the moral and ethical considerations of organ conscription policies and theories.

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Scarcity of Medical Resources

For this assessment, you will continue your survey of ethical
principles in health care. Especially in our contemporary world, where
needs for health care outstrip available resources, we regularly face
decisions about who should get which resources.

There is a serious shortage of donor organs. Need vastly outstrips
supply, due not only to medical advances related to organ
transplantation, but also because not enough people consent to be
cadaveric donors (an organ donor who has already died). Munson (2014)
points out that in the United States, approximately 10,000 patients die
each year because an organ donor was not available, which is three times
the number of people killed in the terrorist attacks on 9/11.

But what is an efficient and morally sound solution to this problem?
The policy of presumed consent, where enacted, has scarcely increased
supply, and other alternatives, such as allowing donors to sell their
organs, raise strong moral objections. In light of this, some have
advocated for a policy of conscription of cadaveric organs
(Spital & Erin, 2002). This involves removing organs from the
recently deceased without first obtaining consent of the donor or his or
her family. Proponents of this policy argue that conscription would not
only vastly increase the number of available organs, and hence save
many lives, but that it is also more efficient and less costly than
policies requiring prior consent. Finally, because with a conscription
policy allpeople would share the burden of providing organs after death and allwould stand to benefit should the need arise, the policy is fair and just.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your
proficiency in the following course competencies and scoring guide
criteria:

  • Competency 1: Articulate ethical issues in health care. 
    • Articulate the moral concerns surrounding a policy of organ conscription.
    • Articulate questions about the fairness and justness of organ conscription policy.
    • Explain the relevance and significance of the concept of consent as it pertains to organ donation.
    • Evaluate alternative policies for increasing available donor organs.
  • Competency 5: Communicate in a manner that is scholarly,
    professional, and respectful of the diversity, dignity, and integrity of
    others and is consistent with health care professionals. 

    • Exhibit proficiency in clear and effective academic writing skills.
References

Munson, R. (2014). Intervention and reflection: Basic issues in bioethics (concise ed.). Boston, MA: Wadsworth.

Spital, A., & Erin, C. (2002). Conscription of cadaveric organs for transplantation: Let’s at least talk about it. American Journal of Kidney Disease, 39(3), 611–615.

Instructions

Do you consider the policy of organ conscription to be morally sound?

Write a paper that answers this question, defending that answer with
cogent moral reasoning and supporting your view with ethical theories or
moral principles you take to be most relevant to the issue. In addition
to reviewing the suggested resources, you are encouraged to locate
additional resources in the Capella library, your public library, or
authoritative online sites to provide additional support for your
viewpoint. Be sure to weave and cite the resources throughout your work.

In your paper, address the following:

  • On what grounds could one argue that consent is not ethically
    required for conscription of cadaveric organs? And on what grounds could
    one argue that consent is required?
  • Is the policy truly just and fair, as supporters claim? Explain.
  • Do you consider one of the alternative policies for increasing
    available donor organs that Munson discusses to be preferable to
    conscription? Explain why or why not.

 

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Teach kids to develop relationships skills – custom papers

