R Paper 2

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The first thing I would like to do is return to the original “scene of the crime”, if you will.

  1. A stranger saving a drowning child.
  2. A solider risking their life for a civilian.
  3. A doctor making sure that a cure for an illness was affordable and available to all people.
  4. Do you still agree with your original answer? Why or why not?
  5. Between utilitarianism, Kantian deontology, prima facie deontology, and virtue ethics, which theory has had the biggest impact on your response? Why is that? Use the readings or the videos you’ve watched throughout the semester to clarify your answer. I want quotations.A. The first thing I would like to do is return to the original “scene of the crime”, if you will. Remember the first question I asked during the first RP? It’s the one that began with the examples of:

     

    B.

    i. A stranger saving a drowning child.

    ii. A solider risking their life for a civilian.

    iii. A doctor making sure that a cure for an illness was affordable and available to all people.

     

    I specifically asked you what made these actions morally praiseworthy—the motives of the agents responsible or the consequences of their actions. Remember that? Ok, so, go back to your original answer to that question on motives or consequences. Read it to yourself. Now, give me a summary of what you originally wrote and why. This doesn’t need to be longer than 3 sentences.

     

    Got your summary? Good. Now, answer the following two questions:

     

    1. Do you still agree with your original answer? Why or why not?

    2. Between utilitarianism, Kantian deontology, prima facie deontology, and virtue ethics, which theory has had the biggest impact on your response? Why is that? Use the readings or the videos you’ve watched throughout the semester to clarify your answer. I want quotations. Put them in the MLA format.

    B. Not too shabby! But here’s what I’d like you to do now. In the above, I had you talk about one of the theories you’ve learned about this semester (utilitarianism, Kantian deontology, prima facie deontology, and virtue ethics). I specifically wanted you to discuss the theory that had the biggest impact on your own moral thinking this semester. Here’s the thing. No moral theory is totally flawless. In fact, as you’ve been learning throughout the semester, you’ve also been learning about the shortcomings of each theory. And so, my question now is: of the theory you wrote about above, what do you think is that theory’s biggest flaw or limitation? Base your answer off of the course readings this semester. I’m expecting quotations. Put them in the MLA format.

     

    C. Last one, kiddos! Why don’t we have fun with this one. Here’s a moral thought experiment for you:

     

    After several months of a deadly cat-and-mouse chase, you and your Special Forces Unit have managed to capture Saren Arterius, the renegade responsible for a terrorist attack in Chicago, which resulted in the deaths of thousands of innocent, civilian lives. The FBI and the CIA have determined that another terrorist attack is immanent, though the official day, time, and location is still beyond them. Saren is the only one who knows the full details. Getting this information from him may save countless civilian lives. Predictably, Saren has refused to cooperate. However, your second in command, Lieutenant Garrus Vakarian, has a plan. Recently, his unit captured Saren’s only child, a 9 year old boy named Raulito. Vakarian’s plan is to have you torture little Raulito in front of Saren, coercing him into divulging all the information he has. Though he is Saren’s son, Raulito knows nothing of Saren’s life as a terrorist; he is a normal child. From the perspective of the theory you most align with (i.e. the one you discussed throughout this  RP), is it morally permissible to torture Raulito, in order to ultimately prevent a terrorist attack? Why or why not? As a follow up: Beyond what the theory recommends, what do you believe is the right thing to do? Is there a “gap” between your position and the theory position? If so, why do you think that is?

 
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Discussion 2 Talia Case

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Discussion 2 – Week 1

Discussion 2: Resiliency

Perhaps you have observed a friend or family member after a tragedy and thought, “I’m not sure how they are managing” or “I wouldn’t be able to function.” Why do some individuals, despite overwhelming hardship, have the capacity to adapt and “bounce back,” whereas others, faced with similar circumstances, do not? The answer is resiliency, also referred to as resilience. Social workers help clients strengthen their resiliency as a protective factor against change and adversity across the life span.

Talia Johnson, whom you met briefly in HBSE I, is a young adult who has experienced a sexual assault. How might the concept of resiliency apply to her? For this Discussion, you explore resiliency and integrate it in social work practice using Talia’s case. As you progress through the course, continue to consider resiliency’s role in well-being across the life span.

To Prepare:

  • Review the Learning Resources      on resiliency.
  • Access the Social Work Case      Studies media and navigate to Talia.
  • As you explore Talia’s case,      imagine that you are her social worker, and consider how you might apply      the concept of resiliency to her case. Also think about how you might apply      the concept to social work practice in general.

APA 7 Edition Format

By Day 12/02/2021
Post a Discussion that includes the following:

  • An explanation of how you, as      Talia’s social worker, might apply the concept of resiliency to Talia and      her situation
  • Examples from Talia’s case      and the resources to support your strategy
  • An explanation of how you      might apply the concept of resiliency more generally to social work      practice

The Johnson Family ( Talia Case )

Talia is a 19-year-old heterosexual Caucasian female, who is a junior majoring in psychology and minoring in English. She has a GPA of 3.89 and has been on the dean’s list several times over the last 3 years. She has written a couple of short articles for the university’s newspaper on current events around campus and is active in her sorority, Kappa Delta. She works part time (10–15 hours a week) at an accessory store. Talia recently moved off campus to an apartment with two close friends from her sorority. She is physically active and runs approximately three miles a day. She also goes to the university’s gym a couple of days a week for strength training. Talia does not use drugs, although she has smoked marijuana a few times in her life. She drinks a few times a week, often going out with friends one day during the week and then again on Friday and Saturday nights. When she is out with friends, Talia usually has about four to six drinks. She prefers to drink beer over hard liquor or wine, but will occasionally have a mixed drink.

