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Developing A Health Advocacy

Week 9 Assignment

Continue on with building your final application due in week 10. You will submit one cogent paper that combines the previous two applications (Parts One and Two) from weeks 4 and 7, plus the new material mentioned in the week 8 application

Application: Developing a Health Advocacy Campaign

To be an effective advocate and to develop a successful health advocacy campaign, you must have a clear idea of the goals of your campaign program and be able to communicate those goals to others. In addition, it is the nature of nurses to want to help, but it is important to make sure that the vision you develop is manageable in size and scope. By researching what others have done, you will better appreciate what can realistically be accomplished. It is also wise to determine if others have similar goals and to work with these people to form strategic partnerships. If you begin your planning with a strong idea of your resources, assets, and capabilities, you will be much more likely to succeed and truly make a difference with those you hope to help.

You will develop a 10- to 12-page paper that outlines a health advocacy campaign designed to promote policies to improve the health of a population of your choice. This week, you will establish the framework for your campaign by identifying a population health concern of interest to you. You will then provide an overview of how you would approach advocating for this issue.

-In Week 9, you will consider legal and regulatory factors that have an impact on the issue and finally, in Week 10, you will identify ethical concerns that you could face as an advocate. Specific details for each aspect of this paper are provided each week.

This paper will serve as the Portfolio Application for the course.

Before you begin, review the complete Assignment.

This week, begin developing your health advocacy campaign by focusing on the following:

Week 10 Application

To prepare for this final portion of your paper:

·         Review provisions 7, 8, and 9 of the ANA Code of Ethics in relation to advocacy for population health.

·         Reflect on the ethical considerations you may need to take into account in your advocacy campaign.

·         Research the ethical considerations and lobbying laws relevant to the location where your advocacy campaign will occur.

·         Consider potential ethical dilemmas you might face in your campaign.

To complete: Revise and combine parts one and two of you previous papers and add the following:

·         Explain any ethical dilemmas that could arise during your advocacy campaign, and how you would resolve them.

·         Describe the ethics and lobbying laws that are applicable to your advocacy campaign.

·         Evaluate the special ethical challenges that are unique to the population you are addressing.

·         Provide a cohesive summary for your paper.

Reminder: You will submit one cogent paper that combines the previous applications (Parts One and Two) plus the new material.

Your paper should be about 10 pages of content, not including the title page and references. Be sure to paste the rubric at the end of your paper.

The final application builds upon the applications (Parts One and Two) completed in weeks 4 and 7.

To complete the final section of your paper:

·         Review provisions 7, 8, and 9 of the ANA Code of Ethics in relation to advocacy for population health.

·         Reflect on the ethical considerations you may need to take into account in your advocacy campaign.

·         Research the ethical considerations and lobbying laws relevant to the location where your advocacy campaign will occur.

·         Consider potential ethical dilemmas you might face in your campaign.

REFERENCES

Milstead, J. A. (2013). Health policy and politics: A nurse’s guide (Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers.

·         Chapter 3, “Government Response: Legislation—Politics: Playing the Game” (pp. 45–71) (review)

This chapter explores the multiple factors that influence the development of public policy through the legislative branch of government.

·         Chapter 9, “Policy Nurses Advance Policy Agendas in Many Arenas” (pp. 179–189)

The focus of this chapter is the role of policy nurses within nurse associations and it highlights specific organization that specifically deal with policy nurses and advocacy.

Begley, A. (2010). On being a good nurse: Reflections on the past and preparing for the future. International Journal of Nursing Practice, 16(6), 525–532.

Retrieved from the Walden Library databases.

In this article, the author reflects on the qualities of a good nurse in both the past and present. The article presents a 4-point framework that exemplifies the foundational qualities of modern professional ethics and conduct.

Davis-Alldritt, L. (2011). Presidential inaugural address: Advocacy, access, and achievement. Journal of School Nursing, 27(4), 249–251.

Retrieved from the Walden Library databases.

This address explicates links between school nursing, school health services, and student success. The author uses personal anecdotes to teach lessons in advocacy, access, and achievement.

Deyton, L., Hess, W. J., & Jackonis, M. J. (2008, Winter). War, its aftermath, and U.S. health policy: Toward a comprehensive health program for America’s military personnel, veterans, and their families. Journal of Law, Medicine, & Ethics, 36(4), 677–689.

