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Why should you have a foundation in ethics if you are involved in health care? Are you not already a good person?

Discussions Chpt. 1 p. 36, (1-6)
1.Why should you have a foundation in ethics if you are involved in health care? Are you not already a good person?
2.How can you use the tenets of natural law in your practice of health care?
3.Why is virtue ethics advocated as the best model for persons who work in healthcare professions? Does this argument succeed in helping manage inevitable ethical dilemmas?
4.Why is deontology still important in contemporary healthcare practice? How can you use the categorical imperative to make decisions in todays healthcare practice?
5.How does utilitarianism affect healthcare decision making? Do you thing this theory will be useful for making decisions about future issues?
6.How does Rawls theory connect to the movement for healthcare reform? How would Nozick argue against it?

LITERATURE

Narration/Point of View
Consider one of the storys we have read so far:
Story of an Hour
A Rose for Emily
The A & P
Spunk
Cask of Amontillado

1- Describe the effect of point of view in this story- point to specifics where perceptions shape our understanding of events and characters- how does the authors choice of point of view enhance other aspects of the story- why do you think the author ultimately made the decision they made in the telling? (give your opinion, but also pack it up by pointing to specific places or quoting briefly from the story- this is your supporting evidence! Feel free to refer to group discussion points that helped you- but give credit to other students if the idea originated with them) 100 words
2- Now imagine the story told from a different point of view- either a different character from within, a third person instead of first person (with or without access to interior minds/be sure to stipulate) or first instead of third (who would it be and what can they offer to add to what we know)? How would the story be different if told this way? Use your imagination to fill in what you might not know from the the original story- what would you like to know? (300 words)

Physical Development in Middle Adulthood

Write a 700- to 1,050-word paper discussing physical development in middle adulthood.
Address the following in your paper:
Describe at least four common health problems that evolve during this age, and explain how to address such problems.
Explain changes that occur in sexuality for men and women.
Compare the construct of female menopause and the male climacteric.
Explain the effect of stress, gender, and cultural differences on healthy living.
Include at least two peer-reviewed resources.
Format your paper consistent with APA guidelines.

What causes us to remember what we remember and to forget what we forget?

Think of an example of a time you have forgotten something and describe a mechanism or mechanisms related to that forgetting. Also, based upon what you have read on memory, what kind of techniques would be helpful to retain information for exams or papers?

When it comes to memory we will be focusing on one central question:

What causes us to remember what we remember and to forget what we forget?

Why do I remember my 14th birthday party or the girl I had a crush on in the fifth grade, but I do not remember that one girl who sits in the back row in my first period class?

Memory is defined as learning that has persisted over time. There are several models that exist to explain memory- we will go over the most important two; the three-box/information processing model and the levels of processing model.

But before I go through the models an easy way to look at memory is through a three step process; encoding, storage and retrieval. Encoding is the process of putting information inside of your head. Think of encoding like typing a project on your computer. If someone starts fling rubber bands at your head that while you are trying to study, that would effect the info you are trying to get in your head; called encoding failure. The next step, storage, is holding the information inside your head; just like pressing CTRL S on your computer and saving your project. If you bang your head one night and forget the name of your dog, you have storage failure. Finally, there is retrieval, or getting the information you have stored back out of your head so you can use it. This would be the same as finding and opening the document on your computer. If you drink alot of alcohol and cant remember where you live, you have retrieval failure. If you keep these terms in mind (encoding, storage and retrieval) the concept of memory becomes a snap.

Before looking at the model in any detail, I want you to understand that this model is just an idea. In reality, memory occurs many different ways, all over the brain. But this model creates a concept that simplifies the process.

Three-Box/information processing model

Sensory Memory

In order for anything to enter out memory, it must first be picked up by our senses (taste, touch, sight, hearing and smell). This first stage of memory is called sensory memory. Sensory memory (the hardest of the three types of memory to grasp) is defined as a slit second holding tank for all sensory information. I like to think of sensory memory like the Niagara Falls. The top of the falls is our brain/awareness and the water is all the stuff we are constantly sensing. Most of what we sense we forget almost immediately, just like most of the water goes to the top of the falls and falls righ-t down. In fact, there is just a VERY SMALL amount of information picked up by our senses that we pay attention to and goes on to the next stage of memory (short term memory).

