notes, consider how a photograph might further illustrate the story you are telling about these topics, themes, ideas, and experiences.

    **NEXT:** **Please take 2-3 photographs from the world around you to represent your learning this week**.  Include the images with your Field Notes along with an explanation of how the images relate to the course material.

    Think about what themes stand out to you and look at the world around you for examples of these themes.

    Critical Thinking Prompts

    Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course.  These questions will steer the focus of the field notes you will take throughout the course.  Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.

    Each question is generally worthy of at least 150 words (1-2 well-written paragraphs) in response.  Connect with
    **_(and cite in-text)_** the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
    _NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.

    **FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**

    **_Critical Thinking Prompt 1_:   How does likeability affect success for women in the workplace?**

    **_Application Prompt 2:_ _Reflect_ – write about your experiences. What challenges are you facing regarding likeability? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?**

    Pick One Action you will do after this module. Imagine who, what, where, and when it will happen.  Document your Plan in this prompt and plan to share it with the class.

    **Reflection Prompt:   What does being likable have to do with leadership?**

    Use the template below and upload your completed paper here. This paper is worth 20  points.

    [Field notes template-1.docx](https://asu.instructure.com/courses/207506/files/98629995?wrap=1)

    **## fieldnotesmodule2.docx**

    Module 2: Practicing with Field Notes & Photographs

    **This week, you will combine your observations from the world around you (Field Notes) with photographs (2-3) and your Critical Thinking Prompts into the template provided.**

    Field Notes

    Refers to notes created by the researcher (you) during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.

    Observations

    **First:  Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
    **and should be included with your critical thinking and application prompts submission.**  As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class.  Additionally, ask yourself what this observation has to do with women and leadership.

    Telling a Story with a Photograph

    Photography is a great way to tell a story about a particular theme. This is particularly relevant for PhotoVoice where participants are encouraged to use their photographs to tell a story and convey a particular message. Sometimes it may be possible for a participant to accidently stumble across a scene that they feel encompasses the message that they want to tell and to photograph it, but this is not often the case. This lack of planning could cause participants to search for hours for something to photograph.

    For this week, think through some simple questions beforehand to help you decide what story it is that you want to tell and consequently, what types of photographs you want to take.  You might consider the topics we are already discussing in this class.  As you document your observations in your field notes, consider how a photograph might further illustrate the story you are telling about these topics, themes, ideas, and experiences.

    **NEXT:** **Please take 2-3 photographs from the world around you to represent your learning this week**.  Include the images with your Field Notes along with an explanation of how the images relate to the course material.

    Think about what themes stand out to you and look at the world around you for examples of these themes.

    Critical Thinking Prompts

    Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course.  These questions will steer the focus of the field notes you will take throughout the course.  Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.

    Each question is generally worthy of at least 150 words (1-2 well-written paragraphs) in response.  Connect with
    **_(and cite in-text)_** the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
    _NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.

    **FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**

    **_Critical Thinking Prompt 1_:   How does likeability affect success for women in the workplace?**

    **_Application Prompt 2:_ _Reflect_ – write about your experiences. What challenges are you facing regarding likeability? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?**

    Pick One Action you will do after this module. Imagine who, what, where, and when it will happen.  Document your Plan in this prompt and plan to share it with the class.

    **Reflection Prompt:   What does being likable have to do with leadership?**

    Use the template below and upload your completed paper here. This paper is worth 20  points.

    [Field notes template-1.docx](https://asu.instructure.com/courses/207506/files/98629995?wrap=1)

    **## Readingsmodule2.docx**

    Readings/articles to be posted as PDFs to Canvas—Here is an outline of the material we will cover.

    Module 2: Likeability and Success
    • Acker, J. (1990). Hierarchies, Jobs, Bodies:: A Theory of Gendered Organizations. Gender &Society, 4(2), 139–158.
    [https://doi.org/10.1177/089124390004002002**](https://doi.org/10.1177/089124390004002002**)

    • MacKinnon, Catherine A. 1991. "Reflections on Sex Equality Under the Law." Yale Law
    Journal 100 (March): 1281-328.

    • McGinn, Kathleen L., and Nicole Tempest. "Heidi Roizen." Harvard Business School Case
    800-228, January 2000. (Revised April 2010.)

    • Rudman, L. A. and Glick, P. 2001. "Prescriptive Gender Stereotypes and Backlash Toward
    Agentic Women." Journal of Social Issues, 57: 743–762

    **## Fieldnotestemplate.docx**

    **Practicing with Field Notes and Critical Thinking**

    **Module 1: Level Playing Field**

    **Your Name:**

    **Field Note 1:**

    **Field Note 2:**

    **Field Note 3:**

    **Connecting Observations with Field Notes and Readings**

    _Critical Thinking Prompt 1:_ What does it mean to have a level playing field?

    _Application Prompt 1:_ REFLECT- write about your experience. Think of a time when you felt someone underestimated you or your performance. Or, alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **Application Prompt 2:** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    Reflection Prompt:  How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    **## fieldnotesmodule2.docx**

    Module 2: Practicing with Field Notes & Photographs

    **This week, you will combine your observations from the world around you (Field Notes) with photographs (2-3) and your Critical Thinking Prompts into the template provided.**

    Field Notes

    Refers to notes created by the researcher (you) during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.

    Observations

    **First:  Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
    **and should be included with your critical thinking and application prompts submission.**  As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class.  Additionally, ask yourself what this observation has to do with women and leadership.

    Telling a Story with a Photograph

    Photography is a great way to tell a story about a particular theme. This is particularly relevant for PhotoVoice where participants are encouraged to use their photographs to tell a story and convey a particular message. Sometimes it may be possible for a participant to accidently stumble across a scene that they feel encompasses the message that they want to tell and to photograph it, but this is not often the case. This lack of planning could cause participants to search for hours for something to photograph.

    For this week, think through some simple questions beforehand to help you decide what story it is that you want to tell and consequently, what types of photographs you want to take.  You might consider the topics we are already discussing in this class.  As you document your observations in your field notes, consider how a photograph might further illustrate the story you are telling about these topics, themes, ideas, and experiences.

    **NEXT:** **Please take 2-3 photographs from the world around you to represent your learning this week**.  Include the images with your Field Notes along with an explanation of how the images relate to the course material.

    Think about what themes stand out to you and look at the world around you for examples of these themes.

    Critical Thinking Prompts

    Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course.  These questions will steer the focus of the field notes you will take throughout the course.  Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.

    Each question is generally worthy of at least 150 words (1-2 well-written paragraphs) in response.  Connect with
    **_(and cite in-text)_** the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
    _NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.

    **FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**

    **_Critical Thinking Prompt 1_:   How does likeability affect success for women in the workplace?**

    **_Application Prompt 2:_ _Reflect_ – write about your experiences. What challenges are you facing regarding likeability? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?**

    Pick One Action you will do after this module. Imagine who, what, where, and when it will happen.  Document your Plan in this prompt and plan to share it with the class.

    **Reflection Prompt:   What does being likable have to do with leadership?**

    Use the template below and upload your completed paper here. This paper is worth 20  points.

    [Field notes template-1.docx](https://asu.instructure.com/courses/207506/files/98629995?wrap=1)

    **## Readingsmodule2.docx**

    Readings/articles to be posted as PDFs to Canvas—Here is an outline of the material we will cover.

    Module 2: Likeability and Success
    • Acker, J. (1990). Hierarchies, Jobs, Bodies:: A Theory of Gendered Organizations. Gender &Society, 4(2), 139–158.
    [https://doi.org/10.1177/089124390004002002**](https://doi.org/10.1177/089124390004002002**)

    • MacKinnon, Catherine A. 1991. "Reflections on Sex Equality Under the Law." Yale Law
    Journal 100 (March): 1281-328.

    • McGinn, Kathleen L., and Nicole Tempest. "Heidi Roizen." Harvard Business School Case
    800-228, January 2000. (Revised April 2010.)