Retrieved from the Walden Library databases.

Karpf, T., Ferguson, J. T., & Swift, R. (2010). Light still shines in the darkness: Decent care for all. Journal of Holistic Nursing, 28(4), 266–274.

Retrieved from the Walden Library databases.

This article details the challenges of health care crises at the global, national, and local levels. The text proposes a values-based approach to health care that takes into account the voices of the population being served, rather than excluding them.

Paquin, S. O. (2011). Social justice advocacy in nursing: What is it? How do we get there? Creative Nursing, 17(2), 63–67.

Retrieved from the Walden Library databases.

This text defines social justice advocacy and contrasts it to the patient-nurse advocacy model. The article also discusses social justice advocacy’s challenges and their potential solutions.

International Council of Nurses. (2008). Promoting health: Advocacy guide for health professionals. Retrieved from http://www.whpa.org/PPE_Advocacy_Guide.pdf

This web resource documents the efforts of the International Council of Nurses to ensure quality nursing care for all, as well as sound health policies globally through the advancement of nursing knowledge and presence worldwide.

Vancouver Coastal Health. (n.d.). Vancouver Coastal Health Population Health: Advocacy guidelines and resources. Retrieved from http://www.vch.ca/media/Population Health_Advocacy Guideline and Resources.pdf

This article presents guidelines, parameters, and resources for conducting population health advocacy.

Required Media

Laureate Education (Producer). (2012g). The needle exchange program. Baltimore, MD: Author.

Milstead, J. A. (2013). Health policy and politics: A nurse’s guide (Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers.

• Chapter 4, “Government Regulation: Parallel and Powerful” (pp. 73–109)

This chapter explains the major concepts of the regulation of health professionals, with emphasis on advanced practice nurses (APN) and the process of licensure and credentialing.

ANA’s Foundation of Nursing Package – (Access this resource from the Walden Library databases through your NURS 6050 Course Readings List)

• Guide to the Code of Ethics: Interpretation and Application

  This guide details the history, purpose and theory, application, and case studies of this must-have Code of Ethics.

• Nursing Social Policy Statement

  The Nursing Social Policy Statement provides an understanding of the social framework and obligations of the nursing profession.

• Nursing: Scope & Standards of Practice

  This book contains several national standards of practice that can be used to inform the decision-making process, development, implementation, and evaluation of several functions and aspects of advanced practice nursing.

Gallagher, T. H. (2009). A 62-year-old woman with skin cancer who experienced wrong-site surgery: Review of medical error. JAMA: Journal of the American Medical Association, 302(6), 669–677.

Retrieved from the Walden Library databases.

The article showcases the different sides of medical error, from a 62-year-old patient who suffered and the components of the medical error’s impact and aftermath.

Reinhardt, U. E. (2010, Jan 30). Repercussions of simplicity. New York Times, p. A14.

Retrieved from the Walden Library databases.

This article determines that the government should take low-income families into account when determining mandatory health insurance because many Americans choose to go without insurance despite preexisting conditions presumably no longer being an issue.

Board on Health Care Services. (2007). Preventing medication errors: Quality Chasm Series. Washington, DC: The National Academies Press. Retrieved from http://www.nap.edu/openbook.php?record_id=11623&page=43

• Part 1, “Understanding the Causes and Costs of Medication Errors” (pp. 43–49)

This article discusses the multilayered nature of medication error as a system of failures due to individual behaviors and conditions.

Practicum – Week 4 Journal Entry

Learning Objectives

Students will:

· Develop diagnoses for clients receiving psychotherapy*

· Evaluate the efficacy of cognitive behavioral therapy for clients*

· Analyze legal and ethical implications of counseling clients with psychiatric disorders*

Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:

· Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.

· Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client.

· Explain whether cognitive behavioral therapy would be effective with this client. Include expected outcomes based on this therapeutic approach. Support your approach with evidence-based literature.

· Explain any legal and/or ethical implications related to counseling this client.

