Name 3 key aspects of what we mean by the term ‘culture’

Question 1: From your re-reading of chapter 1 of Spirituality in Nursing, coupled with your consideration of assigned videos #1 and #2, what would you say is meant when we say that the basic spiritual posture of nursing & healthcare is “standing on holy ground?”  What does chapter 1 in our course text, coupled with video #2, help you understand about holistic nursing of the body, mind-spirit connection?  Why is this important?  Is there some aspect of the various dimensions of “caring” for the patient, as talked about in chapter 1, that stands out for you as particularly key for your view of nursing? Why or why not?

Question 2: After reading chapter 2 of Spirituality in Nursing, what particular stage of the development of the Nursing vocation, from the perspective of its spiritual history, stood out as particularly interesting and important for your own self-understanding as a nurse or healthcare practitioner? Why? Give us some “beef” regarding why you chose a particular stage.

Question 3: Having read and reflected upon the assigned material this week from our course text, Guide to Culturally Competent Health Care, how would you answer the following questions?  Be sure and number the answers to your questions to match the numbering of the following questions themselves:

A) Name 3 key aspects of what we mean by the term ‘culture’

B) What is the difference between primary and secondary characteristics of culture?  What role does Religion play in this?

C) Look at the list of attitudes that those working in health care should develop to become “culturally competent” in their dealing with patients, found on page 5.  Choose one that you sense you have already developed and explain why you think this is the case.

  D) Looking at this same list on page 5, choose one that you would like to develop more thoroughly as a result of our study this term – and explain why that is the case.

E) In considering the charts that depict the various domains and concepts that we will be using to gain a window into the various cultural groups we will study, take a close look at the charts numbered Box 2-9; 2-10; 2-11 and 2-12, on pages 18 -20 of our course text in the 2nd edition or pages 19 – 21, in the 3rd edition.  These charts provide the categories that we will be most interested in as we progress through the various cultures we will study in this course: namely the domains of death rituals, spirituality and spiritual practices, health care practices and health care practitioners.  As you look at these 4 domains, put yourself in the shoes of the patient, for practice.  Choose two of these that are most important about YOURSELF, i.e., domains that you would want a health-care provider to be aware of in treating you.  Name these two domains and briefly discuss why these are important to you.

Question 4: In this course, we will be looking at both various real human situations and different religious traditions to see how we might minister to the spiritual and physical needs of our patients.  Our course text, Spirituality in Nursing, 6th edition, has added a significant chapter, chapter 14, on a set of special conditions for our times – namely – mass disasters – as a test case – wherein the special skills of those of us in healthcare will be called forth in unusual ways. Sometimes, crisis situations help us see things in sharp relief, which are beneficial for us, all the time.  After reading chapter 14, name and discuss 3 key insights that you learned and want to be aware of and sensitive to – regarding caring for patients – in both their physical and their spiritual needs – not only during mass disasters but all the time!  Is there any particular reason why you chose these insights?  If so, please share that with the class.

Question 5: Since the current Covid-19 pandemic is a type of mass disaster, what further insight did you gain from Video #3 on providing Spiritual Care during the current Covid epidemic, which though slowing down, is still present?  If you actually provided nursing care to a Covid-19 patient, are there any other insights you might offer the class, regarding spiritual care under these circumstances?

Argumentative Essay

TEACHING TOLERANCE

A PROJECT OF THE SOUTHERN POVERTY LAW CENTER TOLERANCE.ORG

TEACHING

The New Jim Crow

THE NEW JIM CROW by Michelle Alexander

CHAPTER 2

The Lockdown We may think we know how the criminal justice system works. Television is overloaded with fictional dramas about police, crime, and prosecutors—shows such as Law & Order. A charismatic police officer, investigator, or prosecutor struggles with his own demons while heroically trying to solve a horrible crime. He ultimately achieves a personal and moral

victory by finding the bad guy and throwing him in jail. That is the made-for-TV ver- sion of the criminal justice system. It perpetuates the myth that the primary

function of the system is to keep our streets safe and our homes secure by rooting out dangerous criminals and punishing them.

Those who have been swept within the criminal justice system know that the way the system actually works bears little resemblance to what happens

on television or in movies. Full-blown trials of guilt or innocence rarely occur; many people never even meet with an attorney; witnesses are routinely paid and

coerced by the government; police regularly stop and search people for no reason whatso- ever; penalties for many crimes are so severe that innocent people plead guilty, accepting plea bargains to avoid harsh mandatory sentences; and children, even as young as fourteen, are sent to adult prisons.