Researcher George Sterling demonstrated that sensory memory exists, and that it only lasts a split second. He flashed a grid of nine letters, three rows and three columns, to participants for 1/20 of a second. The participants in the study were directed to recall either the top, middle or bottom row immediately after the grid was flashed to them (Sterling used a low, medium or high tone to indicate which row they should recall). The participants could recall any of the three rows perfectly. This experiment demonstrated that the entire grid must be held in the sensory memory for a split second. This type of sensory memory is called iconic memory, a split second perfect photograph of a scene. If not asked what the letters in the grid were immediately after the flash, the participants would have no recollection of ANY of the letters. Other experiments demonstrated the existence of echoic memory, an equally split second memory for sounds.

Most of the information in or sensory memory is not encoded, however some of it is encoded in the next stage of our memory: short term memory. What determines which sensory messages get encoded? Selective attention: we encode what we are paying attention to or what is important to us. Five seconds ago, you did not feel your socks. The feeling of your socks went into your sensory memory and right back out. Right now you cannot help but pay attention to the feeling- thus you will begin to remember the feeling in your short term memory.

Short-term Memory

Also called working memory, short-term memory is everything you are thinking of at the current moment. Short-term memory is also temporary. If you do nothing with them, they usually fade in 10 to 30 seconds. The short-term memory is kind of like a pier or dock. If you put too many people on the dock, someone will fall off into the water. Like the dock, the short-term memory can only fit a certain number of things before some fall off (forget). The average short term memory is around 7 units. For example, we can hold about seven numbers in our short term memory (that is why phone-e numbers are seven digits long). Now, we can increase our short term memory by chunking information. Chunking is grouping information into larger units. For example, the phone number I grew up with was 914-835-2640. That number is 9 digits long. But to people in the 914 area code, they have learned to chunk (group) 914 together so it counts as one digit. It is easier to chunk information if you make meaning out of it. Think of the numbers 177618121945- these digits may seem really hard to memorize- but if you chunk them into meaningful units (in this case famous dates in US history)- 1776- 1812- 1945- then the task becomes much easier.

A popular example of chunking is called mnemonic devices: or memory aids. ROYGBIV (for the colors of the visible light spectrum) or My very excellent mother just served us nine pizzas (for the planets) are examples of mnemonic devices (but I guess Pluto is not a planet- so get rid of pizzas and change nine to nutterbutters and everything is hunkydorey).

Now the MOST popular way to get information from our short-term memory into the next type of memory (long-term memory) is to rehearse the information. Rehearsing is just repeating the information that you have in your short-term memory enough times so it gets transferred into the long-term memory. Simple repetition can help our memory, but as we will find out later- creating meaning to the material helps even more.

Long-Term Memory

Long-term memory (LTM) is our limitless storehouse for information. Now although the LTM is unlimited, memories can decay or fade over time. LTM is broken down into two major types (declarative and non-declarative)

Declarative Memories (also called explicit memories) are our conscious memories that we have to put effort in to remember. There are two tyoes of declarative (explicit) memories.

Semantic memory: General knowledge of the world stored as facts. If you remember the names of Columbuss three boats then you have a semantic memory.

Episodic memory: Memories of specific events. Think of this like episodes of your life; like remembering your 14th birthday party.

Non-declarative Memories (also called implicit memories) are unintentional memories that we might not even realize we have. There are two major types on non-declarative (implicit) memories.

Procedural memories: Memories of skills and how to perform them. Riding a bike is a procedural memory.

Classically conditioning: Anytime you have been classically conditioned, you form a non-declarative (implicit) memory. When Pavlovs dogs salivated at the sound of the tone- their body remembered the connection between the food and the bell- that was not a conscious memory- thus it is non-declarative.

One unique example of a long-term memory that VERY few people have is called eidetic memory (commonly called a photographic memory). This does exist but is extremely rare- what most people call a photographic memory is just a really good memory. A true eidetic memory benchmark is someone who can see a list of 70 digits for less than a minute- then recite them forwards and backwards- and remember that list up to 15 years later!!!!

Ok that was the three-box informational processing model of memory, the other (and much more simple) model is called:

Levels of Processing Model

The Levels of Processing Model is just another way of looking at memory. Instead of thinking of memories as long-term of short-term, this model looks at them as how deeply they have been processed. They are deeply (elaborately) processed or shallowly (maintenance) processed. If you repeat something over and over again to yourself, take a quiz on it- do well, but forget it soon after- that information was shallowly (maintenance) processed in memory. If you give the information meaning while memorizing it (for example, relate it to your life or talk about it with friends) than you should deeply (elaborately) process the information and it will last much longer in your memory.