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This course is Peacebuilding and Conflict Transformation.
You will choose a theme (from conflict transformation and peacebuilding arenas) that you wish to explore with an identified group of children.
You’ll develop project exploring that theme –
complete with outcomes, activities and authentic assessment plans.
create a 30+ page project as outlined above.
*for the lesson plan: describe activities that you want to do with children. Thus you’d have categories and the descriptions of activities. My categories will be 1. listening 2. making friends 3. conflict resolution 4. virtues: respect, self-control, and empathy. Then under 1. listening, you might describe activities to teach listening such as paraphrasing or using SLANT (sit up, lean forward, ask a question, nod and track), etc.
Please note that Sources: Include an annotated list (7+) of respected sources at the end of our project. Your entire project will be 30+ pages.
All details about the project are below:
I. Section I: Introduction – Getting the Bigger Picture:
Choose a content area or theme and introduce the reader to relevant concepts and the structure of your unit. This section should contain five components:
A. TITLE PAGE:
The first page of your unit should contain the title, your name, content area, intended audience, date, and any other info necessary to introduce the project.
(my title is: Teach kids to develop relationships skills)
B. CURRICULUM/PROJECT MAP:
Using the handouts provided in your handbook, develop a curriculum/project map outlining the content, processes, and assessment of the project.
C. AFFIRMATIONS/DEDICATION:
Include a statement of dedication in your opening page to model caring (as if you were publishing a book). Who would you like to recognize and why? (Remember to use this strategy when your students write their own books or other significant papers).
(I want dedicated this project to My husband, my mom&dad, and my siblings Ali and Sumayah)
D. INTRODUCTION:
Your introduction should explain and define the theme you’ve chosen. Summarize and define relevant terms and concepts. Provide a research-based rationale for your unit (presented for a specific population) and offer a description of what is to come. Be sure to cite research (at least 7 sources) supporting the concepts and processes in your plan, and describe how your plan is appropriate for the target culture. Complete a curriculum map according to guidelines distributed in class.
E. TABLE OF CONTENTS:
Your project can be:
1. a series of lesson plans to teach conflict resolution to children or youth within the classroom over a selected period of time, OR
2. a series of plans to nurture a culture of peace through the routines or rituals of the day, month or year (such as greeting persons each day, assigning students to groups, seating arrangements, access to materials, welcoming strangers, birthday celebrations, “baggage” and “luggage” items they bring each day, returning graded papers, etc.) OR
3. a series of plans for teachers or administrators to encourage caring, justice and healing by developing new policies or structures; designing a faculty development project; creating climates of peace, planning for personal peace, or by addressing needs during times of crisis (such as cheating, stealing, incidents of child abuse, divorce, death, natural disasters, war, violence, expulsions, delinquency, etc.). Build on effective practices and strategies already exhibited in your community as you plan next steps.
List the tabbed portions of the rest of your project. You may wish to organize your project by days or topics. Please number each page.
II. Section 2: Lesson Plans/Designs – Presentation of Content, Skills, Activities and Assessment:
You may choose to use the format outlined below in steps A-D or propose a personal design that fits the way you teach or plan as your guide, and gain approval from the instructor(s). Before you begin, identify the content and skills to be taught. For example if you would choose “mediation” as a concept, you might teach the following skills in your lesson plans: recognizing styles of conflict resolution; I-messages; active listening; stating the rules; conflict brainstorming; securing perspectives of all parties in terms of positions, interests and needs; remaining impartial; facilitating mutually approved resolutions, etc.
(My categories will be 1. listening 2. making friends 3. conflict resolution 4. virtues: respect, self-control, and empathy. Then under 1. listening, you might describe activities to teach listening such as paraphrasing or using SLANT (sit up, lean forward, ask a question, nod and track), etc. )
If you are writing lesson plans, include the following components in your curriculum:
A. Lesson Plan – Title & Introduction:
Each lesson should have a title and a paragraph introducing and defining the content and/or skill to be taught. The virtue(s) being affirmed should also be identified.
B. Lesson Plan – Materials:
List the materials needed for the lesson.
C. Lesson Plan – Outcomes:
Each lesson should have its own outcomes, identifying the skills and concepts to be taught. Outcomes should use the format: “The student will…” followed by active verbs and a description of the knowledge or skill. You may organize the section in this manner: The student will… (use a verb and then describe one or more of the following):
1. Outcome(s):
2. Connection to school or state standard(s), where appropriate:
D. Lesson Plan – Activities:
Each activity needs a title and a brief description of the purpose of the lesson, and should include any background information needed to teach the lesson. Activities need not be listed in a particular order unless sequence is important.
E. Lesson Plan – Assessment:
Give a brief description of how you will assess the stated outcomes. Include rubrics whenever possible. Use of a 3-point scale is recommended (3=exemplary, 2=competent, 1=novice).
The bulk of your project will consist of “activities” – be sure to describe the strategies you are suggesting to teach specific concepts or skills. For example, if you want to “web” conflict, describe how to do it. Further, please include at least one activity using children’s literature in your project.
You may not copy activities from resources (other than from Mullet or from former student created content in curriculum models) without changing them and then noting what source gave you the idea, e.g., “adapted from Kreidler, 2010”. You may choose an idea such as the conflict escalator or conflict barometer, but then describe it in your own words, being careful to reference them as Kreidler’s ideas.
III. Section 3: Sources:
Include an annotated list (7+) of respected sources at the end of our project. Your entire project will be 30+ pages. If you use children’s books within activities, you don’t need to list them in this section.