In this chapter, we shall see how the system of mass incarceration actually works. Our focus is the War on Drugs. The reason is simple: Convictions for drug offenses are the single most important cause of the explosion in incarceration rates in the United States. [M]ore than 31 million people have been arrested for drug offenses since the drug war began.1 To put the mat- ter in perspective, consider this: there are more people in prisons and jails today just for drug offenses than were incarcerated for all reasons in 1980.2 Nothing has contributed more to the systematic mass incarceration of people of color in the United States than the War on Drugs.

Before we begin our tour of the drug war, it is worthwhile to get a couple of myths out of the way. The first is that the war is aimed at ridding the nation of drug “kingpins” or big-time dealers. Nothing could be further from the truth. The vast majority of those arrested are not charged with serious offenses. In 2005, for example, four out of five drug arrests were for possession, and only one out of five was for sales. Moreover, most people in state prison for drug offenses have no history of violence or significant selling activity.3

The second myth is that the drug war is principally concerned with dangerous drugs. Quite to the contrary, arrests for marijuana possession—a drug less harmful than tobacco or alco- hol—accounted for nearly 80 percent of the growth in drug arrests in the 1990s.4

Abridged excerpt from The New Jim Crow: Mass Incar- ceration in the Age of Colorblindness — Copyright © 2010, 2012 by Michelle Alexander. Reprinted by permission of The New Press. thenewpress.com

BOOK

EXCERPT

LESSON 6

 

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The percentage of drug arrests that result in prison sentences (rather than dismissal, com- munity service, or probation) has quadrupled, resulting in a prison-building boom the likes of which the world has never seen. In two short decades, between 1980 and 2000, the num- ber of people incarcerated in our nation’s prisons and jails soared from roughly 300,000 to more than 2 million. By the end of 2007, more than 7 million Americans—or one in every 31 adults—were behind bars, on probation, or on parole.5

We begin our exploration of the drug war at the point of entry—arrest by the police—and then consider how the system of mass incarceration is structured to reward mass drug arrests and facilitate the conviction and imprisonment of an unprecedented number of Americans, whether guilty or innocent.

Rules of the Game Few legal rules meaningfully constrain the police in the War on Drugs. This may sound like an overstatement, but upon examination it proves accurate. The absence of significant constraints on the exercise of police discretion is a key feature of the drug war’s design. It has made the roundup of millions of Americans for nonviolent drug offenses relatively easy.

With only a few exceptions, the Supreme Court has seized every opportunity to facilitate the drug war, primarily by eviscerating Fourth Amendment protections against unreason- able searches and seizures by the police.

Most Americans do not know what the Fourth Amendment of the U.S. Constitution actu- ally says or what it requires of the police. It states, in its entirety:

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the person or things to be seized.

Until the War on Drugs, courts had been fairly stringent about enforcing the Fourth Amendment’s requirements.

The Fourth Amendment is but one example. Virtually all constitutionally protected civil liberties have been undermined by the drug war. The Court has been busy in recent years ap- proving mandatory drug testing of employees and students, upholding random searches and sweeps of public schools and students, permitting police to obtain search warrants based on an anonymous informant’s tip, expanding the government’s wiretapping authority, legiti- mating the use of paid, unidentified informants by police and prosecutors, approving the use of helicopter surveillance of homes without a warrant, and allowing the forfeiture of cash, homes, and other property based on unproven allegations of illegal drug activity.

These new legal rules have ensured that anyone, virtually anywhere, for any reason, can be- come a target of drug-law enforcement activity.

 

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Unreasonable Suspicion Once upon a time, it was generally understood that the police could not stop and search someone without a warrant unless there was probable cause to believe that the individual was engaged in criminal activity. That was a basic Fourth Amendment principle. In Terry v. Ohio, decided in 1968, the Supreme Court modified that understanding, but only modestly, by ruling that if and when a police officer observes unusual conduct by someone the officer reasonably believes to be dangerous and engaged in criminal activity, the officer “is entitled for the protection of himself and others in the area” to conduct a limited search “to discover weapons that might be used against the officer.”6 Known as the stop-and-frisk rule, the Terry decision stands for the proposition that, so long as a police officer has “reasonable articulable suspicion” that someone is engaged in criminal activity and dangerous, it is constitutionally permissible to stop, question, and frisk him or her—even in the absence of probable cause.

