Briefly discuss the theoretical and practical dynamics of the conscientious objection debate. Be sure to compare and contrast the two theories in your discussion.

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Briefly discuss the theoretical and practical dynamics of the conscientious objection debate. Be sure to compare and contrast the two theories in your discussion.

Bedford, E. L. (2012). Abortion: At the still point of the turning conscientious objection debate. HEC Forum, 24(2), 63-82.

Bellieni, C. and Buonocore, G. (2006). ASSISTED PROCREATION: TOO LITTLE CONSIDERATION FOR THE BABIES? Ethics and Medicine 22 (2), pg. 93.

Jedediah Purdy. (2006). The New Biopolitics: Autonomy, Demography, and Nationhood. Brigham Young University Law Review, 2006(4), 889-955.

Mallia, P.. (2010). Problems faced with legislating for IVF technology in a Roman Catholic Country. Medicine, Health Care, and Philosophy, 13(1), 77-87.

Newmeyer, T., Sandy, N. T., Jaworsky, D., Chihrin, S., Gough, K., Rachlis, A., . . . Mona, R. L. (2011). Case series of fertility treatment in HIV-discordant couples (male positive, female negative): The ontario experience. PLoS One, 6(9)

The ultimate goal of the Session Long Project is to identify and evaluate the ethical principles used in resolving ethical dilemmas, and to apply the principles to specific ethical issues that may have professional, sociological, economic, legal or political implications.

Abortion is an issue that evokes strong reaction from many people. According to the author of Abortion: At the still point of the turning conscientious objection debate,” two of the more prominent voices within public bioethical debate are philosophical views that, on the one hand, hold up bare (human) life as its fundamental value, and, on the other, hold up the life that can choose as its fundamental value. For this assignment, please read the article listed above and respond to the following questions.

Briefly discuss Lee and George’s theory and their position on abortion.
Briefly discuss Beauchamp and Childress’ theory and position on abortion.
Briefly discuss the theoretical and practical dynamics of the conscientious objection debate. Be sure to compare and contrast the two theories in your discussion.
The conscientious objection debate, which Charo and Cantor describe at the socio-political level, centers on a question that can be roughly articulated as, ‘‘How do we handle conflicts that arise because people hold divergent moral perspectives? Please provide an example of how this that might occur in your discipline of study. What is the conflict? What are the moral issues that might arise? Which one of theories discussed in the article might be used to resolve these conflicts?
Use the information in the modular background readings as well as resources you find through ProQuest or other online sources. Please be sure to cite all sources and provide a reference list at the end of the paper. Submit the paper as a WORD document through the link provided for the assignment.

SLP Assignment Expectations
Be sure to identify and discuss applicable state and federal laws/regulations as well as ethical theories and principles.
Your opinions must be justified with evidence from the literature.
Be sure to apply critical thinking skills to the assignment criteria.
References should be cited properly in the text of your essay (either in parentheses or as footnotes), as well as at the end.
Several (3-5) scholarly references should be cited for this assignment.

 

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Demonstrate and apply knowledge related to completing an evidence-based project to impact population health outcomes. Demonstrate and apply Healthy People 2010/2020 principles related to completing an evidence-based project to impact population health outcomes.

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Demonstrate and apply knowledge related to completing an evidence-based project to impact population health outcomes.
Demonstrate and apply Healthy People 2010/2020 principles related to completing an evidence-based project to impact population health outcomes.

In collaboration with your approved course mentor, you will choose a specific evidence-based practice proposal topic for the Capstone Project. Consider the clinical environment in which you are currently working or have recently worked. The Capstone Project topic can be a clinical practice problem, an organizational issue, a quality improvement suggestion, a leadership initiative, or an educational need appropriate “supervised to your area of interest as well as your practice immersion (practicum) setting. A combination of 100 clinical hours” in community health and leadership areas will be obtained through the application of the objectives listed in the “Guidelines for Undergraduate Field Experiences” manual and as captured in the ISP.