    • Rudman, L. A. and Glick, P. 2001. "Prescriptive Gender Stereotypes and Backlash Toward
    Agentic Women." Journal of Social Issues, 57: 743–762

    **## Fieldnotestemplate.docx**

    **Practicing with Field Notes and Critical Thinking**

    **Module 1: Level Playing Field**

    **Your Name:**

    **Field Note 1:**

    **Field Note 2:**

    **Field Note 3:**

    **Connecting Observations with Field Notes and Readings**

    _Critical Thinking Prompt 1:_ What does it mean to have a level playing field?

    _Application Prompt 1:_ REFLECT- write about your experience. Think of a time when you felt someone underestimated you or your performance. Or, alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **Application Prompt 2:** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    Reflection Prompt:  How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    **## fieldnotesmodule2.docx**

    Module 2: Practicing with Field Notes & Photographs

    **This week, you will combine your observations from the world around you (Field Notes) with photographs (2-3) and your Critical Thinking Prompts into the template provided.**

    Field Notes

    Refers to notes created by the researcher (you) during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.

    Observations

    **First:  Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
    **and should be included with your critical thinking and application prompts submission.**  As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class.  Additionally, ask yourself what this observation has to do with women and leadership.

    Telling a Story with a Photograph

    Photography is a great way to tell a story about a particular theme. This is particularly relevant for PhotoVoice where participants are encouraged to use their photographs to tell a story and convey a particular message. Sometimes it may be possible for a participant to accidently stumble across a scene that they feel encompasses the message that they want to tell and to photograph it, but this is not often the case. This lack of planning could cause participants to search for hours for something to photograph.

    For this week, think through some simple questions beforehand to help you decide what story it is that you want to tell and consequently, what types of photographs you want to take.  You might consider the topics we are already discussing in this class.  As you document your observations in your field notes, consider how a photograph might further illustrate the story you are telling about these topics, themes, ideas, and experiences.

    **NEXT:** **Please take 2-3 photographs from the world around you to represent your learning this week**.  Include the images with your Field Notes along with an explanation of how the images relate to the course material.

    Think about what themes stand out to you and look at the world around you for examples of these themes.

    Critical Thinking Prompts

    Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course.  These questions will steer the focus of the field notes you will take throughout the course.  Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.

    Each question is generally worthy of at least 150 words (1-2 well-written paragraphs) in response.  Connect with
    **_(and cite in-text)_** the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
    _NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.

    **FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**

    **_Critical Thinking Prompt 1_:   How does likeability affect success for women in the workplace?**

    **_Application Prompt 2:_ _Reflect_ – write about your experiences. What challenges are you facing regarding likeability? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?**

    Pick One Action you will do after this module. Imagine who, what, where, and when it will happen.  Document your Plan in this prompt and plan to share it with the class.

    **Reflection Prompt:   What does being likable have to do with leadership?**

    Use the template below and upload your completed paper here. This paper is worth 20  points.

    [Field notes template-1.docx](https://asu.instructure.com/courses/207506/files/98629995?wrap=1)

  • [Solved] American History 150

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history) – 2 years ago

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history)

    – 2 years ago

  • [Solved] Mission of Corrections

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) – 2 years ago **files (3)** – ## TheMissionofCorrections.docx – ## instructionsforpartC.docx – ## Pollock_Ethics_10e_Ch02_PPT.pptx **## TheMissionofCorrections.docx** **Part A** **The Mission of Corrections** Compare and c…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    – 2 years ago

    **files (3)**

    – ## TheMissionofCorrections.docx

    – ## instructionsforpartC.docx

    – ## Pollock_Ethics_10e_Ch02_PPT.pptx

    **## TheMissionofCorrections.docx**

    **Part A**

    **The Mission of Corrections**

    Compare and contrast the following mission statements in a discussion board post.

    [https://doccs.ny.gov/departmental-missionLinks to an external site.](https://doccs.ny.gov/departmental-mission)

    [https://www.corrections.sa.gov.au/about/mission-and-visionLinks to an external site.](https://www.corrections.sa.gov.au/about/mission-and-vision)

    [https://www.dac.nc.gov/about-usLinks to an external site.](https://www.dac.nc.gov/about-us)

    [https://www.doc.wa.gov/about/agency/mission.htm#missionLinks to an external site.](https://www.doc.wa.gov/about/agency/mission.htm)

    [https://doc.nv.gov/About/Mission_Statement/Home/Links to an external site.](https://doc.nv.gov/About/Mission_Statement/Home/)

    [https://doc.ri.gov/about/missionvisionLinks to an external site.](https://doc.ri.gov/about/missionvision)

    **Part B (300 words)**

    **Supervision of Inmates**

    Review the North Carolina Administrative Code 10A NCAC 14J .0601. Use this link to review this code:
    [http://reports.oah.state.nc.us/ncac/title%2010a%20-%20health%20and%20human%20services/chapter%2014%20-%20director,%20division%20of%20health%20service%20regulation/subchapter%20j/10a%20ncac%2014j%20.0601.pdfLinks to an external site.](http://reports.oah.state.nc.us/ncac/title%2010a%20-%20health%20and%20human%20services/chapter%2014%20-%20director,%20division%20of%20health%20service%20regulation/subchapter%20j/10a%20ncac%2014j%20.0601.pdf)

    This code describes how North Carolina correctional officers are required to supervise inmates. After reviewing this code, write a discussion board post summarizing this code. Make sure to include if you believe any revisions are needed to this code.

    **Part C**

    **Discussion Forum #3 *Initial Post Due Saturday (3/29) and Response Due Sunday (3/30)***

    **Instructions & Ethical System Assignments:** [**DB#3_Spring 2025.docx**](https://uncfsu.instructure.com/courses/44070/files/8362077?wrap=1) [**Download DB#3_Spring 2025.docx**](https://uncfsu.instructure.com/courses/44070/files/8362077/download?download_frd=1) **I attached this document**

    **Scenario: Defense Attorney Representing Suspected Killer**

    Your first big case is a multiple murder. As the defense attorney representing the killer, you have come to the realization that he really did break into a couple’s home and torture and kill them in the course of robbing them of jewelry and other valuables. He has even confessed to you that he did it. However, you are also aware that the police did not read him his Miranda warnings and that he was coerced into giving a confession without your presence. What should you do?

    **## instructionsforpartC.docx**

    "Initial Post" Instructions: Read the following scenario and
    use the 5 steps to analyze ethical dilemmas (discussed in Chapter 2 and listed below) to solve the dilemma.
    **You will be assigned one of two ethical systems to pick from to solve the dilemma (listed below).** Failure to use the system assigned to you will result in a grade of “0” for this assignment. Below you will find a list of the ethical system you have been assigned for this exercise.

    Please make sure you number your answers in accordance with the 5 steps and identify which ethical system you use in response to step #5.

    Please note that you must post your "initial response" by 3/29 (Saturday) by 11:55pm.

    Please note that you must post your "response post" by 3/30 (Sunday) by 11:55pm.

    "Response Post" Instructions: Your "initial response" is your answer, in your own words, to the assignment. Your "response post" requires that you read your classmates' posts and
    respond to a classmate that used a different ethical system than you to solve the dilemma presented here. In your response to your classmate, address the following questions.
    **Your response to these questions should be in paragraph form (5-6 sentences minimum). This means do not copy/paste these questions in your response post and then answer them individually.**

    a) Was the conclusion you reached the same as that of your classmate who used a different ethical system than you?

    b) Do you agree with the conclusion reached by your classmate? Why or why not? Be specific.

    c) Which system do you think came up with the best response (the system you used or the system your classmate used)? Explain.

    d) Which system would you have preferred to use to solve this dilemma if allowed to chose any of the six ethical systems?

    **Scenario: Defense Attorney Representing Suspected Killer**

    Your first big case is a multiple murder. As the defense attorney representing the killer, you have come to the realization that he really did break into a couple’s home and torture and kill them in the course of robbing them of jewelry and other valuables. He has even confessed to you that he did it. However, you are also aware that the police did not read him his Miranda warnings and that he was coerced into giving a confession without your presence. What should you do?