· NOTE: PLEASE SEE THE ATTACHED Practicum Journal Template AND JOURNAL SAMPLE (TIME LOG & JOURNAL ENTRIES) FOR WRITING THIS ASSIGNMENT…..ALSO FOR THE TIME LOG AND JOURNAL ENTRIES, JUST MAKE UP A REASONABLE INFORMATION AND CLIENT INFORMATION

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Supportive Psychotherapy Versus Interpersonal Psychotherapy

                                                  versus 

Interpersonal Psychotherapy

Although supportive psychotherapy and interpersonal psychotherapy share some similarities, these therapeutic approaches have many differences. When assessing clients and selecting therapies, it is important to recognize these differences and how they may impact your clients. For this Assignment, as you compare supportive and interpersonal psychotherapy, consider which therapeutic approach you might use with your clients.

.

The Assignment

In a 1- to 2-page paper, address the following:

· Briefly describe how supportive and interpersonal psychotherapies are similar.

· Explain at least three differences between these therapies. Include how these

differences might impact your practice as a mental health counselor.

· Explain which therapeutic approach you might use with clients and why. Support

your approach with evidence-based literature.

· PLEASE DO NOT FAIL TO INCLUDE INTRODUCTION, CONCLUSION, AND  WITH  

  REFERENCES  

                                                Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

• Chapter 5, “Supportive and Psychodynamic Psychotherapy”      (pp. 238–242)
• Chapter      9, “Interpersonal Psychotherapy” (pp. 347–368)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Abeles, N., & Koocher, G. P. (2011). Ethics in psychotherapy. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 723–740). Washington, DC: American Psychological Association. doi:10.1037/12353-048

Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling and Development, 80(3), 286–292. Retrieved from the Academic Search Complete database. (Accession No. 7164780)

Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA, 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4

U.S. Department of Health & Human Services. (n.d.). HIPAA privacy rule and sharing information related to mental health. Retrieved from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/

Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net.

Stuart, S. (2010). Interpersonal psychotherapy: A case of postpartum depression [Video file]. Mill Valley, CA: Psychotherapy.net.

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NR 507 Week 1 Discussion (Parts 1, 2, 3) + Quiz Answers

PART 1: 

John is a 19-year-old college football player who presents with sneezing, itchy eyes, and nasal congestion that worsens at night. He states that he has a history of asthma, eczema and allergies to pollen. There is also one other person on the football team that has similar symptoms. His vitals are BP 110/70, P 84, R 18, T 100 F.

Write a differential of at least three (3) possible items from the most likely to less likely. For each disease include information about the epidemiology, pathophysiology and briefly argue why this disease fits the presentation and why it might not fit the presentation.

PART 2:

A patient has been admitted into the emergency room that was in the passenger side of a car that collided with another car head on. The patient is pale, barely conscious and has a weak and thready pulse. An IV is started. The vitals are BP 80/50, P 140, T 96.0 and R 26. As the team fights to keep the patient alive they have to remove the spleen. Blood is given but it has been mistyped. A transfusion reaction occurs.

Describe the type of hypersensitivity reaction that has occurred and discuss the molecular pathophysiology of the specific type of hypersensitive reaction you have chosen.

In the event that this patient survived the car accident and the transfusion reaction which organs are most likely to be damaged and why?

PART 3:

A 44-year-old patient presents with lump in the chest of approximately 2 cm in diameter. There is a slight dimple over the location of the lump and when the lump is manipulated it seems to be attached to the surrounding tissue. A lumpectomy is performed and the mass is sent to pathology. The pathology report comes back and the mass is confirmed to be an estrogen receptor negative, a progesterone receptor negative and a her2/neu receptor positive breast cancer.

• What are some of the risk factors for breast cancer?

• What tumor suppressor genes are associated with breast cancer?

• What tumor oncogenes are associated with breast cancer?

• Compare and contrast tumor suppressor genes from oncogenes?

NR 507 Week No. 1 Quiz:

1. Which statement about vaccines is true? (Points : 2)

2. Which statement is true about fungal infections? (Points : 2)

3. What is the role of reverse transcriptase in HIV infection? (Points : 2)

4. What of the following remains a significant cause of morbidity and mortality worldwide? (Points : 2)

5. Once they have penetrated the first line of defense, which microorganisms do neutrophils actively attack, engulf, and destroy by phagocytosis? (Points : 2)

6. After sexual transmission of HIV, a person can be infected yet seronegative for _____ months. (Points : 2)

7. Deficiencies in which element can produce depression of both B- and T-cell function? (Points : 2)

8. Hypersensitivity is best defined as a(n) (Points : 2)

9. A person with type O blood is likely to have high titers of anti-___ antibodies. (Points : 2)

10. What mechanism occurs in Raynaud phenomenon that classifies it as a type III hypersensitivity reaction? (Points : 2)

11. During an IgE-mediated hypersensitivity reaction, what causes bronchospasm? (Points : 2)

12. In a type II hypersensitivity reaction, when soluble antigens from infectious agents enter circulation, tissue damage is a result of (Points : 2)