Practicum immersion experiences are required in a community health setting. Community health and leadership practice immersion can occur in the same site and in conjunction with the evidence-based project in the NRS-490V course. Definitions of community-based settings should encourage community integration and involvement; expand accessibility of services and supports; promote personal preference, strengths, dignity; and empower people to participate in the economic mainstream. Examples of the integration of community health, leadership, and an EBP can be found at Healthy People 2020.

The goals of the practice immersion experience is to apply the learning from your research, community health, and leadership courses:

After studying this course, you should be able to:

Demonstrate and apply knowledge of factors to consider when planning to work with a chosen community.
Demonstrate and apply knowledge of approaches that will facilitate engagement of the community.
Demonstrate and apply knowledge and skills required to work constructively with communities.
Demonstrate and apply knowledge related to engagement of organizational leadership and change agents.
Demonstrate and apply knowledge related to disseminating project findings/data with organizational leadership and change agents.
Demonstrate and apply knowledge related to completing an evidence-based project to impact population health outcomes.
Demonstrate and apply Healthy People 2010/2020 principles related to completing an evidence-based project to impact population health outcomes.

 

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To what extent do you think training and associate learning would be more important for Whole Foods compared to other grocery stores?

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To what extent do you think training and associate learning would be more important for Whole Foods compared to other grocery stores?

Whole Foods Case Study Questions
Review the Whole Foods Case Study (pp. 1-6) and answer the questions connected to Chapters 4, 5, 6, and 7 as listed below. Responses to each question should range from 100-200 words. Your paper should reflect scholarly writing and current APA standards (12 point Times New Roman font, double-spacing, 1″ margins, title and reference pages). Be sure to use the text and/or other sources to support your responses and properly cite the use of such.

To what extent do you think training and associate learning would be more important for Whole Foods compared to other grocery stores? (Ch 4)
Given the nature of Whole Foods’ jobs and the way in which associates are selected, what type of personality traits would be important for Whole Foods associates to possess? (Ch 5)
Which of the motivational practices are emphasized by Whole Foods in its management system? Tying rewards to performance? Designing enriched jobs? Providing feedback? Clarifying expectations and goals? All of these? (Ch 6)
Based on the demand-control and effort-reward models of stress, are Whole Foods team members like to experience a great deal of stress? Executives? (Ch 7)

 

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Jane Doe, an alert 55 year-old woman, was diagnosed with inoperable pancreatic cancer. Her prognosis was poor; she was given about six months to live.

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Jane Doe, an alert 55 year-old woman, was diagnosed with inoperable pancreatic cancer. Her prognosis was poor; she was given about six months to live.

She underwent several series of chemotherapy treatments, to no avail. She continued to lose weight, and became weaker. After three months of chemotherapy, she decided she wanted no further treatment. She became bedridden and was admitted to a nursing home for terminal (hospice) care. Her son, who lived in another state, arrived at the home and demanded to see the physician wanting his mother to be hospitalized and the chemotherapy resumed immediately. When the physician explained that there was little hope for her recovery, the son threatened to sue the physician for withdrawal of care. Identify the ethical issues in this case. In your opinion, does the son have a legitimate reason to sue the physician?
Jane Doe, an alert 55 year-old woman, was diagnosed with inoperable pancreatic cancer. Her prognosis was poor; she was given about six months to live. She underwent several series of chemotherapy treatments, to no avail. She continued to lose weight, and became weaker. After three months of chemotherapy, she decided she wanted no further treatment. She became bedridden and was admitted to a nursing home for terminal (hospice) care. Her son, who lived in another state, arrived at the home and demanded to see the physician wanting his mother to be hospitalized and the chemotherapy resumed immediately. When the physician explained that there was little hope for her recovery, the son threatened to sue the physician for withdrawal of care. Identify the ethical issues in this case. In your opinion, does the son have a legitimate reason to sue the physician? What are the possible solutions to this case? What might the physician have done to prevent the confrontation? What might the patient have done?

 

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