    **5 Steps to Analyze Ethical Dilemmas**

    1.
    **Identify the facts:** Only identify the facts presented in the given scenario. Do not include any extra information or your feelings/opinions.
    **Make sure to list all the facts mentioned in the scenario.**

    1.
    **Identify relevant values:** List at least 3 values relevant to this case (refer to pg. 11, Box 1.3, for examples of values).

    1.
    **Identify all possible ethical dilemmas for each party involved:** Dilemmas refer to the possible courses of action one can take to address the situation. Examples of dilemmas include: As a police officer, do I take money in exchange for not arresting someone? As a lawyer, do I ignore the evidence in this case?
    **The dilemmas must be written in question form.**

    1.
    **Decide what the most immediate ethical dilemma identified in step #3 is:** You must pick only one of the dilemmas (questions) you have identified in step #3.
    **This is the dilemma you will resolve in step #5.**

    1.
    **Resolve the dilemma by using one of the two ethical systems you have been assigned for the assignment (see below)**. In your response you need to: explicitly state the system you used, the resolution to the dilemma you picked in step #4 and explain how the ethical system you pick led you to this conclusion. Your answer should be detailed and should demonstrate your understanding of the ethical system you pick and how that ethical system results in the resolution you make.
    ****Make sure you state your resolution clearly**.

    **Assignment of Ethical Systems:**

    1.
    **Ethics of Virtue or Ethics of Care:**

    Last Name starts with N-Z

    1.
    **Natural Law or Religion:**

    Last Name starts with A-G

    1.
    **Ethical Formalism or Utilitarianism:**

    Last Name starts with H-M

    **## Pollock_Ethics_10e_Ch02_PPT.pptx**

    Ethical Dilemmas and Decisions in Criminal Justice

    Tenth Edition

    Chapter 2

    Determining Moral Behavior

    © 2019 Cengage. All rights reserved.

    © 2019 Cengage. All rights reserved.

    1

    Learning Objectives

    Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Discuss the argument as to whether egoism is an ethical system.

    Explain the controversy between relativism and absolutism (or universalism).

    Identify what is good according to each of the ethical systems discussed in the chapter.

    © 2019 Cengage. All rights reserved.

    Ethical Systems

    Systematic ordering of moral principles that:

    Form the basis for moral judgments

    Are the source of moral beliefs

    Are beyond argument

    Are internally consistent

    Possess a type of “moral common sense”

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    The Ethics of Virtue (1 of 2)

    The ethics of virtue asks the question, “What is a good person?”

    The roots of this system are in the work of Aristotle.

    The “principle of the Golden Mean” is that virtue is always the median between two extremes of character.

    Virtues that a good person possesses include thriftiness, temperance, humility, industriousness, and honesty.

    Josephson Institute lists six pillars: trustworthiness, respect, responsibility, fairness, caring, and citizenship.

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    The Ethics of Virtue (2 of 2)

    Basically assumes a good person will make a good decision.

    Little help for people facing dilemmas.

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Natural Law (1 of 2)

    A universal set of rights and wrongs that is similar to many religious beliefs, but there is no reference to a specific supernatural figure.

    Morality is part of the natural order of the universe and is the same across cultures and times.

    The pursuit of knowledge recognized as a natural inclination of humans

    “Natural rights” are the rights that everyone has purely by virtue of being alive

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Natural Law (2 of 2)

    How can we determine what is natural law versus man-made law?

    What are the “natural” laws of morality?

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Religion

    Religious ethics includes Judeo-Christian ethics, Buddhism, Confucianism, and Islam among others. They are based on religious beliefs of good and evil; what is good is that which is God’s will.

    Humans can “know” God’s will in three ways:

    Individual conscience

    Religious authorities

    Holy scriptures

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Ethical Formalism (1 of 3)

    Ethical formalism: ethical system espoused by Kant; focuses on duty.

    Deontological ethical system: study of duty or moral obligation emphasizing the intent of the actor as the element of morality.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Ethical Formalism (2 of 3)

    Principles of Kant’s theory:

    Act only on that maxim through which you can at the same time will that it should become a universal law.

    Act in such a way that you always treat humanity, whether in your own person or that of any other, never simply as a means but always at the same time as an end.

    Act as if you were, through your maxims, a lawmaking member of a kingdom of ends.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Ethical Formalism (3 of 3)

    Criticisms of ethical formalism

    Ethical formalism seems to be unresponsive to extreme circumstances.

    Morality is limited to duty.

    The priority of motive and intent over result is problematic in some instances.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Utilitarianism (1 of 2)

    Utilitarianism is a teleological ethical system: what is good is determined by the consequences of the action.

    Jeremy Bentham (1748–1832)—a major proponent of utilitarianism

    Criticisms of Utilitarianism:

    All pleasures or benefits are not of equal value.

    Utilitarianism presumes that one can predict the consequences of actions.

    There is little concern for individual rights in utilitarianism.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Utilitarianism (2 of 2)

    Act utilitarianism: the basic utility derived from an action is alone examined.

    Rule utilitarianism: one judges an action in reference to the precedent it sets and the long-term utility of the rule set by that action.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    The Ethics of Care (1 of 2)

    Based on human relationships and needs

    Described as a feminine morality

    Leads not to different solutions necessarily, but perhaps different questions

    Jean-Jacques Rousseau (1712–1778)

    Eastern religions, such as Taoism, are consistent with the ethics of care.

    The “restorative justice” movement is consistent with the ethics of care.

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    The Ethics of Care (2 of 2)

    Peacemaking process

    Connectedness

    Caring

    Mindfulness

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Egoism: Ethical System or Not?

    Egoism postulates that what is good for one’s survival and personal happiness is moral.

    Psychological egoism: humans are naturally egoists.

    Enlightened egoism: each person’s objective is long-term welfare.

    Rejected by most philosophers because it violates the basic tenets of an ethical system.

    © 2019 Cengage. All rights reserved.

    LO 3: Discuss the argument as to whether egoism is an ethical system.

    Other Methods of Ethical Decision Making (1 of 2)

    Imperative principle directs a decision maker to act according to a specific, unbending rule.

    Utilitarian principle determines the ethics of conduct by the good or bad consequences of the action.

    Generalization principle is based on: “What would happen if all similar persons acted this way under similar circumstances?”

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Other Methods of Ethical Decision Making (2 of 2)

    Does the action violate another person’s constitutional rights, including the right of due process?

    Does the action involve treating another person only as a means to an end?

    Is the action illegal?

    Do you predict that your action will produce more bad than good for all persons affected?

    Does the action violate department procedure or professional duty?

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Using Ethical Systems to Resolve Dilemmas

    Identify the facts.

    Identify relevant values and concepts.

    Identify all possible moral dilemmas for each party involved.

    Decide what is the most immediate moral or ethical issue facing the individual.

    Resolve the ethical or moral dilemma by using an ethical system or some other means of decision making.

    © 2019 Cengage. All rights reserved.

    LO 5: Identify what is good according to each of the ethical systems discussed in the chapter.

    Relativism, Absolutism, and Universalism (1 of 2)

    Ethical Relativism

    Moral systems are products of an individual or group.

    If people believe different things are good and bad, how can you define what is good?

    Cultural Relativism

    “Good” depends on the norms of each society. What is acceptable in one society might not be in another.

    Who is to say which society is right?

    However, FATAL FLAW in relativism is: Why should anyone obey their cultural norms since they may be right in another place or another time?

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Relativism, Absolutism, and Universalism (2 of 2)

    Absolutism: Idea that what is wrong is always wrong and what is right is always right; e.g., you should never lie.

    Universalism: If you want to do something, you should be able to agree that everyone can do it.

    Even under Absolutist Ethics, there is Principle of Forfeiture: People who violate the rights of others forfeit their own rights.