13. In which primary immune deficiency is there a partial to complete absence of T-cell immunity? (Points : 2)

14. Which cytokines initiate the production of corticotropin-releasing hormone (CRH)? (Points : 2)

15. What effect does estrogen have on lymphocytes? (Points : 2)

16. Which hormone increases the formation of glucose from amino

17. During a stress response, increased anxiety, vigilance, and arousal is prompted by (Points : 2)

18. Which cytokine is involved in producing cachexia syndrome? (Points : 2)

19. Which of the viruses below are oncogenic DNA viruses? (Points : 2)

20. By what process does the ras gene convert from a proto-oncogene to an oncogene? (Points : 2)

21. What is the role of vascular endothelial growth factor (VEGF), basic fibroblast growth factor (bFGF), and transforming growth factor-alpha (TGF-) in cell metastasis? (Points : 2)

22. Many cancers create a mutation of ras. What is ras? (Points : 2)

23. In chronic myeloid leukemia (CML), a piece of chromosome 9 fuses to a piece of chromosome 22. This is an example of which mutation of normal genes to oncogenes? (Points : 2)

24. Tobacco smoking is associated with cancers of all of the following except (Points : 2)

25. What percentage of children with cancer can be cured? (Points : 2)

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Microbiology Day Eight Assignment

Answer Critical Thinking Questions 1-3 for Chapter 18 on page 526 and Clinical Application Question 1-4 for Chapter 19 on page 557. Answers should be submitted in a word document with any associated references used. 

Answer Critical Thinking Questions 1-3 for Chapter 18 on page 526 and

1) What problem are associated with the use of live attenuated vaccines?

2) Many of the serological tests require a supply of antibodies against pathogens. For example, to test for Salmonella, anti-Salmonella antibodies are mixed with the unknown bacterium. How these antibodies obtained?

3) A test for antibodies against Treponema pallidum uses the antigen cardiolipin and patient’s serum (Suspected of having antibodies). Why do the antibodies react with cardiolipin? What is the disease?

Clinical Application Question 1-4 for Chapter 19 on page 557

1) Fungal infections such as athlete’s foot are chronic. These fungi degrade skin Keratin but are not invasive and do not produce toxins. Why do you suppose that many of the symptoms of a fungal infection are due to hypersensitivity to the fungus?

2) After working in a mushroom farm for several months, a worker develops these hives, edema, and swelling lymph node

a) What do these symptoms indicate?

b) What mediators cause these symptoms?

c) How many sensitivities to a particular antigen be determined?

d) Other employees do not appear to have any immunological reactions. What could explain this?

(Hint: The allergen is conidiophores from molds growing in the mushroom farm)

3) Physicians administering live, attenuated mumps and measles vaccines prepared in chick embryos are instructed to have epinephrine available. Epinephrine will not treat these viral infections. What is the purpose of keeping this drug on hand?

4) A woman with blood type A+ once received a transfusion of AB+ blood. When she carried a type B+ fetus, the developed hemolytic disease of the newborn. Explain why this fetus developed this condition even though another type B+ fetus in a different type A+ mother was normal

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Patient’s Spiritual Needs: Case Analysis

In addition to the topic study materials, use the chart you completed   and questions you answered in the Topic 3 about “Case Study:   Healing and Autonomy” as the basis for your responses in this assignment.

Answer the following questions about a patient’s spiritual needs in   light of the Christian worldview.

1. In 200-250 words, respond to the following: Should the     physician allow Mike to continue making decisions that seem to him     to be irrational and harmful to James, or would that mean a     disrespect of a patient’s autonomy? Explain your rationale.
2. In 400-500 words, respond to the following: How ought the     Christian think about sickness and health? How should a Christian     think about medical intervention? What should Mike as a Christian     do? How should he reason about trusting God and treating James in     relation to what is truly honoring the principles of beneficence and     nonmaleficence in James’s care?
3. In 200-250 words, respond     to the following: How would a spiritual needs assessment help the     physician assist Mike determine appropriate interventions for James     and for his family or others involved in his care?