Justice Douglas dissented in Terry on the grounds that “grant[ing] police greater power than a magistrate [ judge] is to take a long step down the totalitarian path.”7 His voice was a lonely one. Most commentators at the time agreed that affording police the power and discretion to protect themselves during an encounter with someone they believed to be a dangerous criminal is not “unreasonable” under the Fourth Amendment.

History suggests Justice Douglas had the better of the argument. In the years since Terry, stops, interrogations, and searches of ordinary people driving down the street, walking home from the bus stop, or riding the train, have become commonplace—at least for people of color. Today it is no longer necessary for the police to have any reason to believe that people are engaged in criminal activity or actually dangerous to stop and search them. As long as you give “consent,” the police can stop, interrogate, and search you for any reason or no reason at all.

Poor Excuse So-called consent searches have made it possible for the police to stop and search just about anybody walking down the street for drugs. All a police officer has to do in order to conduct a baseless drug investigation is ask to speak with someone and then get their “con- sent” to be searched. So long as orders are phrased as a question, compliance is interpreted as consent. “May I speak to you?” thunders an officer. “Will you put your arms up and stand against the wall for a search?” Because almost no one refuses, drug sweeps on the sidewalk (and on buses and trains) are easy. People are easily intimidated when the police confront them, hands on their revolvers, and most have no idea the question can be answered, “No.” But what about all the people driving down the street? How do police extract consent from them? The answer: pretext stops.

Like consent searches, pretext stops are favorite tools of law enforcement in the War on Drugs. A classic pretext stop is a traffic stop motivated not by any desire to enforce traffic laws, but instead motivated by a desire to hunt for drugs in the absence of any evidence of illegal drug activity. In other words, police officers use minor traffic violations as an ex- cuse—a pretext—to search for drugs, even though there is not a shred of evidence suggest- ing the motorist is violating drug laws. Pretext stops, like consent searches, have received the Supreme Court’s unequivocal blessing.

 

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Working Bibliography

RLGN 301

Research Project – Working Bibliography Instructions

 

Using current Turabian format, develop a Working Bibliography of at least 8 scholarly sources that may be used to address the research topic. Accompanying each citation must be a 1–3-sentence description of how the source addresses the research problem you identified in the Research Plan. This description must clearly and concisely explain how the source answers the question and state whether the source is primary, secondary, or tertiary. Note that you must carefully read each of the sources you include on this bibliography before submitting the bibliography for grading so that you can determine the usefulness of the sources. The only exception to this requirement would be sources that you have requested through InterLibrary Loan that have yet to be delivered. If this is the case, note this on the bibliography with an asterisk at the end of the citation.

 

The purpose of this initial bibliography is to expose you to a wide array of sources that relate to your topic. It is important to note, however, that it is possible that not all of these sources will end up in your paper. After completing this first phase of research, you will receive feedback from your instructor on the sources and will, quite possibly, remove or add additional sources.

 

Please note that all of the sources included in this bibliography must be scholarly in nature, meaning that you are not permitted to use a broad internet source as a scholarly source (e.g., Bible Gateway, Blue Letter Bible, etc.). Instead, you must rely on the Jerry Falwell Library to find scholarly sources. If you have questions about sources, email your instructor in advance. Any non-scholarly sources included on the bibliography will not count toward the minimum source requirement and will result in a deduction for the assignment.

 

Submit your assignment by 11:59 p.m. (ET) on Monday of Module/Week 3.

 

Note: All Research Paper submissions must be written in 12-point font, Times New Roman, and must be double-spaced.

Difference Between And Advantages Of MAC, DAC And RBAC

Discuss in 500 words or more the differences between and advantages of MAC, DAC, and RBAC.

Use at least three sources.   Use the Research Databases available from the Danforth Library, not Google.  Include at least 3 quotes from your sources enclosed in quotation marks and cited in-line by reference to your reference list.  Example: “words you copied” (citation) These quotes should be one full sentence not altered or paraphrased. Cite your sources using APA format. Use the quotes in your paragraphs.  Stand-alone quotes will not count toward the 3 required quotes.