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Situational Ethics

    Although there are a few universal truths, different situations call for different responses.

    Hinman terms this “moral pluralism.”

    Different from relativism because it acknowledges the existence of absolute norms

    © 2019 Cengage. All rights reserved.

    LO 5: Identify what is good according to each of the ethical systems discussed in the chapter.

    Discussion Questions

    If you believe that stealing is wrong, why do you believe this to be so? Your answer is an indication of your ethical system.

    Under which ethical system would assassinating tyrants such as Adolf Hitler and Osama Bin Laden be considered moral and why? What do other ethical systems say about such an act?

    If someone performs some activity that looks on the surface to be altruistic but does it with an ulterior motive—is that act still considered moral? Provide examples of true goodwill and examples of acts that only appear to be goodwill.

    © 2019 Cengage. All rights reserved.

    ## image2.jpeg

    ## image1.png

    **## Pollock_Ethics_10e_Ch02_PPT.pptx**

    Ethical Dilemmas and Decisions in Criminal Justice

    Tenth Edition

    Chapter 2

    Determining Moral Behavior

    © 2019 Cengage. All rights reserved.

    © 2019 Cengage. All rights reserved.

    1

    Learning Objectives

    Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Discuss the argument as to whether egoism is an ethical system.

    Explain the controversy between relativism and absolutism (or universalism).

    Identify what is good according to each of the ethical systems discussed in the chapter.

    © 2019 Cengage. All rights reserved.

    Ethical Systems

    Systematic ordering of moral principles that:

    Form the basis for moral judgments

    Are the source of moral beliefs

    Are beyond argument

    Are internally consistent

    Possess a type of “moral common sense”

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    The Ethics of Virtue (1 of 2)

    The ethics of virtue asks the question, “What is a good person?”

    The roots of this system are in the work of Aristotle.

    The “principle of the Golden Mean” is that virtue is always the median between two extremes of character.

    Virtues that a good person possesses include thriftiness, temperance, humility, industriousness, and honesty.

    Josephson Institute lists six pillars: trustworthiness, respect, responsibility, fairness, caring, and citizenship.

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    The Ethics of Virtue (2 of 2)

    Basically assumes a good person will make a good decision.

    Little help for people facing dilemmas.

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Natural Law (1 of 2)

    A universal set of rights and wrongs that is similar to many religious beliefs, but there is no reference to a specific supernatural figure.

    Morality is part of the natural order of the universe and is the same across cultures and times.

    The pursuit of knowledge recognized as a natural inclination of humans

    “Natural rights” are the rights that everyone has purely by virtue of being alive

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Natural Law (2 of 2)

    How can we determine what is natural law versus man-made law?

    What are the “natural” laws of morality?

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Religion

    Religious ethics includes Judeo-Christian ethics, Buddhism, Confucianism, and Islam among others. They are based on religious beliefs of good and evil; what is good is that which is God’s will.

    Humans can “know” God’s will in three ways:

    Individual conscience

    Religious authorities

    Holy scriptures

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Ethical Formalism (1 of 3)

    Ethical formalism: ethical system espoused by Kant; focuses on duty.

    Deontological ethical system: study of duty or moral obligation emphasizing the intent of the actor as the element of morality.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Ethical Formalism (2 of 3)

    Principles of Kant’s theory:

    Act only on that maxim through which you can at the same time will that it should become a universal law.

    Act in such a way that you always treat humanity, whether in your own person or that of any other, never simply as a means but always at the same time as an end.

    Act as if you were, through your maxims, a lawmaking member of a kingdom of ends.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Ethical Formalism (3 of 3)

    Criticisms of ethical formalism

    Ethical formalism seems to be unresponsive to extreme circumstances.

    Morality is limited to duty.

    The priority of motive and intent over result is problematic in some instances.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Utilitarianism (1 of 2)

    Utilitarianism is a teleological ethical system: what is good is determined by the consequences of the action.

    Jeremy Bentham (1748–1832)—a major proponent of utilitarianism

    Criticisms of Utilitarianism:

    All pleasures or benefits are not of equal value.

    Utilitarianism presumes that one can predict the consequences of actions.

    There is little concern for individual rights in utilitarianism.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Utilitarianism (2 of 2)

    Act utilitarianism: the basic utility derived from an action is alone examined.

    Rule utilitarianism: one judges an action in reference to the precedent it sets and the long-term utility of the rule set by that action.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    The Ethics of Care (1 of 2)

    Based on human relationships and needs

    Described as a feminine morality

    Leads not to different solutions necessarily, but perhaps different questions

    Jean-Jacques Rousseau (1712–1778)

    Eastern religions, such as Taoism, are consistent with the ethics of care.

    The “restorative justice” movement is consistent with the ethics of care.

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    The Ethics of Care (2 of 2)

    Peacemaking process

    Connectedness

    Caring

    Mindfulness

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Egoism: Ethical System or Not?

    Egoism postulates that what is good for one’s survival and personal happiness is moral.

    Psychological egoism: humans are naturally egoists.

    Enlightened egoism: each person’s objective is long-term welfare.

    Rejected by most philosophers because it violates the basic tenets of an ethical system.

    © 2019 Cengage. All rights reserved.

    LO 3: Discuss the argument as to whether egoism is an ethical system.

    Other Methods of Ethical Decision Making (1 of 2)

    Imperative principle directs a decision maker to act according to a specific, unbending rule.

    Utilitarian principle determines the ethics of conduct by the good or bad consequences of the action.

    Generalization principle is based on: “What would happen if all similar persons acted this way under similar circumstances?”

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Other Methods of Ethical Decision Making (2 of 2)

    Does the action violate another person’s constitutional rights, including the right of due process?

    Does the action involve treating another person only as a means to an end?

    Is the action illegal?

    Do you predict that your action will produce more bad than good for all persons affected?

    Does the action violate department procedure or professional duty?

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Using Ethical Systems to Resolve Dilemmas

    Identify the facts.

    Identify relevant values and concepts.

    Identify all possible moral dilemmas for each party involved.

    Decide what is the most immediate moral or ethical issue facing the individual.

    Resolve the ethical or moral dilemma by using an ethical system or some other means of decision making.

    © 2019 Cengage. All rights reserved.

    LO 5: Identify what is good according to each of the ethical systems discussed in the chapter.

    Relativism, Absolutism, and Universalism (1 of 2)

    Ethical Relativism

    Moral systems are products of an individual or group.

    If people believe different things are good and bad, how can you define what is good?

    Cultural Relativism

    “Good” depends on the norms of each society. What is acceptable in one society might not be in another.

    Who is to say which society is right?

    However, FATAL FLAW in relativism is: Why should anyone obey their cultural norms since they may be right in another place or another time?

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Relativism, Absolutism, and Universalism (2 of 2)

    Absolutism: Idea that what is wrong is always wrong and what is right is always right; e.g., you should never lie.

    Universalism: If you want to do something, you should be able to agree that everyone can do it.

    Even under Absolutist Ethics, there is Principle of Forfeiture: People who violate the rights of others forfeit their own rights.

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Situational Ethics

    Although there are a few universal truths, different situations call for different responses.

    Hinman terms this “moral pluralism.”

    Different from relativism because it acknowledges the existence of absolute norms

    © 2019 Cengage. All rights reserved.

    LO 5: Identify what is good according to each of the ethical systems discussed in the chapter.

    Discussion Questions

    If you believe that stealing is wrong, why do you believe this to be so? Your answer is an indication of your ethical system.

    Under which ethical system would assassinating tyrants such as Adolf Hitler and Osama Bin Laden be considered moral and why? What do other ethical systems say about such an act?

    If someone performs some activity that looks on the surface to be altruistic but does it with an ulterior motive—is that act still considered moral? Provide examples of true goodwill and examples of acts that only appear to be goodwill.

    © 2019 Cengage. All rights reserved.

    ## image2.jpeg

    ## image1.png

    **## TheMissionofCorrections.docx**

    **Part A**

    **The Mission of Corrections**

    Compare and contrast the following mission statements in a discussion board post.