Remember to support your responses with the topic study materials.

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 Health Crises In Either The Elderly Or Young Children.

Health complications can be stressful, especially in more vulnerable populations like young children and the elderly. With stress and loss of function often come depression and other psychological manifestations. As a nurse, part of your job is to recognize and educate patients and caregivers on how to deal with the psychological complications of a health crisis.

In this Assignment, you will educate either a caregiver of an elderly patient or a caregiver of a young child patient on ways to prevent and manage psychological manifestations. Review the Learning Resources dealing with injuries and depression and anxiety.

The Assignment:

Develop a teaching plan for treating the potential psychological issues that may result from health crises in either the elderly or young children. You will use PowerPoint to present your teaching plan. Some considerations to make include:

· In what ways does mental health need to be considered across the illness/injury continuum?

· How can nurses help both patients and caregivers work through mental blocks and depression associated with an illness or injury?

· Although treatment will take place in a medical facility, how can non-medical treatments be used as a supplement?

Support your idea with a minimum of five references from the professional nursing literature.  If they are relevant, you may use one or two professional Web sites in addition to the literature references.

Include the main elements of your presentation to a group of parents or elderly or their caregivers.

This PowerPoint presentation should include between 8–10 slides

Provided an overview slide on the purpose of the presentation.

Described ways mental health needs should be considered across the illness/injury continuum and focused on population to consider and target audience.

Outlined a teaching plan to help both patients and caregivers prevent/manage psychological manifestations associated with an illness, injury, or health crisis.

Addressed possible non-medical treatments to be used as a supplement.

Provided a summary of the main points of the teach plan/presentation.

APA Formatting: cover page, title of paper on second page, level headings, Times New Roman 12 font, 1″” margins, and page numbers. APA References: Uses in-text citations appropriately and format correctly. Paraphrases to avoid plagiarizing the source.
Reference list is in alphabetical order, hanging indent, double spaced in format. Each specific entry contains all information required by APA format including author, year of publication, title of publication, pages, DOI, website, as appropriate.

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Experiential Vs Narrative Family Therapies

Assignment: Experiential Versus Narrative Family Therapies

Although experiential therapy and narrative  therapy are both used in family therapy, these therapeutic approaches have many differences in theory and application. As you assess families and develop treatment plans, you must consider these differences and their potential impact on clients. For this Assignment, you compare Experiential and Narrative Family Therapy.

Learning Objectives

Students will:

· Compare experiential family therapy to narrative family therapy

· Justify recommendations for family therapy

To prepare:

· Review this week’s Learning Resources and reflect on the insights they provide on experiential and family therapies.

The Assignment

In a 2- to 3-page paper, address the following:

· Summarize the key points of both experiential family therapy and narrative family therapy.

· Compare experiential family therapy to narrative family therapy, noting the strengths and weakness of each.

· Provide a description of a family that you think experiential family therapy would be appropriate, explain why, and justify your response using the Learning Resources.

Note: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references.

Part 2: Family Genogram

Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents).

Required Readings( need 3 references).

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

• Standard 5B “Health Teaching and Health      Promotion” (pages 55-56)

Cohn, A. S. (2014). Romeo and Julius: A narrative therapy intervention for sexual-minority couples. Journal of Family Psychotherapy, 25(1), 73-77. doi:10.1080/08975353.2014.881696

Escudero, V., Friedlander, M. L., Boogmans, E., & Loots, G. (2012). Alliance rupture and repair in conjoint family therapy: An exploratory study. Psychotherapy, 49(1), 26-37. doi:10.1037/a0026747

Freedman, J. (2014). Witnessing and positioning: Structuring narrative therapy with families and couples. Australian & New Zealand Journal of Family Therapy, 35(1), 20-30. doi:10.1002/anzf.1043

Nichols, M., & Davis, S. D. (2020). The essentials of family therapy (7th ed.). Boston, MA: Pearson.

