Summarize how morality is expressed in the Ten Commandments (Deuteronomy 5:6-21).

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Instructions: Throughout history, religious traditions have been essential in shaping the ethos and moral behavior of human beings. In the following exercises, you will find a variety of approaches to morality in diverse religious traditions.

Example 1 – the Analects of Confucius:

The first text you will read that deals with morality is the ancient Chinese text, the Analects of Confucius (551-479 BC). Chinese philosophy emphasizes the values considered to be morally important. The goal is, therefore, to cultivate a civilized virtuous character through learning about li, which translated means: custom, etiquette, good manners. In the Confucian religious context, religious rites serve as a path to bring about benevolence towards others, and the ultimate establishment of political, social, and moral harmony. Confucius provides instruction on the development of a virtuous character.

Activities:

Read: Confucius, The Analects, Books: I, II, III.3, VIII.1-8, and XII (Links to an external site.)

Read about the ethics of Confucius:

Confucius (a.k.a. K’ung-fu-tzu or Kongfuzi) (Links to an external site.)

Confucius, by Pat Zukeran (Links to an external site.)

Questions:

8.1. Summarize how Confucius describes moral living. Include in your answer a description of the following concepts and how they are related: chün tzu, rén/jén, yì, shù,and lĭ

NOTE: lĭ means “propriety.” Be careful not to confuse it with lì, which means “profit”. You may omit the accents in your answer.

Example 2 – Christianity:

In both Judaism and Christianity morality is defined by the law of God. This law not only concerns outward action, but also the inward character through which outward action is expressed (this is evident from the Tenth Commandment [Exodus 20:17 (Links to an external site.)] and Jesus’ application of it in the Sermon on the Mount [Matthew 5:27-30 (Links to an external site.)]).

The law of God was given through Moses on Mount Sinai. It was a cornerstone of the covenant between God and his people. According to the Bible it is the duty of humanity to follow God’s law. The Ten Commandments or Decalogue has been a most influential text for Western civilization. In his fresco, Giotto di Bodone highlights the divine origin of the law.

Read: Deuteronomy 5:6-21 (Links to an external site.)

View the fresco: Moses at Mount Sinai, by Giotto di Bondone, 1304-06 (Links to an external site.) – click on image to enlarge

Read: Mark 12:28-34 (Links to an external site.)

Read: Deuteronomy 6:4-6 (Links to an external site.)

Read: Leviticus 19:18 (Links to an external site.)

Question:

8.2. Summarize how morality is expressed in the Ten Commandments (Deuteronomy 5:6-21).

8.3 (a) How did Jesus summarize the Law of God (Mark 12:28-34)? (b) Did Jesus introduce something new? Look at the other Bible references above. (c) What is What is the connection between Jesus’ summary of the law of God (Matthew 22:37-40) and the Ten Commandments?

Example 3 – Jainism:

Jainism is known for its duty to not hurt any living being. Observant Jains respect and take care to not injure any living being, for example, they walk with a soft brush to clear the ground of any tiny animals. The following text offers a selection of the twelve vows of a layperson, which is a somewhat lenient version of the great vows that monks make.

Read: The Twelve Vows of a Layperson (Links to an external site.)

Question:

8.4. How does this moral code compare with the Judeo-Christian moral code above?

Further Study:

Explore the discussion about Holy War in the Judeo-Christian and Islamic tradition, as well as the monastic life as the practice of the religious ethic.

The Concept of Holy War:

The concept of Holy war in religious traditions has gained renewed interest in the Western world due to the events of September 11th. Islam and Christianity have developed deliberate discussions regarding “just war.” Below you will find some examples from a biblical text, a Koranic text, and a disputation on the topic by the medieval theologian Thomas Aquinas (1225-74).

Read: The Hebrew Bible, Deuteronomy 20:1-20 (Links to an external site.)

Read: The Koran, The Pilgrimage 22:38-41 (Translation by Shakir) (Links to an external site.)

The Koran, The Pilgrimage 22:38-41 (Amplified translation by Muhsin Khan) (Links to an external site.)

Read: Thomas Aquinas, Summa Theologica, Part II.II, Question 40 (Links to an external site.).

Note the format used by Aquinas: he starts off by posing a question that he will go on to answer. The posed question is followed by “objections.” The objections are answers that people might give in response to his question. Aquinas then gives his own answer to the question and to each of the objections. You should focus on Aquinas’ answer to the question he poses.

Monastic Life:

Monastic life is characterized by strict spiritual training that embraces ethical directives. The following excerpt is taken from the Dhammapada, which means “The Path of Dhamma.” The Dhammapada is a collection of Buddhist wisdom dating back to the 1st century BC. It serves as an important instruction for monks and nuns entering the monastic life.

Read: Dhammapada, Chapter 25 – The Monk (Links to an external site.)

