Why do you think they wouldn’t let a person who is terminally ill and in pain with possibly more than 6 months receive assistance in dying?

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Euthanasia

 

The word “euthanasia” draws its roots from Greek meaning “good death.” As it is used in this discussion, it means “the act of ending the life of a person suffering from either a terminal illness, or an incurable disease.” The AMA is against physicians assisting in euthanasia. There is currently only one state in the US that allows for euthanasia, and that is Oregon, where in 1997, the “Death With Dignity Act” went into effect. Euthanasia advocates stress that it should be allowed as an extension of a person’s autonomy. Those who are against euthanasia often say that it can lead to the devaluation of human life, and to a slippery slope in which the old and disabled will be killed on the whims of healthy people. We examined one case and the Oregon law to view the ethics of euthanasia.

 

Case One:
A woman was diagnosed with motor neurone disease (the same
disease that Stephen Hawking has) 5 years ago. This is a condition that destroys motor nerves, making control of movement impossible, while the mind is virtually unaffected. People with motor neurone disease normally die within 4 years of diagnosis from suffocation due to the inability of the inspiratory muscles to contract. The woman’s condition has steadily declined. She is not expected to live through the month, and is worried about the pain that she will face in her final hours. She asks her doctor to give her diamorphine for pain if she begins to suffocate or choke. This will lessen her pain, but it will also hasten her death. About a week later, she falls very ill, and is having trouble breathing.

 

Questions for Case 1:

 

  • Does she have a right to make this choice, especially in view of the fact that she will be dead in a short while (say six hours)? Is this choice an extension of her autonomy?
  • Is the short amount of time she has to live ethically relevant? Is there an ethical difference between her dying in 6 hours and dying in a week? What about a year, and how do you draw this distinction?
  • Is the right for a patient’s self-determination powerful enough to create obligations on the part of others to aid her so that she can exercise her rights? She clearly cannot kill herself. She can’t move, but should someone be FORCED to help her, or to find someone to help her?
  • Should the money used to care for this woman be taken into account when she is being helped? Do you think that legalizing euthanasia could create conflicts of interest for the patient/ or the doctor? Will people feel that they need to end their lives earlier to save money?
  • Ask each student: If you were the physician, what would you do? Note: if you would pass her off to another doctor knowing he or she would do it, does this free you from you ethical obligations?

 

Oregon’s Death With Dignity Act:

Students were given the two paragraphs that are found on the following web page: http://www.nightingalealliance.org/htmdocs/iss_a_p.htm. We then discussed the following questions pertaining to the Death With Diginity Act.

 

Death With Dignity Questions:

 

  • Look at the requirements for the request. Do you see any problems with them? (The woman from case 1 would not qualify.)
  • Why would they put in these guidelines? Should they be there, if they keep a competent person like the woman above from living her autonomy? (Is it to protect the doctors so they will not have to GIVE the medication?)
  • Is there a moral difference between prescribing the drug and actually giving it to the patient? If not, why put in the rules?
  • Why do you think they wouldn’t let a person who is terminally ill and in pain with possibly more than 6 months receive assistance in dying? Say someone is diagnosed with HIV?
  • Does the justification of euthanasia necessarily justify the assisted suicide of a healthy person?
  • Do you think a weakness of this law is the probability of patients being influenced by family members? (For example, for financial or other reasons?) Note: Approximately 60% of Oregonians in 2000 said (before they died) that they used the prescription at least in some part due to fear of being a burden on their family.
  • The AMA says that euthanasia is fundamentally incompatible with the physician’s role as healer. What do you think about this statement? Why should a physician have to be the one who does this?

Elements Of Your Final Proposal And Incorporates Any Relevant Instructor Feedback

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PSY 540 Milestone Three Guidelines and Rubric: Rough Draft

Overview For your rough draft, you will submit a complete proposal that includes all the required elements of the final proposal and incorporates any relevant instructor feedback you received on Milestones One and Two. In your rough draft, be sure to address all the following critical elements:

I. Problem Statement

a) Describe the contemporary problem that is the focus of your proposal with full details with respect to your selected applied setting. Here, consider how new developments or changes in your applied setting are creating new cognition-related challenges. For instance, you might note that increased use of online education is presenting new challenges to students with ADHD.

b) Identify your selected area of cognitive psychology (attention, learning, memory, language, or decision making) and appropriate foundational theories that apply to your selected problem. What are the foundational aspects of these theories, and how do they relate to your selected problem? Carrying through with the previous example, you would indicate that your area of focus is attention and identify related theories that can shed further light on the contemporary problem of attention demands on students with ADHD.