 

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W#9 Health Promotion

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Please choose ONE of the following topics and respond to the thread corresponding to the question you select. Please include at least three scholarly sources within your initial post.

1. Screening, gender- and age-specific. Discuss the screening process and upcoming possibilities for screening options. Be sure to provide examples of three different health screens (one related to age, one related to gender, and one related to ethnicity or culture).

2. Keeping patients healthy and preventative care. Include statistics regarding population-specific preventative care as well as those diseases that are caught early with better outcomes, not only to the patient but to the healthcare system (for example, independence, financial cost). Discuss three preventative care opportunities that can have a significant impact on the life and health of the patient. Focus primarily on immunizations.

3. Health counseling and education barriers to preventative care (for example, inadequate reimbursement, insufficient time, healthcare literacy). Discuss three barriers and offer suggestions as to how an APRN can address these barriers.

4. Levels of prevention (primary prevention is most important in adult learning). Review the five levels of prevention and then focus on primary prevention. Offer three innovative ways in which to engage the adult population.

5. Secondary prevention screening in the general adult population age 18–64 (diabetes, HIV, Hep C, etc.). Discuss current literature and statistics regarding secondary screening: success, failure, and cost. Review what is considered secondary screening and provide three examples.

6. Screening tools as part of health promotion and disease prevention, etc. Discuss screening tools that should be used in most healthcare settings. Some of these tools may be age-, gender-, or situation-specific. Discuss three screening tools you use daily as you engage with patients. Do you think there are benefits to using these screening tools? Why or why not?

7. Mental health care is lacking in almost every community in our country. Discuss three issues that the United States faces in terms of mental health care as related to health promotion and disease prevention. What challenges do you see in your own community?

– Please include at least 3 scholarly sources within your initial post.

– APA style.

– Minimun 400 – 450 words.

– Turnitin Assignment (No plagiarism)

Note: My background for you to have as a reference: I am currently enrolled in the Psych Mental Health Nurse Practitioner Program, I am a Registered Nurse, I work at a Psychiatric Hospital.

 

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Accounting teacher only | Accounting homework help

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Review the Comprehensive Annual Financial Report (CAFR) for 2013 from the city of Cedar Falls, Iowa, and answer the following questions.

•Explain how Cedar Falls follows the Government Accounting Standards Board (GASB) Statement No. 34. Create a brief outline that showcases the flow. 

•Read the management discussion and analysis (MD&A) section on page 18 and describe 2 or more significant areas that were addressed by management. 

•From the notes of the financial statements starting on page 46, describe which accounting policies are being utilized by the city. 

•What did you discover in the statistical section? ◦How is the city doing? 

◦Provide an analysis. 

◦Examine the funds listed under the budget on page 37 and discuss how they are being utilized by Cedar Falls. Include some examples of items that would be included in these funds and any restrictions that might apply.

◦By looking at the budget starting on page 81, choose 2 different funds and discuss how they are being utilized by Cedar Falls. Include some examples of items that would be included in these funds and any restrictions that might apply. 

•Define and give examples of the infrastructure assets that are held by Cedar Falls. 

•Describe the circumstances, and provide the journal entries for the 2 entries that are going in to the general fund. 

◦For example, 1 entry goes into the debt service fund and 1 goes into the capital projects fund.