3:Race & Minority Relations

Post is of three assignments

1:Issues at the end of life 7.1,, 7.2. 7.3

Paper details:

7.1″ She did not look dead. A Cape ventilator stood chugging faintly at her bedside and there was an endotracheal tube in her mouth connected via a couple of lengths of rubber tubing to the ventilator, but otherwise she looked, quite literally, as though she were asleep. Until that moment I had thought that this notion must be exactly what it sounds to be, an easy cliché: but it was true. Sally’s heart beat on: the monitor beside her bedside showed normal sinus rhythm. Intravenous infusions kept her blood pressure up to normal despite the death of her brain’s regulating centres. Thus she was pink, warm, apparently comfortable in her white sheets ”
Benjamin (1993, p. 85)

Think about whether or not you think it is counterintuitive to associate any physical movement with the idea that someone is ‘dead’.

Philosophical concepts of death relate more to the ending of ‘a life’, the loss of a ‘person’ or a permanent loss of consciousness than to the cessation of physical function. A philosophical view is more concerned with the overall experience of death than with the fulfilment of specific medical criteria.

7.2
Read this explanation of DNR orders (BBC 2014). Could DNR orders be described as a form of passive euthanasia? Make some notes such orders are used in the acute medical ward .
http://www.bbc.co.uk/ethics/euthanasia/overview/dnr.shtml
7.3
Individuals in a persistent vegetative state (PVS) present clinicians (and society as a whole) with a range of complex ethical and legal problems. The PVS patient’s brain stem remains intact but all higher brain functions are lost; the patient is therefore deprived of the capacity to think, perceive, remember, etc., although they may breathe spontaneously and react in a reflexive manner to stimuli.

It may be claimed that the patient’s ‘quality of life’ is so poor that withdrawing medical treatment is morally justified. Alternatively, it may be argued that to withdraw treatment is ‘wrong’ in that it is equivalent to killing the patient. Airedale NHS Trust v Bland (1993 ) (discussed in Unit 3) highlighted some of the ethical and legal difficulties raised by a PVS.

There are several important questions here. These include the following:

If we uphold the ethical principle of beneficence, should we as health professionals try to keep people alive at all costs? Is keeping a patient ‘alive’ always a ‘good’ act? Could maintaining life, in some circumstances, be considered ‘harmful’ and thus indicate that ongoing treatment is not always morally required?

Search for examples of where these debates have been held. Make notes about how you feel as you try to answer the questions. Think about these feelings and how they may affect your practice.

2:Allocating resourse challenges 8.1, 8.2, 8.3

Paper details:

8.1Undertake a search and identify a range of different areas where healthcare budgets are explicitly debated. Make some notes

8.2
Spend some time on reading around and thinking about questions such as: what ethical justification is there for priority-setting in healthcare?

8.3Read this article concerning funding for cancer drugs (Hughes 2010). Think about if it is possible, taking into consideration the needs of all members of society, to make a ‘fair’ decision in cases such as this. Discuss this with your Learning Set.http://www.bbc.co.uk/news/health-11736595

3:Sociology interview

3:Race & Minority Relations

Paper :
Assignment involves demonstrating your understanding of how analyzing how socialization reinforces racial behaviors and attitudes by applying course concepts concerning race and ethnicity to an interview that you will conduct. For this paper, you will interview someone who identifies as a different race than yourself. Preferably, you should interview a stranger. It will be best if you can record the interview, so that you can analyze it later. Analyze the interviews using your understanding of core concepts and by applying your sociological imagination.
You will write your findings up in a narrative format. You will have an introduction and a conclusion. When you start analyzing your data, you will first describe your sample: this means you will tell all the demographic details about your respondent. You will not use their real name! Next, you will talk about their responses to the different questions that you will ask and you apply the theories and course material that we have been using in class when applicable. I will give an example of this in class.

FORMATTING
• Compose your paper in Word (.doc or .docx) – other formats will not be accepted
• 1-inch margins
• 12-point Times New Roman font
• 3 – 4 pages – no more, no less
• All pages should be double-spaced
• NO bullet points or fancy formatting – no colors, fancy text, images, video, cat pictures, etc.
• Do not write your name, the class’ name, the date, or any other superfluous information on the body of this paper (you can include your name in the header or footer sections).
• Be sure to include class material in your explanations, as well as define any sociological terms that you use.
• This paper does require citations, and you should use ASA-style formatting when you do make reference to someone else’s work (see https://owl.english.purdue.edu/owl/resource/583/1/).
• Save your paper as “Paper 1_Films_your last name.”
SUBMISSION REQUIREMENT
• Submit via the “Assignments” link in Blackboard before LATE SUBMISSIONS WILL NOT BE ACCEPTED.
WRITING TIPS
• Write in formal academic narrative form (i.e. use full sentences and paragraphs). Do not use bullet points.
• Writing matters. Proofread and edit to ensure your message is clearly conveyed throughout the paper. Spellcheck is your friend.
• Do not include contractions in formal class papers (e.g., use “do not” NOT “don’t”).
• Make sure that the sections of your paper flow to make one coherent paper.
• Keep the reader in mind when you write. Your paper should be easily accessible.
• Use topic sentences (aka “focus sentences”) to begin each paragraph. Every paragraph should include a topic sentence that identifies the main idea of the paragraph. A topic sentence also states the point the writer wishes to make about that subject. The supporting details in the paragraph will develop, explain, or support the topic sentence.
• A folder containing writing resources is available in the “Writing Resources” section of our course webpage.
A FINAL REMINDER: PLAGIARISM and UNAUTHORIZED GROUP WORK
• Graded assignments are to be completed individually. That is, you should write this paper by yourself. Any unauthorized group work or other violations of the FSU Academic Honor Policy will not be tolerated. For more information –

end of life