c) Describe performance issues in your selected applied setting based on limitations of human cognitive systems. What are some of the specific issues related to your contemporary problem, the applied setting, and the limits of the human cognitive system? Here, you will further break down your contemporary problem and explain how the problem relates to the applied setting, what we know about cognition, and how this impacts performance.

d) Create a research question that addresses potential improvements to practices in the applied setting based on the strengths of human cognitive systems. Remember that your research question should address your contemporary problem. For instance, in keeping with the previous example, you might ask, “How can changes to online learning platforms better support increased attention to course materials for students with ADHD?”

II. Contemporary Relevance

a) Evaluate the utility of the theories you identified when describing your problem with respect to their strengths and limitations. Here, revisit the theories you noted in critical element I, part b. How do the theories you identified further explain the problems and performance issues you identified? What are the strengths and limitations of each theory in helping to understand your identified problem?

b) Which particular theory offers the greatest utility for practitioners to apply in addressing real-world issues specific to the contemporary problem you selected? Defend your selection.

III. Interpretation of Research Findings: Explain how each primary or secondary resource you selected supports your research question. This is where you

will apply sound methodological principles (by following the prompts below, a–b) to qualify the research results and statistical findings. a) How do the research results and statistical findings apply to your research question and your proposed improvements? b) Explain the strengths and limitations of the research results and findings in supporting the research question. This is where you will explain how

the research results and findings you have reviewed support your research question and identify specific gaps in the research. In other words, in

 

 

 

 

reviewing your sources, is there sufficient support for this research question? This is also where you will identify what research does not yet exist that is necessary in supporting the application of your research question.

IV. Methodological Principles: This is where you will look at your research question (critical element I, part d) and determine what types of strategies or

techniques you would use if you were to hypothesize improving upon the problem in your selected applied setting. Here, you might propose an experiment, a new program or initiative, or adoption of new tools/technologies. Remember, you are not limited to a controlled experiment.

a) What socially responsible strategies and techniques could be used for improving upon human cognitive processes specific to your applied setting? Here, consider how you could implement your proposed solution in a way that does not further aggravate the problem or put participating parties at risk of new problems or performance issues.

b) What are the implications for using these strategies and techniques? Consider, who and what about the applied setting would be impacted by this proposed solution? What would change, and how might these changes be received?

V. Conclusion

a) What potential future direction do you see from implementation of your research specific to addressing the contemporary problem you cited in critical element I, part a? Here, consider how implementation of your proposed solution or improvement can add to the existing body of research on your topic. How might your proposed improvements and any follow-up research prove interesting to other applied settings?

 

Rubric Please note that the grading rubric for the rough draft submission is not identical to that of the final project. The Final Project Rubric will include an additional “Exemplary” category that provides guidance as to how you can go above and beyond “Proficient” in your final submission.

Guidelines for Submission: Your rough draft should be double spaced, 12-point Times New Roman font, with one-inch margins and APA citations. Your draft proposal should be a minimum of six pages, not including cover page and references, and use preapproved resources. (The submission should include a variety of research and findings from at least three of the provided publications. Review the Final Project Document to access the list of approved publications provided for you.) Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions.

Critical Elements Proficient 100% Needs Improvement 80% Not Evident 0% Value

Problem Statement: Contemporary Problem

Describes a contemporary problem in full detail with respect to the applied setting

Describes the contemporary problem, but with gaps in detail with respect to the applied setting

Does not describe a contemporary problem in any detail with respect to the applied setting

9

 

http://snhu-media.snhu.edu/files/production_documentation/formatting/rubric_feedback_instructions_student.pdf

 

 

 

Problem Statement: Selected Area

Explains aspects of foundational theories, fully connecting them to selected problem

Explains aspects of foundational theories, but with gaps in connecting them to selected problem

Does not explain aspects of foundational theories

9

Problem Statement: Performance Issues and

Limitations

Identifies performance issues in the selected fields (education, law, mental health, or technology), demonstrating clear connection to the limitations of human cognitive systems

Identifies performance issues in the selected applied setting (education, law, mental health, or technology), but connections to the limitations of human cognitive systems are unclear

Does not identify performance issues in the selected applied setting (education, law, mental health, or technology)

9

Problem Statement: Potential Improvements

Creates research question that addresses potential improvements to practices in the applied setting based on the strengths of human cognitive systems