    [https://doccs.ny.gov/departmental-missionLinks to an external site.](https://doccs.ny.gov/departmental-mission)

    [https://www.corrections.sa.gov.au/about/mission-and-visionLinks to an external site.](https://www.corrections.sa.gov.au/about/mission-and-vision)

    [https://www.dac.nc.gov/about-usLinks to an external site.](https://www.dac.nc.gov/about-us)

    [https://www.doc.wa.gov/about/agency/mission.htm#missionLinks to an external site.](https://www.doc.wa.gov/about/agency/mission.htm)

    [https://doc.nv.gov/About/Mission_Statement/Home/Links to an external site.](https://doc.nv.gov/About/Mission_Statement/Home/)

    [https://doc.ri.gov/about/missionvisionLinks to an external site.](https://doc.ri.gov/about/missionvision)

    **Part B (300 words)**

    **Supervision of Inmates**

    Review the North Carolina Administrative Code 10A NCAC 14J .0601. Use this link to review this code:
    [http://reports.oah.state.nc.us/ncac/title%2010a%20-%20health%20and%20human%20services/chapter%2014%20-%20director,%20division%20of%20health%20service%20regulation/subchapter%20j/10a%20ncac%2014j%20.0601.pdfLinks to an external site.](http://reports.oah.state.nc.us/ncac/title%2010a%20-%20health%20and%20human%20services/chapter%2014%20-%20director,%20division%20of%20health%20service%20regulation/subchapter%20j/10a%20ncac%2014j%20.0601.pdf)

    This code describes how North Carolina correctional officers are required to supervise inmates. After reviewing this code, write a discussion board post summarizing this code. Make sure to include if you believe any revisions are needed to this code.

    **Part C**

    **Discussion Forum #3 *Initial Post Due Saturday (3/29) and Response Due Sunday (3/30)***

    **Instructions & Ethical System Assignments:** [**DB#3_Spring 2025.docx**](https://uncfsu.instructure.com/courses/44070/files/8362077?wrap=1) [**Download DB#3_Spring 2025.docx**](https://uncfsu.instructure.com/courses/44070/files/8362077/download?download_frd=1) **I attached this document**

    **Scenario: Defense Attorney Representing Suspected Killer**

    Your first big case is a multiple murder. As the defense attorney representing the killer, you have come to the realization that he really did break into a couple’s home and torture and kill them in the course of robbing them of jewelry and other valuables. He has even confessed to you that he did it. However, you are also aware that the police did not read him his Miranda warnings and that he was coerced into giving a confession without your presence. What should you do?

    **## instructionsforpartC.docx**

    "Initial Post" Instructions: Read the following scenario and
    use the 5 steps to analyze ethical dilemmas (discussed in Chapter 2 and listed below) to solve the dilemma.
    **You will be assigned one of two ethical systems to pick from to solve the dilemma (listed below).** Failure to use the system assigned to you will result in a grade of “0” for this assignment. Below you will find a list of the ethical system you have been assigned for this exercise.

    Please make sure you number your answers in accordance with the 5 steps and identify which ethical system you use in response to step #5.

    Please note that you must post your "initial response" by 3/29 (Saturday) by 11:55pm.

    Please note that you must post your "response post" by 3/30 (Sunday) by 11:55pm.

    "Response Post" Instructions: Your "initial response" is your answer, in your own words, to the assignment. Your "response post" requires that you read your classmates' posts and
    respond to a classmate that used a different ethical system than you to solve the dilemma presented here. In your response to your classmate, address the following questions.
    **Your response to these questions should be in paragraph form (5-6 sentences minimum). This means do not copy/paste these questions in your response post and then answer them individually.**

    a) Was the conclusion you reached the same as that of your classmate who used a different ethical system than you?

    b) Do you agree with the conclusion reached by your classmate? Why or why not? Be specific.

    c) Which system do you think came up with the best response (the system you used or the system your classmate used)? Explain.

    d) Which system would you have preferred to use to solve this dilemma if allowed to chose any of the six ethical systems?

    **Scenario: Defense Attorney Representing Suspected Killer**

    Your first big case is a multiple murder. As the defense attorney representing the killer, you have come to the realization that he really did break into a couple’s home and torture and kill them in the course of robbing them of jewelry and other valuables. He has even confessed to you that he did it. However, you are also aware that the police did not read him his Miranda warnings and that he was coerced into giving a confession without your presence. What should you do?

    **5 Steps to Analyze Ethical Dilemmas**

    1.
    **Identify the facts:** Only identify the facts presented in the given scenario. Do not include any extra information or your feelings/opinions.
    **Make sure to list all the facts mentioned in the scenario.**

    1.
    **Identify relevant values:** List at least 3 values relevant to this case (refer to pg. 11, Box 1.3, for examples of values).

    1.
    **Identify all possible ethical dilemmas for each party involved:** Dilemmas refer to the possible courses of action one can take to address the situation. Examples of dilemmas include: As a police officer, do I take money in exchange for not arresting someone? As a lawyer, do I ignore the evidence in this case?
    **The dilemmas must be written in question form.**

    1.
    **Decide what the most immediate ethical dilemma identified in step #3 is:** You must pick only one of the dilemmas (questions) you have identified in step #3.
    **This is the dilemma you will resolve in step #5.**

    1.
    **Resolve the dilemma by using one of the two ethical systems you have been assigned for the assignment (see below)**. In your response you need to: explicitly state the system you used, the resolution to the dilemma you picked in step #4 and explain how the ethical system you pick led you to this conclusion. Your answer should be detailed and should demonstrate your understanding of the ethical system you pick and how that ethical system results in the resolution you make.
    ****Make sure you state your resolution clearly**.

    **Assignment of Ethical Systems:**

    1.
    **Ethics of Virtue or Ethics of Care:**

    Last Name starts with N-Z

    1.
    **Natural Law or Religion:**

    Last Name starts with A-G

    1.
    **Ethical Formalism or Utilitarianism:**

    Last Name starts with H-M

    **## Pollock_Ethics_10e_Ch02_PPT.pptx**

    Ethical Dilemmas and Decisions in Criminal Justice

    Tenth Edition

    Chapter 2

    Determining Moral Behavior

    © 2019 Cengage. All rights reserved.

    © 2019 Cengage. All rights reserved.

    1

    Learning Objectives

    Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Discuss the argument as to whether egoism is an ethical system.

    Explain the controversy between relativism and absolutism (or universalism).

    Identify what is good according to each of the ethical systems discussed in the chapter.

    © 2019 Cengage. All rights reserved.

    Ethical Systems

    Systematic ordering of moral principles that:

    Form the basis for moral judgments

    Are the source of moral beliefs

    Are beyond argument

    Are internally consistent

    Possess a type of “moral common sense”

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    The Ethics of Virtue (1 of 2)

    The ethics of virtue asks the question, “What is a good person?”

    The roots of this system are in the work of Aristotle.

    The “principle of the Golden Mean” is that virtue is always the median between two extremes of character.

    Virtues that a good person possesses include thriftiness, temperance, humility, industriousness, and honesty.

    Josephson Institute lists six pillars: trustworthiness, respect, responsibility, fairness, caring, and citizenship.

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    The Ethics of Virtue (2 of 2)

    Basically assumes a good person will make a good decision.

    Little help for people facing dilemmas.

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Natural Law (1 of 2)

    A universal set of rights and wrongs that is similar to many religious beliefs, but there is no reference to a specific supernatural figure.

    Morality is part of the natural order of the universe and is the same across cultures and times.

    The pursuit of knowledge recognized as a natural inclination of humans

    “Natural rights” are the rights that everyone has purely by virtue of being alive

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Natural Law (2 of 2)

    How can we determine what is natural law versus man-made law?

    What are the “natural” laws of morality?

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Religion

    Religious ethics includes Judeo-Christian ethics, Buddhism, Confucianism, and Islam among others. They are based on religious beliefs of good and evil; what is good is that which is God’s will.