Question:

8.5. Write a paragraph about what you learned from the further study.

Determine the strengths and weaknesses of the research methods and data analysis of each study.

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For the DNP-prepared nurse, it is important to hone skills related to reviewing and evaluating research literature to implement evidence-based practices. As you examine epidemiological research, in particular, it is essential to ask, “What are the strengths and weakness of the research method(s)? Are the data analysis and interpretation sound? Is there any evidence of bias?” This Discussion provides you and your colleagues valuable practice in critically analyzing research literature.

To prepare:

  • With this week’s Learning Resources in mind, reflect on the importance of analyzing epidemiological research studies.
  • Critically appraise the Oppenheimer (2010) and Elliott, Smith, Penny, Smith and Chambers (1999) articles presented in the Learning Resources using Appendix A in Epidemiology for Public Health Practice as a guide.
  • Determine the strengths and weaknesses of the research methods and data analysis of each study.
  • Ask yourself, “Is any bias evident in either study? What did the researchers do to control for potential bias?”
  • Finally, consider the importance of data interpretation in epidemiologic literature and the issues that may arise if potential confounding factors are not considered.

Post a cohesive scholarly response that addresses the following:

  • Appraise the Oppenheimer (2010) and Elliott et al. (1999) articles, summarizing the strengths and weaknesses of each study.
  • Analyze potential sources of bias in each study, and suggest strategies for minimizing bias.
  • Suggest possible confounding variables that may have influenced the results of each study.

 

Required Readings

Friis, R. H., & Sellers, T. A. (2014). Epidemiology for public health practice (5th ed.). Sudbury, MA: Jones & Bartlett.
Chapter 10, “Data Interpretation Issues”
Chapter 15, “Social, Behavioral, and Psychosocial Epidemiology”
Appendix A – Guide to the Critical Appraisal of an Epidemiologic/Public Health Research ArticleIn Chapter 10, the authors describe issues related to data interpretation and address the main types of research errors that need to be considered when conducting epidemiologic research, as well as when analyzing published results. It also presents techniques for reducing bias. Chapter 15 features psychosocial, behavioral, and social epidemiology. Appendix A includes criteria to consider when reading an empirical journal article.

Elliott, A. M., Smith, B. H., Penny, K., Smith, W. C., & Chambers, W. A. (1999). The epidemiology of chronic pain in the community. The Lancet, 354(9186), 1248–1252.
Note: You will access this article from the Walden Library databases

This article describes an early epidemiologic study on chronic pain. Carefully review this article noting the structure of the research design, assessment and data collection, and analysis strategies. You will refer to this article for Discussion 2.

Oppenheimer, G. M. (2010). Framingham Heart Study: The first 20 years. Progress in Cardiovascular Diseases, 53(1), 55–61.

Note: You will access this article from the Walden Library databases

The Framingham Heart Study is a landmark epidemiologic study that began in the 1940s. The author of this article reviews the history of the Framingham Heart Study and its contribution to population health. As you read this article, consider any sources of bias or potential conflict of interest. You will refer to this article for Discussion 2.

Phillips, C. V., & Goodman, K. J. (2004). The missed lessons of Sir Austin Bradford Hill. Epidemiologic Perspectives & Innovations, 1(3). Retrieved from http://www.biomedcentral.com/1742-5573/1/3

In 1965, Austin Bradford Hill worked on a paper that has become a standard in public health and epidemiologic study about how to make decisions based on epidemiologic evidence. Hill put forth strategies for inferring causation and stressed the need for considering costs and benefits when planning health-promoting interventions. Review this article, which examines how Hill’s strategies are often misused or misinterpreted.

Centers for Disease Control and Prevention. (2011). CDC health disparities and inequalities report—United States, 2011. Morbidity and Mortality Weekly Report, Supplement, (60), 1–114. Retrieved from http://www.cdc.gov/mmwr/pdf/other/su6001.pdf. [Read pages 11–32]

This report consolidates national data on disparities in mortality, morbidity, behavioral risk factors, health care access, preventive health services, and social determinants of critical health problems in the United States by using selected indicators. The required section of reading introduces the social determinants of health and environmental hazards.

World Health Organization. (2011). Social determinants of health. Retrieved from http://www.who.int/social_determinants/en/

According to the World Health Organization, “The social determinants of health are mostly responsible for health inequities—the unfair and avoidable differences in health status seen within and between countries.” This article presents an introduction to social determinants of health.

World Health Organization. (2011). Social determinants of health: Key concepts. Retrieved from http://www.who.int/social_determinants/thecommission/finalreport/key_concepts/en/index.html

This article outlines key concepts related to the social determinants of health.

Healthy People 2020. (2011). Social determinants of health. Retrieved from http://healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=39

This website presents an overview of the social determinants of health and addresses how the information relates to Healthy People 2020.

