Tag: course Work

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1.) What are the advantages and disadvantages of merging physical and IT security?

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2.) Should Americans expect to give up some civil liberties to allow law enforcement officers to pursue terrorists? If so, what liberties should they give up?

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3.) Name several effective ways to protect vital documents and records from destruction or theft.

Part I: Answer 3 of the following questions (worth 25 points each) using approximately 750 words each: So, choose 3 of them and answer them.

1. The NSABB described the H5N1 (bird flu) gain-of-function experiments controversy as an “Asilomar-type moment”. Was it? Why or why not? In the debates around Human Genome Editing, Asilomar has been held up as a model for how to govern uses of controversial, new technologies. Briefly explain: what ethical and policy questions are at stake in the bird flu research and in human genome editing, and what are their similarities and differences. Then, evaluate: is the approach to scientific self-regulation taken at Asilomar appropriate for governing this sort of research? What implications does the Asilomar model have for the role of the public in shaping ethical debate and policy in these areas? Does it strike the right balance between expert decision-making and public oversight of scientific research? Why or why not?

2. How informed does one need to be for consent to be genuinely informed consent? Pick three examples from the following list and explain whether and in what ways the practices pose ethical problems regarding consent and why: the use of “tacit consent” in 1950s NIH clinical center research involving “normals”; producing gene edited babies; someone with limited science education and a lot of student loans participating in paid clinical trial research; contributing your blood sample to the Mayo Clinic biobank; a woman donating (i.e. selling) her eggs.

3. Gestational surrogacy and (paid) egg donation are largely unregulated in the United States. Briefly review why this is the case, and what consequences this has had where questions of parental identity, rights, and responsibilities have arisen in relation to IVF. Then offer a set of well-justified recommendations for policy reforms around these practices. First explain what (if anything) should have been done differently in the late 1970s, and then explain what reforms should be made now. Your recommendations should be grounded in well-reasoned arguments.

4. Compare Edwards and Steptoe’s experiment that produced Louise Brown to He Jiankui’s experiment that produced the gene edited twins in China. Both produced children through an untested and controversial technique. Pointing to ethically salient similarities and differences between the two experiments, offer a well-supported and well-reasoned argument about whether the experiments were ethically acceptable (or unacceptable) and why.

5. Are trolley problems useful to bioethics? Choose a problem in bioethics that we have discussed during the course and re-construe it in terms of a trolley problem (such as gene editing , etc). Then analyze the benefits and/or limitations of using the trolley problem as a framework for ethical analysis of your chosen problem. Then discuss what role (if any) you think such techniques of ethical analysis can/should play in bioethics advice for policymaking, and what are the limitations or problems (if any) with such techniques.

6. The Belmont Principles, interpreted through Institutional Review Boards (IRBs), are meant to protect human subjects in research. Explain: What are the Belmont principles, in what ways were the Belmont Principles a sufficient or insufficient response to the Tuskegee study? Evaluate: How well do the Belmont Principles and the IRB system work to protect human subjects? Select a case drawn from the course (e.g. genomic biobank-based research, international pharmaceutical research in places like India and Uganda, the Hela or Havasupai cases, or the Chinese genome edited twins) and analyze it terms of the principles. Then discuss the strengths and limitations of using the principles as the basis for analysis. What, if anything, is clarified? What, if anything, is overlooked, ignored or left out of a Belmont-based analysis?

7. Should human blood samples be treated as human research subjects? Why or why not? What ethical and governance questions does research involving human biomaterials raise? What reforms, if any, are needed in approaches to governance? In your answer, you should discuss two of the following three cases: HeLa, Arizona Board of Regents v. Havasupai Tribe, and 23andMe troubles with FDA. Your recommendations should be grounded in well-reasoned arguments.

8. The advent, and, recently, the application of CRISPR/cas-9 to engineering human embryos has led to a debate about whether and under what circumstances it would be acceptable to make heritable edit the genomes of future children. What’s at stake? In the first part of your answer, use one or two of the assigned readings to (1) identify and explicate some of the key issues and concerns that the authors raise, and (2) offer your own assessment of whether these are the right concerns, and what other issues (if any) you think warrant attention. What prior lessons in bioethics should guide our approach to gene editing? In the second part, identify similarities and differences between this issue and at least one other controversy that we have explored in this class, e.g. recombinant DNA, IVF, or research on human subjects. Point to the relevant lessons from this prior controversy (or controversies) for gene editing, drawing out and connecting relevant ethical lessons learned from the prior issues, and/or explaining what lessons we can learn about prior approaches to deliberating about and regulating controversial research/technology should inform the gene editing debate, and why?