Research question addresses potential improvements to practices in the applied setting, but connections to the strengths of human cognitive systems are unclear

Does not create research question that addresses potential improvements to practices in the applied setting

9

Contemporary Relevance: Utility Of Theories

Evaluate the utility of the foundational theories for practitioners with respect to their strengths and limitations

Evaluates the utility of the foundational theories for practitioners, but with gaps in addressing their strengths or limitations

Does not evaluate the utility of the foundational theories

9

Contemporary Relevance: Apply

Selects theory and defends with explanation on how particular theory offers the greatest utility for practitioners to apply specific to contemporary problem selected

Selects theory but is unclear on how selection offers the greatest utility for practitioners to apply in addressing real-world issues specific to contemporary problem selected

Does not select particular theory for practitioners to apply in addressing real-world issues

9

Interpretation of Research: Question

Explains the research and research findings with regard to how they apply to proposed improvements

Explains the research and research findings, but does not connect to proposed improvements

Does not explain how the research and research findings apply to proposed improvements

9

Interpretation of Research: Support

Explains the strengths and limitations of the research results and findings in supporting the research question

Explains the research results and findings, but does not address strengths or limitations

Does not explain the strengths and limitations of the research results and findings in supporting the research question

9

Methodological Principles: Strategies and Techniques

Recommends appropriate, socially responsible strategies and techniques for improving human cognitive processes that are applicable to applied setting

Recommends appropriate strategies and techniques for improving human cognitive processes, but with gaps in applicability to proposal

Does not make appropriate, socially responsible recommendations for strategies and techniques for improving human cognitive processes

9

 

 

 

 

 

Methodological Principles: Implications

Explains implications of the strategies and techniques in full detail with respect to the applied setting

Explains implications of the strategies and techniques, but with gaps in detail with respect to the applied setting

Does not explain implications of the strategies and techniques with respect to the applied setting

9

Conclusion Explains potential future direction from implementation of research specific to addressing the contemporary problem(s)

Explains potential future direction from implementation of research, but with gaps in how it is specific to addressing the contemporary problem(s)

Does not explain potential future direction from implementation of research study

5

Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

5

Earned Total 100%

Explain how the theories align or do not align with your cultural identity.

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Philosophical perspectives and theories on morality contribute to an understanding of the deep-rooted human need to question the role human beings play in society. Whether your views align with those of Aristotle, Kant, or Mill, you can explore the reasons behind your inherent motivation to act responsibly. At the outset of your life, you develop habits of thought based on what you are exposed to, where you live, with whom you live, and your experiences. In this Application Assignment, you critically examine these experiences as well as theoretical perspectives on morality and assess how they impact your moral and cultural identity. You also assess how these experiences influence your concept of social responsibility.

To prepare for this Assignment:

  • Read the articles by Brink (2014), Johnson (2014), and Kraut (2014) in this week’s resources. Summarize the key points of each theory. Does one theory resonate with you more than another? Why or why not?
  • Make connections to your own culture. Consider whether these three theories are reflected in your own culture.
  • Review the Cultural Genogram: Dimensions of Culture document in this week’s Resources. Think about the ways different dimensions of culture inform your moral identity (e.g., how your national, ethnic, and/or gender identity informs your moral identity).
  • Consider how different dimensions of culture inform your concept of social responsibility.

To complete this Assignment:

  • Write a 2-page analysis connecting the three theories of morality to your own cultural identity.
  • Explain how the theories align or do not align with your cultural identity. Include how cultural identity impacts social responsibility.
  • Provide at least three references using proper APA format.

Case 5 – A number of groups have urged restrictions on child labor.

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For this module, you are required to complete a Written Case Analysis of approximately 200 words. Please read Thinking Critically About Ethical Issues, Case 5, p. 168. Identify the moral issue(s) and the parties involved, and infer their interests; discuss the case in terms of finding common ground in the diversity of interests you identify.

 

Case 5  –  A number of groups have urged restrictions on child labor. For example, they believe that no one under age 16 should be permitted to work in the manufacturing, mining, agricultural, and construction industries; that hours of work should be limited in all jobs for workers under the age of 18; and that no one under 21 should be allowed to have any contact with pesticides.  Discuss the moral considerations attending this proposal.

 

 

Submit your assignment to the Written Case Analysis 1 Dropbox no later than Sunday 12pm PM EST/EDT.(This Dropbox is linked to Turnitin.) When you save your document, please make sure it includes the following format: “Firstname Lastname–WCA1″