In both memory models, the last step in memory is to get the information back out of your head after your store it, which is called retrieval. source: http://www.appsychology.com/Book/Cognition/Memory/memoryintro.htm

Project Paper

The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!

Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic.

For the topic you choose:

Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic asks you to do several things related to the topic, be sure to do each of the things listed.
The listed topics each have a certain writing genre with it (written speech, memo, poem with essay, srpted dialogue, etc). From this you can see that there is a fun, creative writing aspect to this assignment. In most cases students should stick with the genre as listed. However, your instructor might suggest some alternative genre on one of the topics. As a student, you also can propose to your instructor some alternative genre for the topic you choosesomething different from what is listed. Since not all such proposals can work, be aware that your proposal will get consideration, but may or may not be approved. Also, if you make such a proposal, please do so before the end of Week 5.
Use at least three (3) good quality academic sources, with one (1) source being the class text.
Note: Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.

Note: Your instructor may require you to submit your topic choice for approval before the end of Week 5.

Topic choices (pick 1):

Office Art Memo. Memorandum. Your boss, who knows you have been taking a humanities class since he pays for your tuition reimbursement, has tasked you with managing the art budget for your company, expecting you to choose various pieces of art for the new corporate offices. (Note: Replicas of the works are acceptable since they are more cost-efficient and you are working on a budget.) Include the following:
Identify three (3) examples of 19th century Impressionist painting or sculpture and three (3) Post-Impressionist works. Explain how the six (6) pieces of art fall into these two (2) styles.
In a memo, describe the appearance of your six (6) choices to your CEO so he or she will know what the art looks like and where it would be placed in the corporate offices.
Explain why each piece is considered to be historically significant.
Explain how each piece fits your companys overall (or desired) corporate image. Keep in mind that a piece of art is supposed to say something about the owner, so describe what would these pieces of art say about your company.

New Composition. Speech. Your uncles birthday is in two (2) months, and everyone knows that he loves almost all kinds of music. As a birthday gift for him, you want to have a special piece of music composed in his honor which will be played at a family birthday celebration. Write a speech that you will make to the composers agent. Include the following:
Narrow your choices down to three (3) composers youve studied in this course. Choose one (1) of the composers and explain why you want him to write the birthday present music.
Explain why the other two (2) composers were ultimately not selected.
Specifically identify the musical elements in the composers style that you would like to be included in the new music written for your uncle.
Describe what sort of emotion is generated by listening to the works of your selected composer; in other words, what do you want your uncle to feel as he hears the music, and why is this composer so perfect for this composition?

Harlem Renaissance Poets. Essay & Poem. Choose two (2) poems by different authors from the Harlem Renaissance. Write an essay that:
Describes each authors role and importance within the Harlem Renaissance.
Identify the elements in each of their poems in which you see evidence of the double-consciousness being expressed by each author.
Fully describe at least two (2) primary themes you see in the poetry written during this time period, referring to specific lines in each of the poems.
Write your own poem that expresses these identified themes of the Harlem Renaissance.

Womens Roles Then & Now.Script. Script a conversation between two (2) notable women from the 18th and / or 19th century on the roles women should play in society. Within the dialogue, include:
Biographical information for each woman.
The historical status for women in general during the time period in which each woman lived.
What opinions each of the women might have on the role the women should play in society during their lifetimes.
What each of the women might think about womens current roles.

Other topic choice recommended and approved by the professor and supported by the grading rubric.

The Project Paper will be graded on:

The level to which the instructions were followed.

The extent to which all four (4) parts in the topic were addressed.

The adequacy of information, examples, and details which support the general claim or main idea.

The clarity and relevance of the explanations and desrptions.

Adherence to standard rules of grammar, punctuation, and mechanics.

The inclusion of three (3) required references (two [2] additional sources besides your textbook) documented using APA style.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA Style format. Check with your professor for any additional instructions specific to the selected topic. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)

Include a cover page containing the title of the assignment, the students name, the professors name, the course title, and the date. The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

Explain how key social, cultural, and artistic contributions contribute to historical changes.

Explain the importance of situating a societys cultural and artistic expressions within a historical context.

Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.

Identify major historical developments in world cultures from the Renaissance to the contemporary period.

Use technology and information resources to research issues in the study of world cultures.

Write clearly and concisely about world cultures using proper writing mechanics.