9. A laboratory at Harvard has approached a research oversight committee to seek guidance in determining how to evaluate what sort of “synthetic human entities with embryo like features” (SHEEFs) are ethically acceptable to construct for experimental purposes. Help the researchers by (1) Offering guidance about what sorts of perspectives (scientific, religious, philosophical, etc.) should inform ethical evaluation of experiments; (2) a discussion of what form these should take—e.g. a standard like the 14 day rule or the definition of death; empowering experts to decided which experiments acceptable where rules will evolve with research, as with recombinant DNA; general principles like the Belmont principles that are used to evaluate each experiment; or individual choice, leaving decisions to individual researchers or laboratories); or some other approach. Finally, (3) offer one or a few recommendations, supported with well-reasoned arguments, about some feature(s) of humanness should be taken into consideration in setting guidelines or limits.

10. In public health in general, and certainly in the context of an epidemic, there is often a tension between individual autonomy/liberty and public safety. COVID-19 has elicited the most significant nation-wide public health response in the US in more than a century. The social distancing and stay-at-home policies instituted by most states have disrupted social life and destroyed jobs and businesses even as they have sought to save lives. To be effective in protecting the lives of everyone, from the most vulnerable (e.g. the elderly and healthcare workers) to the ostensibly healthy, everyone must comply with rules and practices of “social distancing.” Most people have been remarkably willing to comply voluntarily, yet there is growing resistance and dissent. At the same time, there is increasing enforcement of local rules in the name of protecting the public. (E.g. As your professor was in the middle of writing this question, his wife, who is a criminal defense attorney, told him about her colleague’s new client who yesterday was pulled over, detained, held in the back of the police cruiser and, ultimately, cited for driving without a facemask.) Are current practices of social distancing a matter of individual choice (and responsibility), or a duty that can and should be imposed upon everyone with penalties for those who violate them and place others at risk of harm? Write a memo to the Governor arguing for or against creating and enforcing criminal penalties for failure to comply with social distancing requirements. Your argument should be well-reasoned and should anticipate and respond to possible objections. You should be clear about: what behaviors should be treated as matters of individual choice versus requirements (with penalties for noncompliance) and why. Clearly lay out the ethical and policy reasons that justify your position. In your argument, you should consider what consequences your proposed policy might have, e.g. for particular vulnerable groups, what precedent(s) it might set, and whether these considerations matter.

11. (Note: This question is identical to the prompt for paper 3. If you submitted a draft to your TA, you may turn in a revised version as your answer to question 11.) In the last few years there has been a growing interest in applying genome editing techniques to human embryos. Developing and evaluating the safety and efficacy of these techniques for clinical use (i.e. in reproductive medicine) would require producing large numbers of human embryos for experimental use only. These experiments require human eggs. Those eggs must be fresh and of “high quality,” meaning that they have passed quality control tests. Once a woman is identified as having high quality eggs, she may be invited and paid (but not required) to go through up to six cycles of superovulation in order to supply as many eggs as possible. There has long been a market for human eggs in the US for reproductive purposes, but for almost two decades the state of California has had a law that limits compensation for egg “donation” for research to a small amount of money. This makes it difficult for researchers in that state to find women who will supply eggs, and thus virtually impossible to acquire the large number of human eggs required for embryo editing experiments. Some states like Oregon and New York do not impose limits on how much researchers can pay women for providing their eggs for research, giving researchers in those states a competitive edge. A proposed bill in California would remove limits on how much researchers can pay women for their eggs. Make a well-reasoned argument either in favor of or against this change in law. Be sure to be systematic in laying out your argument, offering clear premises, justifying your assumptions, and showing how they build to support your conclusion. Then, in a short paragraph, offer the strongest objection you can think of to your own argument. Finally, offer a response to the objection. Your response should be consistent with, and should build upon, your original argument.

Write a research paper disvcussing the relationship between gender and entrepreneurial in Vietnam in 21 centuries

Part 1: Please respond to the following question about the course, knowledge gained and your experiences in this aging course. You do not need to cite sources for this part of the extra credit assignment.

Part 1: Detailed Extra Credit Assignment Question: Please discuss three (3) topics that had the greatest impact on your knowledge about aging, adult development, and family processes this semester. Please elaborate and give clear and concise examples to ensure a greater understanding of how these topics had an impact on your knowledge and experiences this term. Additionally, share how this new knowledge will be used to advance your understanding of the topic personally and with family members.