• Chapter 7, “Experiential      Family Therapy” (pp. 105-118
• Chapter 12, “Narrative Therapy” (pp. 189-201)

Phipps, W. D., & Vorster, C. (2011). Narrative therapy: A return to the intrapsychic perspective. Journal of Family Psychotherapy, 22(2), 128-147. doi:10.1080/08975353.2011.578036

Saltzman, W. R., Pynoos, R. S., Lester, P., Layne, C. M., & Beardslee, W. R. (2013). Enhancing family resilience through family narrative co-construction. Clinical Child and Family Psychology Review, 16(3), 294-310.  doi:10.1007/s10567-013-0142-2

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

• “Genograms” pp. 137-142
  

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  • Discussion Questions (DQ)

  Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

  • Weekly Participation

  Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

  • APA Format and Writing Quality

  Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

  • Use of Direct Quotes

  I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

  • LopesWrite Policy

  For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

  • Late Policy

  The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

  • Communication

  Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Week 10 Assignment: Ethical Perspective

Part I

Define the following ethical perspectives in your own words. A minimum of three sources must be utilized and cited properly with in-text citations and a reference list. Avoid using direct quotes. If you summarize or paraphrase information in your own words, you must cite sources to provide credit for the ideas and concepts.

A = Rule utilitarianism
B = Kantian ethics
C = Virtue ethics
D = Care ethics
E = Social contract ethics
F = Subjective relativism
G = Cultural relativism
H = Divine command theory
I = Act utilitarianism

Part II

Determine which ethical perspective above is primarily reflected in each of the ten arguments below and explain why. A minimum of three sources must be utilized and cited properly with in-text citations and in the reference list. Avoid using direct quotes. If you summarize or paraphrase information in your own words, you must cite sources to provide credit for the ideas and concepts.

Arguments:

1. Although many societies have practiced human sacrifice, human sacrifice was not considered wrong, even though we believe it is wrong in our culture. Therefore, human sacrifice within those cultures was not really wrong.
2. Same-sex marriage is right because the Constitution offers equal protection under the law and society has agreed to follow the laws set forth in that document.
3. “And the pig, though it has a split hoof completely divided, does not chew the cud; it is unclean for you. You must not eat their meat or touch their carcasses; they are unclean for you.” (Leviticus 11:7–8)
4. Your neighbor runs into her house screaming, blood dripping down her arm. Five minutes later a man with a bloody machete comes running down the street and stops and asks you where she went. You answer honestly “in her house.”
5. Margarita spoke with her family and they all agreed that they would let her take the medication that would allow her to die peacefully instead of in pain.
6. Souerette watched over the children in the daycare meticulously. She knew which children she could trust alone because of their behaviors with each other.
7. He does not have the right character and temperament to be a state governor. He avoided service by faking a medical condition, he rarely tells the truth, he eats and drinks too much, and he has little patience with people.
8. Patient autonomy and free choice are morally correct.
9. I believe that it is perfectly fine to lie about some things.
10. Wearing a mask when engaging with the public is the right decision because it protects the welfare of those in your community.

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CHAPTER 4 Mendel’s Laws

Peter Maxwell is an aging rock star. Although by day he is a high school music teacher, on the weekends his genetic gifts express themselves on stage. Peter has inherited a lucky combination of traits—hyperextensible fingers (autosomal recessive, genotype hf//hf); a fabulous head of long, red hair just like his paternal grandfather Emmett had; and a high, clear, strong voice that echoes those of the finest rock bands of the 1980s, a trait called rock star voice (RSV), which is autosomal dominant. Over the years Peter has been widely sought after for tribute bands. Each of these traits is inherited on a different autosome.

Alas, Ellie Maxwell, Peter’s wife, is not musical and is, in fact, just the opposite. She has an autosomal dominant condition called congenital amusia or tune (not tone) deafness. Ellie comes from a long line of people who cannot hear the pitch and rhythmic patterns of musical notes as a melody. Instead, they hear a disconnected string of sounds, and this is what they mimic when they attempt to sing. They are always off-key. Her father, an identical twin, was once nicely asked to leave a church choir because he couldn’t correct his off-key notes. Ellie’s paternal grandfather, too, was notorious for his loud, horrible singing. Although she was convinced this lack of talent was inherited, Ellie never sang to her children, for fear that they might imitate her.

Another autosomal dominant trait in the family is distal symphalangism, for which Ellie can blame her tiny toenails and very stiff fingers. Her siblings Jill and Dan luckily escaped both the weird fingers and bad singing voice.