UCL Institute of Health Equity. (2018). ‘Fair society healthy lives’ (The Marmot Review). Retrieved from http://www.instituteofhealthequity.org/resources-reports/fair-society-healthy-lives-the-marmot-review

Optional Resources

Genaidy, A. M., Lemasters, G. K., Lockey, J., Succop, P., Deddens, J., Sobeih, & Dunning, K. (2007). An epidemiological appraisal instrumental – a tool for evaluation of epidemiological studies. Ergonomics, 50(6), 920–960.

Centers for Disease Control and Prevention. (2011). Social determinants of health. Retrieved from http://www.cdc.gov/socialdeterminants/

Write a 3−5-page paper identifying the specific questions on which your interview subjects differ, and articulate the interviewee’s reasoning behind those answers. You will need to submit your notes you took from your interview along with this assignment.

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For this Assignment, please interview at least two (or more) friends, relatives, colleagues, etc. to ascertain answers to the following questions:

1. What impact did the events of 9/11 have on their sense of security/vulnerability?

2. Do they agree or disagree with the U.S. response to the attacks?

· Which aspects of the U.S. response do they feel have been most successful and effective?

· Which aspects of the U.S. response do they feel have been least effective or even counter-productive?

· Do they feel safer now than they did after 9/11? Why, or why not?

· What areas of vulnerability do they think have not been addressed that should be?

3. The U.S. is a melting pot; do you believe interaction with people with different religious practices help to enrich the cultural life of our country? Do you feel the events of 9/11 stimulated more interaction with Muslims?

Be sure to ask detailed follow-up questions. Here are some suggestions to get you started.

· Do they agree or disagree with the term “War on Terrorism”? Do they think the “war” will ever be “won,” and all terrorist threats completely eliminated? If they disagree on the term, what would they suggest as an alternative?

· Do they feel civil liberties, including privacy rights, have been curtailed significantly in the wake of the U.S. response? If so, in what way? Is some curtailment of some civil liberties for some individuals a necessary step, even if not ideal? Do they agree with the government’s justifications for wiretapping, etc.?

· Do they agree with holding captured suspects indefinitely without charge? Or do they think suspects should enjoy due process and be tried in civilian courts?

· What are their thoughts on secret prisons, extraordinary rendition, and the enemy combatants at Guantanamo Bay?

· Do they agree with the rationale behind the invasion of either Afghanistan or Iraq or both?

· Are citizens of other countries at all justified in their negative view of America’s stand in the world?

Write a 3−5-page paper identifying the specific questions on which your interview subjects differ, and articulate the interviewee’s reasoning behind those answers. You will need to submit your notes you took from your interview along with this assignment.

· Share your opinion on the same questions, and on the subjects’ answers. Did any of their answers change your mind, or cause you to rethink your own opinion? If so, how? If not, why not?

· As you analyze your responses to the same questions, think about how these feelings will impact your current or future organization. How will your perspectives toward other cultures and diversity impact your day-to-day actions with an organization?

Explain the rationale for the change, and whether or not the intended outcomes have been met. Assess the management of the change, and propose suggestions for how the process could have been improved.

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As a nurse leader, you need to have the skills and knowledge to collaborate and communicate with those who plan for and manage change. This capacity is valuable in any health care setting and for many different types of change. Furthermore, it is essential to be able to evaluate a change effort and determine if it is promoting improved outcomes and making a positive difference within the department or unit, or for the organization as a whole.

To prepare:

·        Review Chapters 7 and 8 in the course text. Focus on the strategies for planning and implementing change in an organization, as well as the roles of nurses, managers, and other health care professionals throughout this process.

·        Reflect on a specific change that has recently occurred in your organization or one in which you have worked previously. What was the catalyst or purpose of the change?

·        How did the change affect your job and responsibilities?

·        Consider the results of the change and whether or not the intended outcomes have been achieved.

·        Was the change managed skillfully? Why or why not? How might the process have been improved?

On the Week 4 Discussion Board, post on a summary of a specific change within an organization and describe the impact of this change on your role and responsibilities. Explain the rationale for the change, and whether or not the intended outcomes have been met. Assess the management of the change, and propose suggestions for how the process could have been improved.

Course Readings/ Resources

·        Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

o   Chapter 7, “Strategic and Operational Planning” Chapter 8, “Planned Change”

·        McAlearney, A., Terris, D., Hardacre, J., Spurgeon, P. Brown, C.,  Baumgart, A.,  Nyström, M. (2014). Organizational coherence in health care organizations: Conceptual guidance to facilitate quality improvement and organizational change. Quality Management in Health Care, 23(4), 254-267 doi: 10.1097/QMH.0b013e31828bc37d

·        Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management – UK,20(1), 32-37. doi: 10.7748/nm2013.04.20.1.32.e1013

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·        Shirey, M. R. (2013). Lewin’s Theory of Planned Change as a strategic resource. The Journal of Nursing Administration, 43(2), 69-72. doi:10.1097/NNA.0b013e31827f20a9