Part 2: Impact of COVID on Older Adults Question: Please discuss in detail three reasons based on current data from CDC, WHO, other health organizations, and developing research as to why older adults are more at risk of contracting and dying from the COVID-19 virus. Please provide an overview of the disease, its origination, and its rapid spread throughout the world and in particular in the US. As a part of your discussion and analysis of why and how it impacts older adults, please discuss three (3) recommendations you would make to older adults and or their family members providing care to the older adult. You will need to cite sources and have references for this portion of the Extra Credit Assignment.

Analyze the tone and theme of one of the poems that are in our textbook.

Topic due date: Submit your topic to the assignment text box in this module

Sources: 3-5 (there must be a variety of source types; at least one HAS to be an academic journal from the school’s electronic library)

Acceptable source types: Academic journals; academic books; encyclopedias; up to TWO websites that end in .edu

If you use a website that does not end in .edu or if you use more than one website, your paper will be given a significant deduction.

Please watch following video: https://www.youtube.com/watch?v=pX9x_w8ME9s
Based on this video please write a narrative model interview analysis based on the youtube use study, the narrative model template is attached.
The following sections must be included:
1. TUNE IN (Thinking/planning before the interaction)
2. FOCUS FOR WORK/CONNECTION TO OVERALL PURPOSE
3. CONTENT OF INTERACTION VERBATIM DESCRIPTION AND DIALOGUE, THOUGHTS & FEELINGS)
4.ASSESSMENT OF THE CLIENT/ASSESSMENT OF YOUR WORK:
5. SOCIAL WORK VALUES (what social work values and ethical principles are related to the purpose, process, and outcomes of the interaction with the client? please explain your response and use the ethical principles sheet I uploaded to and choose which principles relate to the study)

Canadian Point system which has been adopted by other countries and ask whether the US should use such a system for allocating immigrant visas,
Body: Explain how Canada adopted this system. Also, explain Canadian debates over the virtues and draw backs of this system which resulted in significant changes to the program.
Towards the end of the of the paper you would discuss why in your view the US should or should not adopt such a policy.

Write a research paper on Felon disenfranchisement should be put to rest no matter the severity or repeated offenses in the state of Florida.Basically my argument is that felons should be granted the right to vote no matter the severity of criminal charge. I believe that felons should still have a voice in the society as they will be treated differently by some, ridiculed, and judged and voting will give them a voice again. Voting allows the felons gain responsibility and rebuild their reputations by a good start of paying their respects to society and attempting to help shape the world. It’s their way of giving back to society after having made a poor decision in life. As for repeated offenders I do agree that their timed sentenced should be more harsh, but in some sense still doesn’t justify why voting rights should be snatched away. The political officials have been accused of all sorts of wrong doings, yet they remain in office. If the higher authorities are allowed repeated forgiveness, so should anyone holding a felony under their background.

Develop a proposal for advocacy actions that will impact the lives of children or adolescents.

Note: You are required to complete and receive feedback on Assessment 1 before moving ahead to Assessments 2–5, which may be completed in any order after Assessment 1.

Understanding the impact of microsystemic and macrosystemic factors on the lives of children and adolescents is important, but understanding alone cannot make change. One way to positively impact the lives of children and adolescents is to apply your understanding of developmental theories and contemporary issues to the world of policy through advocacy. This assessment provides the opportunity to construct a detailed advocacy plan related to a child or adolescent development topic that is important to you.

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

*IMPORTANT* MUST BE MET
Competency 2: Analyze legislation and policies in education, health, mental health, technology, institutions, and culture as they relate to children and adolescents.
Summarize a policy or piece of legislation related to child or adolescent development.
Competency 3: Evaluate the consequences of selected legislation and policies for their impact on children and adolescents.
Evaluate the impact of a policy or piece of legislation on children’s or adolescents’ social context.
Evaluate the impact of a policy or piece of legislation on children’s or adolescents’ peer relationships.
Evaluate the impact of a policy or piece of legislation on children’s or adolescents’ educational experience.
Evaluate the impact of a policy or piece of legislation on children’s or adolescents’ mental and physical health.
Evaluate the impact of a policy or piece of legislation on children’s or adolescents’ family and home environment.
Competency 5: Advocate for legislation and policies that improve the lives of children and adolescents.
Develop two detailed outlines for advocacy actions.
Analyze how proposed advocacy actions could influence the future direction of policy or legislation to improve the lives of children.
Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.