Peter and Ellie have three children (Figure 2). Sean is lead guitarist in a rock band, thanks to his hyperextensible fingers and synesthesia (see Chapter 1). Unfortunately, he has inherited his mother’s tune deafness, which is especially frustrating because he has also inherited rock star voice. He can sing clear, beautiful, soaring notes—but the wrong ones. He has stopped singing since his attempts at harmony made his bandmates ill. Sean hopes he keeps his lustrous hair, which is like his father’s, and doesn’t somehow inherit Uncle Roger’s baldness. How awful it would be to watch those glorious red curls thin and then fall out!

Figure 2 A partial pedigree of the Maxwell family. Different combinations of symbols can be filled in to represent inheritance of specific traits.

Sean’s sister Keri has rock star voice and distal symphalangism. Her stiff fingers don’t bother her, but she always covers her shrunken toenails. Maybe she’ll get fake ones. The only family peculiarity that little sister Anna shares is synesthesia.

Peter’s sister Joan uses her hyperextensible fingers in her career as an eye surgeon. She likes to sing in the operating room, but it is good that her patients are often unconscious because she hasn’t inherited RSV. Peter’s and Joan’s older brother Roger has been unlucky genetically—in addition to the pattern baldness that worries Peter and Sean, Roger has an inherited heart condition called long QT syndrome. The first symptom can be a fatal disturbance of the heart’s rhythm (see extended pedigree, figure i).

MULTIPLE CHOICE

1. In the Maxwell family, the individuals who must be heterozygous (carriers) for hyperextensible fingers are

a. Peter and Sean.

b. Ellie, Anna, and Peter’s parents, Abe and Sarah.

c. Peter’s siblings Joan and Roger and half of their children.

d. all Peter’s grandparents.

e. not clear from the available information.

2. If Keri gets fake toenails, she will be altering

a. her phenotype but not her genotype.

b. her genotype but not her phenotype.

c. her genotype and her phenotype.

d. neither her genotype nor her phenotype.

e. the DNA sequence of the distal symphalangism gene.

3. The probability that Anna inherited normal fingers, assuming that the genes for the two finger traits are on different chromosomes, is___.

a.

b.

c.

d.

e. not possible to determine from the given information

4. Disappointed that his son Sean has his mother’s congenital amusia, Peter looks to his nephew Eric. Although not gripped with tune deafness, Eric has a weak and wandering voice and is more interested in studying physics than in making music. The most likely explanation for the inheritance pattern of rock star voice in this family is that it is

a. autosomal recessive and originated many generations back.

b. carried on a gene on the X chromosome.

c. autosomal dominant and originated in Peter.

d. autosomal recessive and originated in Peter.

e. not inherited at all, but learned.

5. The probability that if Ellie and Peter have another child, he or she inherits Peter’s fortuitous combination of musical traits—hyperextensible fingers and rock star voice—is___.

a.

b.

c.

d. ¼

e. ½

QUESTIONS FOR RESEARCH AND DISCUSSION

6. Which approach to determining the likelihood of various genotypes occurring in the offspring of particular parents is easier for you—constructing a Punnett square, or using the product rule to calculate probabilities?

7. Compare and contrast the inheritance patterns of autosomal recessive and autosomal dominant traits.

CHAPTER 5 Beyond Mendel’s Laws

Long QT Syndrome

Roger Maxwell is very health-conscious. He runs, swims, and hikes; follows a low-carbohydrate diet; and generally feels great. He sees a physician when he needs to, in addition to annual physical exams at the large company where he is an engineer. He’d never allow himself to get so out of shape that heart disease would be a risk. Because of his strict adherence to this healthy lifestyle, Roger is surprised when a medical intern, gazing at his yearly electrocardiogram (ECG) at his work physical, clearly picks up on something.

“What? What are you looking at?” Roger blurts out while buttoning up his shirt.

“Oh, it’s probably nothing.” But she doesn’t look like it’s probably nothing.

“The heart murmur? My mom’s been telling me about it since childhood. Not a big deal. The doctors called it something last year, something I never heard of.”

“Did you check it out?” asks the intern.

“Nah. It wasn’t bothering me, so I forgot about it. Why? What’s wrong?”

“Well, maybe you should ask the doctor to explain it again and suggest what to do.”

“About what?”

“The doctor will explain it. Please don’t worry, though,” says the intern as she rushes off to the next patient.

Roger’s electrocardiograms had in fact been showing that he has had long QT syndrome, and not a heart murmur, for many years. The doctor explains that this is a problem with the heart’s rhythm, and not its valves. Roger goes home and Googles long QT syndrome right away. What he finds concerns him enough to alert his relatives.