    Humans can “know” God’s will in three ways:

    Individual conscience

    Religious authorities

    Holy scriptures

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Ethical Formalism (1 of 3)

    Ethical formalism: ethical system espoused by Kant; focuses on duty.

    Deontological ethical system: study of duty or moral obligation emphasizing the intent of the actor as the element of morality.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Ethical Formalism (2 of 3)

    Principles of Kant’s theory:

    Act only on that maxim through which you can at the same time will that it should become a universal law.

    Act in such a way that you always treat humanity, whether in your own person or that of any other, never simply as a means but always at the same time as an end.

    Act as if you were, through your maxims, a lawmaking member of a kingdom of ends.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Ethical Formalism (3 of 3)

    Criticisms of ethical formalism

    Ethical formalism seems to be unresponsive to extreme circumstances.

    Morality is limited to duty.

    The priority of motive and intent over result is problematic in some instances.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Utilitarianism (1 of 2)

    Utilitarianism is a teleological ethical system: what is good is determined by the consequences of the action.

    Jeremy Bentham (1748–1832)—a major proponent of utilitarianism

    Criticisms of Utilitarianism:

    All pleasures or benefits are not of equal value.

    Utilitarianism presumes that one can predict the consequences of actions.

    There is little concern for individual rights in utilitarianism.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Utilitarianism (2 of 2)

    Act utilitarianism: the basic utility derived from an action is alone examined.

    Rule utilitarianism: one judges an action in reference to the precedent it sets and the long-term utility of the rule set by that action.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    The Ethics of Care (1 of 2)

    Based on human relationships and needs

    Described as a feminine morality

    Leads not to different solutions necessarily, but perhaps different questions

    Jean-Jacques Rousseau (1712–1778)

    Eastern religions, such as Taoism, are consistent with the ethics of care.

    The “restorative justice” movement is consistent with the ethics of care.

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    The Ethics of Care (2 of 2)

    Peacemaking process

    Connectedness

    Caring

    Mindfulness

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Egoism: Ethical System or Not?

    Egoism postulates that what is good for one’s survival and personal happiness is moral.

    Psychological egoism: humans are naturally egoists.

    Enlightened egoism: each person’s objective is long-term welfare.

    Rejected by most philosophers because it violates the basic tenets of an ethical system.

    © 2019 Cengage. All rights reserved.

    LO 3: Discuss the argument as to whether egoism is an ethical system.

    Other Methods of Ethical Decision Making (1 of 2)

    Imperative principle directs a decision maker to act according to a specific, unbending rule.

    Utilitarian principle determines the ethics of conduct by the good or bad consequences of the action.

    Generalization principle is based on: “What would happen if all similar persons acted this way under similar circumstances?”

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Other Methods of Ethical Decision Making (2 of 2)

    Does the action violate another person’s constitutional rights, including the right of due process?

    Does the action involve treating another person only as a means to an end?

    Is the action illegal?

    Do you predict that your action will produce more bad than good for all persons affected?

    Does the action violate department procedure or professional duty?

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Using Ethical Systems to Resolve Dilemmas

    Identify the facts.

    Identify relevant values and concepts.

    Identify all possible moral dilemmas for each party involved.

    Decide what is the most immediate moral or ethical issue facing the individual.

    Resolve the ethical or moral dilemma by using an ethical system or some other means of decision making.

    © 2019 Cengage. All rights reserved.

    LO 5: Identify what is good according to each of the ethical systems discussed in the chapter.

    Relativism, Absolutism, and Universalism (1 of 2)

    Ethical Relativism

    Moral systems are products of an individual or group.

    If people believe different things are good and bad, how can you define what is good?

    Cultural Relativism

    “Good” depends on the norms of each society. What is acceptable in one society might not be in another.

    Who is to say which society is right?

    However, FATAL FLAW in relativism is: Why should anyone obey their cultural norms since they may be right in another place or another time?

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Relativism, Absolutism, and Universalism (2 of 2)

    Absolutism: Idea that what is wrong is always wrong and what is right is always right; e.g., you should never lie.

    Universalism: If you want to do something, you should be able to agree that everyone can do it.

    Even under Absolutist Ethics, there is Principle of Forfeiture: People who violate the rights of others forfeit their own rights.

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Situational Ethics

    Although there are a few universal truths, different situations call for different responses.

    Hinman terms this “moral pluralism.”

    Different from relativism because it acknowledges the existence of absolute norms

    © 2019 Cengage. All rights reserved.

    LO 5: Identify what is good according to each of the ethical systems discussed in the chapter.

    Discussion Questions

    If you believe that stealing is wrong, why do you believe this to be so? Your answer is an indication of your ethical system.

    Under which ethical system would assassinating tyrants such as Adolf Hitler and Osama Bin Laden be considered moral and why? What do other ethical systems say about such an act?

    If someone performs some activity that looks on the surface to be altruistic but does it with an ulterior motive—is that act still considered moral? Provide examples of true goodwill and examples of acts that only appear to be goodwill.

    © 2019 Cengage. All rights reserved.

    ## image2.jpeg

    ## image1.png

    **## TheMissionofCorrections.docx**

    **Part A**

    **The Mission of Corrections**

    Compare and contrast the following mission statements in a discussion board post.

    [https://doccs.ny.gov/departmental-missionLinks to an external site.](https://doccs.ny.gov/departmental-mission)

    [https://www.corrections.sa.gov.au/about/mission-and-visionLinks to an external site.](https://www.corrections.sa.gov.au/about/mission-and-vision)

    [https://www.dac.nc.gov/about-usLinks to an external site.](https://www.dac.nc.gov/about-us)

    [https://www.doc.wa.gov/about/agency/mission.htm#missionLinks to an external site.](https://www.doc.wa.gov/about/agency/mission.htm)

    [https://doc.nv.gov/About/Mission_Statement/Home/Links to an external site.](https://doc.nv.gov/About/Mission_Statement/Home/)

    [https://doc.ri.gov/about/missionvisionLinks to an external site.](https://doc.ri.gov/about/missionvision)

    **Part B (300 words)**

    **Supervision of Inmates**

    Review the North Carolina Administrative Code 10A NCAC 14J .0601. Use this link to review this code:
    [http://reports.oah.state.nc.us/ncac/title%2010a%20-%20health%20and%20human%20services/chapter%2014%20-%20director,%20division%20of%20health%20service%20regulation/subchapter%20j/10a%20ncac%2014j%20.0601.pdfLinks to an external site.](http://reports.oah.state.nc.us/ncac/title%2010a%20-%20health%20and%20human%20services/chapter%2014%20-%20director,%20division%20of%20health%20service%20regulation/subchapter%20j/10a%20ncac%2014j%20.0601.pdf)

    This code describes how North Carolina correctional officers are required to supervise inmates. After reviewing this code, write a discussion board post summarizing this code. Make sure to include if you believe any revisions are needed to this code.

    **Part C**

    **Discussion Forum #3 *Initial Post Due Saturday (3/29) and Response Due Sunday (3/30)***

    **Instructions & Ethical System Assignments:** [**DB#3_Spring 2025.docx**](https://uncfsu.instructure.com/courses/44070/files/8362077?wrap=1) [**Download DB#3_Spring 2025.docx**](https://uncfsu.instructure.com/courses/44070/files/8362077/download?download_frd=1) **I attached this document**

    **Scenario: Defense Attorney Representing Suspected Killer**

    Your first big case is a multiple murder. As the defense attorney representing the killer, you have come to the realization that he really did break into a couple’s home and torture and kill them in the course of robbing them of jewelry and other valuables. He has even confessed to you that he did it. However, you are also aware that the police did not read him his Miranda warnings and that he was coerced into giving a confession without your presence. What should you do?