Context *DOCUMENT IS IN SUPPORTING DOCUMENTS*
The Assessment 4 Context document has important information on the No Child Left Behind Act, which is part of what Bronfenbrenner calls the macrosystem—the most remote people and things that have an influence over a child’s life, including laws, values, government, economy, cultures, conventions, and traditions.

Take time to review this document as you prepare to complete this assessment.

Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

How do current educational, economic, and mental health policies impact child and adolescent development in the domains of family, school, and community, and systems levels?
How does the media cover (or not cover) the impact of policies on domain or systems levels?
Which advocacy efforts on behalf of children and adolescents are you most aware of? Were they successful or unsuccessful? Why?

Resources
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The PSY-FP6020 – Topics in Child and Adolescent Development Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Child or Adolescent Development Topic
PSY6020/PSY-FP6020 Library and Research Guide: Choosing a Topic.
Economic Policy Institute. (n.d.). Retrieved from http://www.epi.org/
Urban Institute. (2017). Retrieved from https://www.urban.org/
These two think tanks offer papers about politics and related issues in relation to children and adolescents.
Policy
PSY6020/PSY-FP6020 Library and Research Guide: Policy Research.
National Conference of State Legislatures. (n.d.). Human services. Retrieved from http://www.ncsl.org/research/human-services.aspx
Advocacy
PSY6020/PSY-FP6020 Library and Research Guide: Advocacy
American Academy of Child & Adolescent Psychiatry. (n.d.). Advocacy. Retrieved from http://www.aacap.org/AACAP/Advocacy/Home.aspx

Optional Additional Resources
Berk, L. E., & Meyers, A. B. (2016). Infants, children, and adolescents (8th ed.). Boston, MA: Pearson.
Available from the Bookstore.
Cauffman, E., & Steinberg, L. (2012). Emerging findings from research on adolescent development and juvenile justice. Victims & Offenders, 7(4), 428–449.
Filindra, A., Blanding, D., & Coll, C. G. (2011). The power of context: State-level policies and politics and the educational performance of the children of immigrants in the United States. Harvard Educational Review, 81(3), 407–437, 617–618.
Lindle, J. C. (2008). School safety: Real or imagined fear? Educational Policy, 22(1). 28–44.
Marques, M., & Ressa, N. (2013). The Sexuality Education Initiative: A programme involving teenagers, schools, parents and sexual health services in Los Angeles, CA, USA. Reproductive Health Matters, 21(41), 124–135.
Shiffman, C. D. (2013). The juggling act: Navigating parent involvement in the welfare reform era. Educational Policy, 27(1), 64–91.
National Law Center on Homelessness and Poverty. (n.d.). Retrieved from http://www.nlchp.org/
U.S. Department of Education. (n.d.). Legislation. Retrieved from http://www2.ed.gov/policy/gen/leg/edpicks.jhtml
Assessment Instructions
Note: You are required to complete and receive feedback on Assessment 1 before moving ahead to Assessments 2–5, which may be completed in any order after Assessment 1.

Preparation
Conduct research through the Capella University Library and other online resources on a policy or piece of legislation that relates to your area of interest. You may also wish to research organizations that conduct advocacy related to that policy or piece of legislation and to familiarize yourself with their activities.

Directions
Create a 4–5-page advocacy proposal that includes the following elements:

A detailed summary of a policy or piece of legislation related to a child or adolescent development topic of interest to you. You may choose to a focus on legislation that is related to education, the economy, mental health, or another topic you are concerned about.
An evaluation of the consequences of the policy or legislation on the social context, relationships, academics, emotional issues, and family dynamics in children’s and adolescents’ lives.
A detailed outline for two different advocacy actions that could help shape the future direction or implementation of this policy or legislation, including the steps an individual would need to take as part of those advocacy actions.
An analysis of how the advocacy actions you proposed could influence the future direction of policy or legislation to improve the lives of children or adolescents.
Your proposal should be written to inform others who may be able and willing to join your advocacy effort.

Examples of possible advocacy actions include:

Letter or e-mail campaigns to local, state, or federal representatives about the issue and policy or legislation.
Active participation in meetings or other events in your community or a related organization (neighborhood association, school board, social services organization) that addresses your chosen issue or topic.
Outreach campaigns—for example, canvassing, phone banks, or creating and distributing educational materials.