Long QT syndrome is a lengthening in the time that it takes the ventricles (the lower two heart chambers) to recover after a contraction, called the QT interval on an electrocardiogram. This delay is called torsade de pointes, and it causes lightheadedness upon standing or even fainting, as blood pressure drops when the heart rhythm becomes abnormal. If the arrhythmia turns into the more erratic condition called ventricular fibrillation, it can be deadly. Some cases of sudden cardiac arrest in people who apparently do not have heart disease are in fact due to long QT syndrome. This may have been the case with Roger’s aunt, Amelia, his mother’s sister, who died at age 34 of what was thought to be a heart attack, but, now Roger realizes, was more likely an arrhythmia. Still, with only one affected relative, Roger had never thought of his aunt’s early demise as a family history, especially since his mother is healthy.

Roger reads that in people with some forms of long QT syndrome, fatal arrhythmia can be triggered by intense emotions or a sudden loud sound. The first recorded case of the condition was a little girl, who collapsed dead when her teacher suddenly yelled at her. Her older brother had died in a similar circumstance. Suddenly, Roger remembers that his daughter Sheila faints very easily. She even passed out once at a rock concert because she got so excited. He’d never panicked over it because his mother fainted easily, too. A pattern was emerging.

Long QT syndrome is caused by mutations in any of at least 10 genes that encode either proteins that form parts of ion channels (potassium, sodium, or calcium) or proteins that affect the functioning of these channels. Ion channels control the spread of nerve impulses and the resulting muscle contraction. The time for the heart’s recovery after a beat, called repolarization, extends the period when ions are trapped inside heart muscle cells because the channels are blocked, too slow to open, or too quick to close in people who are at elevated risk due to inheriting a mutation. People with long QT syndrome can experience arrhythmia if they take certain drugs that prolong the QT interval. These drugs include certain antibiotics, antidepressants, and diuretics (“water pills”).

Roger reads about the different genes and drug combinations that cause long QT syndrome on Wikipedia, and then he scans www.genetests.org to find labs that test for all of them. Only then does he make an appointment with a cardiologist, and he arranges to have his blood and that of his daughter and mother sent to one of the labs. Two weeks later, he learns that they all have a dominant mutation in a gene called HERG (for “human ether-a-go-go”) that causes long QT syndrome type 2 (LQT2). Even healthy family members could have inherited the mutation, because 15 percent of people with long QT syndrome do not have symptoms. The concern is their increased risk of developing symptoms in the future—perhaps suddenly.

MULTIPLE CHOICE

1. Roger is upset that in the past doctors had not been more insistent that he follow up on the abnormal ECG pattern. When he mentions this to his primary care physician, she answers, “I didn’t say anything because you are so healthy, and people who have cardiac arrest from long QT do so in young adulthood. You’re too old to worry about it.” But Roger should be worried, because

a. he looks younger than he is, so could still be at risk.

b. the condition can be inherited, so others in the family could be affected.

c. he could die at any time.

d. he can no longer take antibiotics.

e. long QT syndrome can cause cholesterol to build up in his coronary arteries.

2. Individuals who should take genetic tests for long QT syndrome are

a. all the people in generation IV.

b. Eric, Joan and Peter, and then Dylan, Anika, Sean, Keri, and Anna if a parent has the mutation.

c. Juanita, Larry, Joan, Peter, and Ellie.

d. Abe, Sara, Craig, Philip, Edwin, and Yvonne.

e. Only those who are athletic.

3. The mode of inheritance of long QT syndrome in the Maxwell family is

a. X-linked recessive.

b. autosomal recessive.

c. autosomal dominant.

d. sex-limited.

e. X-linked dominant.

4. Some people who inherit the same mutation as Roger do not experience any symptoms. This means that the mutation is

a. variably expressive.

b. genetically heterogeneic.

c. polygenic.

d. incompletely penetrant.

e. dominant.

5. The fact that mutations in any of several genes can cause long QT syndrome means that the condition is

a. variably expressive.

b. genetically heterogeneic.

c. polygenic.

d. incompletely penetrant.

e. recessive.

6. The risk that Sean, Keri, or Anna has inherited the family’s mutation for long QT syndrome is___.

a. 1

b.

c. ½

d. ¼

e.

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