    **## instructionsforpartC.docx**

    "Initial Post" Instructions: Read the following scenario and
    use the 5 steps to analyze ethical dilemmas (discussed in Chapter 2 and listed below) to solve the dilemma.
    **You will be assigned one of two ethical systems to pick from to solve the dilemma (listed below).** Failure to use the system assigned to you will result in a grade of “0” for this assignment. Below you will find a list of the ethical system you have been assigned for this exercise.

    Please make sure you number your answers in accordance with the 5 steps and identify which ethical system you use in response to step #5.

    Please note that you must post your "initial response" by 3/29 (Saturday) by 11:55pm.

    Please note that you must post your "response post" by 3/30 (Sunday) by 11:55pm.

    "Response Post" Instructions: Your "initial response" is your answer, in your own words, to the assignment. Your "response post" requires that you read your classmates' posts and
    respond to a classmate that used a different ethical system than you to solve the dilemma presented here. In your response to your classmate, address the following questions.
    **Your response to these questions should be in paragraph form (5-6 sentences minimum). This means do not copy/paste these questions in your response post and then answer them individually.**

    a) Was the conclusion you reached the same as that of your classmate who used a different ethical system than you?

    b) Do you agree with the conclusion reached by your classmate? Why or why not? Be specific.

    c) Which system do you think came up with the best response (the system you used or the system your classmate used)? Explain.

    d) Which system would you have preferred to use to solve this dilemma if allowed to chose any of the six ethical systems?

    **Scenario: Defense Attorney Representing Suspected Killer**

    Your first big case is a multiple murder. As the defense attorney representing the killer, you have come to the realization that he really did break into a couple’s home and torture and kill them in the course of robbing them of jewelry and other valuables. He has even confessed to you that he did it. However, you are also aware that the police did not read him his Miranda warnings and that he was coerced into giving a confession without your presence. What should you do?

    **5 Steps to Analyze Ethical Dilemmas**

    1.
    **Identify the facts:** Only identify the facts presented in the given scenario. Do not include any extra information or your feelings/opinions.
    **Make sure to list all the facts mentioned in the scenario.**

    1.
    **Identify relevant values:** List at least 3 values relevant to this case (refer to pg. 11, Box 1.3, for examples of values).

    1.
    **Identify all possible ethical dilemmas for each party involved:** Dilemmas refer to the possible courses of action one can take to address the situation. Examples of dilemmas include: As a police officer, do I take money in exchange for not arresting someone? As a lawyer, do I ignore the evidence in this case?
    **The dilemmas must be written in question form.**

    1.
    **Decide what the most immediate ethical dilemma identified in step #3 is:** You must pick only one of the dilemmas (questions) you have identified in step #3.
    **This is the dilemma you will resolve in step #5.**

    1.
    **Resolve the dilemma by using one of the two ethical systems you have been assigned for the assignment (see below)**. In your response you need to: explicitly state the system you used, the resolution to the dilemma you picked in step #4 and explain how the ethical system you pick led you to this conclusion. Your answer should be detailed and should demonstrate your understanding of the ethical system you pick and how that ethical system results in the resolution you make.
    ****Make sure you state your resolution clearly**.

    **Assignment of Ethical Systems:**

    1.
    **Ethics of Virtue or Ethics of Care:**

    Last Name starts with N-Z

    1.
    **Natural Law or Religion:**

    Last Name starts with A-G

    1.
    **Ethical Formalism or Utilitarianism:**

    Last Name starts with H-M

    **## Pollock_Ethics_10e_Ch02_PPT.pptx**

    Ethical Dilemmas and Decisions in Criminal Justice

    Tenth Edition

    Chapter 2

    Determining Moral Behavior

    © 2019 Cengage. All rights reserved.

    © 2019 Cengage. All rights reserved.

    1

    Learning Objectives

    Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Discuss the argument as to whether egoism is an ethical system.

    Explain the controversy between relativism and absolutism (or universalism).

    Identify what is good according to each of the ethical systems discussed in the chapter.

    © 2019 Cengage. All rights reserved.

    Ethical Systems

    Systematic ordering of moral principles that:

    Form the basis for moral judgments

    Are the source of moral beliefs

    Are beyond argument

    Are internally consistent

    Possess a type of “moral common sense”

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    The Ethics of Virtue (1 of 2)

    The ethics of virtue asks the question, “What is a good person?”

    The roots of this system are in the work of Aristotle.

    The “principle of the Golden Mean” is that virtue is always the median between two extremes of character.

    Virtues that a good person possesses include thriftiness, temperance, humility, industriousness, and honesty.

    Josephson Institute lists six pillars: trustworthiness, respect, responsibility, fairness, caring, and citizenship.

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    The Ethics of Virtue (2 of 2)

    Basically assumes a good person will make a good decision.

    Little help for people facing dilemmas.

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Natural Law (1 of 2)

    A universal set of rights and wrongs that is similar to many religious beliefs, but there is no reference to a specific supernatural figure.

    Morality is part of the natural order of the universe and is the same across cultures and times.

    The pursuit of knowledge recognized as a natural inclination of humans

    “Natural rights” are the rights that everyone has purely by virtue of being alive

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Natural Law (2 of 2)

    How can we determine what is natural law versus man-made law?

    What are the “natural” laws of morality?

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Religion

    Religious ethics includes Judeo-Christian ethics, Buddhism, Confucianism, and Islam among others. They are based on religious beliefs of good and evil; what is good is that which is God’s will.

    Humans can “know” God’s will in three ways:

    Individual conscience

    Religious authorities

    Holy scriptures

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Ethical Formalism (1 of 3)

    Ethical formalism: ethical system espoused by Kant; focuses on duty.

    Deontological ethical system: study of duty or moral obligation emphasizing the intent of the actor as the element of morality.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Ethical Formalism (2 of 3)

    Principles of Kant’s theory:

    Act only on that maxim through which you can at the same time will that it should become a universal law.

    Act in such a way that you always treat humanity, whether in your own person or that of any other, never simply as a means but always at the same time as an end.

    Act as if you were, through your maxims, a lawmaking member of a kingdom of ends.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Ethical Formalism (3 of 3)

    Criticisms of ethical formalism

    Ethical formalism seems to be unresponsive to extreme circumstances.

    Morality is limited to duty.

    The priority of motive and intent over result is problematic in some instances.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Utilitarianism (1 of 2)

    Utilitarianism is a teleological ethical system: what is good is determined by the consequences of the action.

    Jeremy Bentham (1748–1832)—a major proponent of utilitarianism

    Criticisms of Utilitarianism:

    All pleasures or benefits are not of equal value.

    Utilitarianism presumes that one can predict the consequences of actions.

    There is little concern for individual rights in utilitarianism.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    Utilitarianism (2 of 2)

    Act utilitarianism: the basic utility derived from an action is alone examined.

    Rule utilitarianism: one judges an action in reference to the precedent it sets and the long-term utility of the rule set by that action.

    © 2019 Cengage. All rights reserved.

    LO 1: Define deontological and teleological ethical systems, and explain ethical formalism and utilitarianism.

    The Ethics of Care (1 of 2)

    Based on human relationships and needs

    Described as a feminine morality

    Leads not to different solutions necessarily, but perhaps different questions

    Jean-Jacques Rousseau (1712–1778)

    Eastern religions, such as Taoism, are consistent with the ethics of care.

    The “restorative justice” movement is consistent with the ethics of care.

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    The Ethics of Care (2 of 2)

    Peacemaking process

    Connectedness

    Caring

    Mindfulness

    © 2019 Cengage. All rights reserved.

    LO 2: Describe how other ethical systems define what is moral—specifically, ethics of virtue, natural law, religion, and ethics of care.

    Egoism: Ethical System or Not?

    Egoism postulates that what is good for one’s survival and personal happiness is moral.

    Psychological egoism: humans are naturally egoists.

    Enlightened egoism: each person’s objective is long-term welfare.

    Rejected by most philosophers because it violates the basic tenets of an ethical system.

    © 2019 Cengage. All rights reserved.

    LO 3: Discuss the argument as to whether egoism is an ethical system.

    Other Methods of Ethical Decision Making (1 of 2)

    Imperative principle directs a decision maker to act according to a specific, unbending rule.

    Utilitarian principle determines the ethics of conduct by the good or bad consequences of the action.

    Generalization principle is based on: “What would happen if all similar persons acted this way under similar circumstances?”

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Other Methods of Ethical Decision Making (2 of 2)

    Does the action violate another person’s constitutional rights, including the right of due process?

    Does the action involve treating another person only as a means to an end?

    Is the action illegal?

    Do you predict that your action will produce more bad than good for all persons affected?

    Does the action violate department procedure or professional duty?

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Using Ethical Systems to Resolve Dilemmas

    Identify the facts.

    Identify relevant values and concepts.

    Identify all possible moral dilemmas for each party involved.

    Decide what is the most immediate moral or ethical issue facing the individual.

    Resolve the ethical or moral dilemma by using an ethical system or some other means of decision making.

    © 2019 Cengage. All rights reserved.

    LO 5: Identify what is good according to each of the ethical systems discussed in the chapter.

    Relativism, Absolutism, and Universalism (1 of 2)

    Ethical Relativism

    Moral systems are products of an individual or group.

    If people believe different things are good and bad, how can you define what is good?

    Cultural Relativism

    “Good” depends on the norms of each society. What is acceptable in one society might not be in another.

    Who is to say which society is right?

    However, FATAL FLAW in relativism is: Why should anyone obey their cultural norms since they may be right in another place or another time?

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Relativism, Absolutism, and Universalism (2 of 2)

    Absolutism: Idea that what is wrong is always wrong and what is right is always right; e.g., you should never lie.

    Universalism: If you want to do something, you should be able to agree that everyone can do it.

    Even under Absolutist Ethics, there is Principle of Forfeiture: People who violate the rights of others forfeit their own rights.

    © 2019 Cengage. All rights reserved.

    LO 4: Explain the controversy between relativism and absolutism (or universalism).

    Situational Ethics

    Although there are a few universal truths, different situations call for different responses.

    Hinman terms this “moral pluralism.”

    Different from relativism because it acknowledges the existence of absolute norms

    © 2019 Cengage. All rights reserved.

    LO 5: Identify what is good according to each of the ethical systems discussed in the chapter.

    Discussion Questions

    If you believe that stealing is wrong, why do you believe this to be so? Your answer is an indication of your ethical system.

    Under which ethical system would assassinating tyrants such as Adolf Hitler and Osama Bin Laden be considered moral and why? What do other ethical systems say about such an act?

    If someone performs some activity that looks on the surface to be altruistic but does it with an ulterior motive—is that act still considered moral? Provide examples of true goodwill and examples of acts that only appear to be goodwill.

    © 2019 Cengage. All rights reserved.

    ## image2.jpeg

    ## image1.png

  • [Solved] Medical Abuse

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **Topic:** **Medical Abuse** **Assignment** **Before completing the discussion forum assignment, watch the following short videos** [**Nursing Home Abuse**](https://www.youtube.com/watch?v=WJRxjgaG_Vg) [**Doctor and Hospital F…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    **Topic:**

    **Medical Abuse**

    **Assignment**

    **Before completing the discussion forum assignment, watch the following short videos**

    [**Nursing Home Abuse**](https://www.youtube.com/watch?v=WJRxjgaG_Vg)

    [**Doctor and Hospital Fraud**](https://www.youtube.com/watch?v=cSCBrenXPao)

    [**Medicare Fraud**](https://www.youtube.com/watch?v=i-n-TDDVQJo)

    [**Medicare Fraud (Part 2)**](https://www.youtube.com/watch?v=44SuVhP8W-g)

    [**What is Wrong With Psychiatry?**](https://www.youtube.com/watch?v=nzdu3WQyIZg)

    **What do you believe to be the cause of nursing home abuse?  What can be done to reduce it?  Have you, or any of your family members ever had any experiences in which you believed you were being given unnecessary tests or medical procedures? If so, please discuss the situation.  If not, research and discuss an example of this phenomena.  Florida is the center of Medicare fraud.  Discuss and analyze how this crime is done through an example of a Florida case not discussed in the video.  In the final video, Dr. McLaren is basically saying that psychiatrists often over and mis-diagnose and over-prescribe patients when a lifetime of pill taking may not actually be necessary.  How do you feel about this stance?  If you have had any personal experience with unnecessary prescriptions, please discuss.  If not, research and provide an example of such.**

    – 2 years ago

  • [Solved] journal entry psych

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    NO PLAGERISM Compare and contrast the serious medical and social consequences of alcohol abuse to drug abuse. Which abuse do you think is more detrimental to a client’s quality of life? Why? Which abuse do you think is more detrimental to a client’s family? Explain your answers. **I believe alcohol …

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    Assignment Prompt & Instructions

    NO PLAGERISM

    Compare and contrast the serious medical and social

    consequences of alcohol abuse to drug abuse. Which

    abuse do you think is more detrimental to a client’s

    quality of life? Why? Which abuse do you think is more

    detrimental to a client’s family? Explain your answers.

    **I believe alcohol use is more detrimental, utilize the powerpoint to complete this, the setting of the clinical rotation is Newark Beth Israel Medical Center, Newark, NJ**

    go into detail and complete the following questions by answering the questions below. assignment must be 3 pages:

    Assignment:

    In your entry, briefly review the content, idea, issue, or event you are reacting to,

    but go beyond an impersonal description of it. Comment on the significance of the

    event, and explain what meaning it has for you. You may discuss how relevant the

    idea is for you academically, professionally, or personally. Demonstrate that you

    have thought about the issue in some way that is not superficial, hopefully by

    relating it to class concepts. Then consider the implications of what you have

    discussed, speculate on how the meanings or insights you've gained can be used

    for improvement or growth

    My initial thoughts/feelings on the topic were:

    Input from readings and the class have altered my perception in the following

    ways:

    Please substantiate this section with 3 scholarly references to the literature. Be

    specific in this section.

    Three implications for nursing practice are:

    In this section make the implications relevant specifically to the topic at hand and

    not nursing in general.

    1.

    2.

    3

    Describe a significant situation or event which occurred in your clinical day.

    Explain why the event was important to you, as related to developing

    understanding of the nursing care of a client who has (a) mental health

    condition(s). Note that "significant event" differs from "critical incident;" i.e.,

    the event or situation about which you write your journal entry should

    reflect your specific personal learning/development of insight, as opposed to

    an evaluation of the event/situation as "minor" or "major" to clinical practice

    in general.

    • Discuss how this event might have been perceived by others involved (e.g.,

    the client, staff, classmates) and those external to the event. For example,

    pretend you are someone else (a client, staff nurse, teacher, classmate, etc.)

    and react to something you did today in your clinical practice; i.e., if you

    attempted to communicate with a client who had aphasia today, write about

    the situation from the perspective of the client, etc. Explore alternative ways

    of interpreting and responding to the event, including an evaluation of the

    feasibility and acceptance of each of these alternatives.

    • Identify the specific learning has occurred for you in reflecting about this

    event. What specific thing(s) did you learn today and how will you apply that

    learning in your practice as a nurse? Identify some differences in what you

    learned today from what you learned previously. How will you apply this

    learning in your practice as a nurse? As appropriate, you may wish to re-

    read a journal entry from a previous week, and write a reaction to what you

    wrote, in relation to new learning that has occurred over time.

    **Note: State that seeing many young children attempting to end their lives made it difficult to try and not relate it to my younger siblings and keep everything neutral – the experience was an eye opener**

    – [\
    \
    JOURNALS.doc](https://www.sweetstudy.com/files/journals-doc "JOURNALS.doc")
    – [\
    \
    SUBSTANCEABUSEDISORDERS.ppt](https://www.sweetstudy.com/files/substanceabusedisorders-ppt "SUBSTANCEABUSEDISORDERS.ppt")

    – 2 years ago