Talia has no criminal history. She reports a history of anxiety in her family (on her mother’s side), and on a few occasions has experienced heart palpitations, which her mother told her was due to nervousness. This happened only a handful of times in the past and usually when Talia was “very stressed out,” so Talia had never felt the need to go to the doctor or talk to someone about it until now. Talia is currently not dating anyone. She was in a relationship for years, but it ended a few months ago. She had since been “hooking up” with a guy in one of her English classes, but does not feel it will turn into anything serious and has not seen him in several weeks.

Talia’s parents, Erin (40) and Dave (43), and her siblings, Lila (16) and Nathan (14), live 2 hours away from the university. Erin works at a salon as a hairdresser, and Dave is retired military and works for a home security company. Erin is on a low-dose antidepressant for anxiety, something she has been treated for all of her life.

Talia came to see me at the Rape Counseling Center (RCC) on campus for services after she was sexually assaulted at a fraternity party 3 weeks prior. She told me she had thought she could handle her feelings after the assault, but she had since experienced a number of emotions and behaviors she could no longer ignore. She was not sleeping, she felt sad most days, she had stopped going out with friends, and she had been unable to concentrate on schoolwork. Talia stated that the most significant issues she had faced since the assault had been recurrent anxiety attacks.

Talia learned about the RCC when she went to the hospital after the sexual assault. She went to the hospital to request that a rape kit be completed and also requested the morning-after pill and the HIV prevention protocol (Post-Exposure Prophylaxis, or PEP). At that time, a nurse contacted me through the Sexual Assault Response Team (SART) to provide Talia with support and resources. I spent several hours with Talia at the hospital while she went through the examination process. Talia shared bits and pieces of the evening with me, although she said most of the night was a blur. She said a good-looking guy named Eric was flirting with her all night and bringing her drinks. She did not want to seem ungrateful and enjoyed his company, so she drank. She also mentioned that the drinks were made with hard liquor, something that tends to make her drunk faster than beer. She said that at one point she blacked out and has no idea what happened. She woke up naked in a room alone the next morning, and she went straight to the hospital. Once Talia was done at the hospital, I gave her the contact information for RCC. I encouraged her to call if she had any questions or needed to talk with someone.

During our first meeting at the RCC, I provided basic information about our services. I let her know that everything was confidential and that I wanted to help create a safe space for her to talk. I told her that we would move along at a pace that was comfortable for her and that this was her time and we could use it as she felt best. We talked briefly about her experience at the hospital, which she described as cold and demeaning. She told me several times how thankful she was that I had been there. She said one of the reasons she called the RCC was because she felt I supported and believed her. I used the opportunity to validate her feelings and remind her that I did, in fact, believe her and that the assault was not her fault.

We talked briefly about how Talia had been feeling over the last 3 weeks. She was very concerned about her classes because she had missed a couple of assignment deadlines and was fearful of failing. She told me several times this was not like her and she was normally a very good student. I told her I could contact the professors and advocate for extensions without disclosing the specific reason Talia was receiving counseling services and would need additional time to complete her assignments. Talia thanked me and agreed that would be best. I introduced the topic of safety and explained that she might possibly see Eric on campus, something that might cause her emotional distress. We talked about strategies she could use to protect herself, and she agreed to walk with a friend while on campus for the time being. She also agreed she would avoid the gym where she had seen Eric before.

The Johnson Family

Erin Johnson: mother, 40

Dave Johnson: father, 43

Talia Johnson: daughter, 19

Lila Johnson: daughter, 16

Nathan Johnson: son, 14

During our second meeting, Talia seemed very anxious. We talked about how she had been feeling over the last week, and she indicated she was still not sleeping well at night and that she was taking long naps during the day. She had missed days at work, something she had never done before, and was in jeopardy of losing her job. Talia reported experiencing several anxiety attacks as well. She described the attack symptoms as feeling unable to breathe, accompanied by a swelling in her chest, and an overwhelming feeling that she was going to die. She said that this was happening several times a day, although mostly at night. I provided some education about trauma responses to sexual assault and the signs and symptoms of post-traumatic stress disorder (PTSD). We went over a workbook on trauma reactions to sexual assault and reviewed the signs and symptoms checklist, identifying several that she was experiencing. We practiced breathing exercises to use when she felt anxious, and she reported feeling better. I told her it was important to identify the triggers to her anxiety so that we could find out what exactly was causing her to be anxious in a given moment. I explained that while the assault itself had brought the attacks on, it would be helpful to see what specific things (such as memories, certain times of the day, particular smells, etc.) caused her to have anxiety attacks. I gave Talia an empty journal and asked her to record the times of the episodes over the next week as well as what happened right before them. She agreed.

We met over several sessions and continued to address Talia’s anxiety symptoms and feelings of sadness. She told me she was unable to talk about what happened on the night of the rape because she felt ashamed. She said that it was too difficult for her to verbalize what happened and that the words coming out of her mouth would hurt too much. I reassured her that we would go at her pace and that she could talk about what happened when she felt comfortable. We practiced breathing and reviewed her journal log each week.

It had become clear that the evenings seemed to be the peak time for her anxiety, which I told her made sense as her assault had occurred at night. I described how sleep is often difficult for survivors of sexual assault because they fear having nightmares about what happened. She looked surprised and said she had not mentioned it, but she kept having dreams about Eric in which he was talking to her at the party. The dreams ended with him holding her hand and walking her away. She said she also thought about this during the day and could actually see it happening in her mind. We talked about the intrusive thoughts that often occur after trauma, and I tried to normalize her experience. I told her that often people try to avoid these intrusions, and I wondered if she felt she was doing anything to avoid them. She told me she had started taking a sleep aid at night. When I asked about her exercise habits, she said that right after the assault she had stopped running and going to the gym. We set a goal that she would run one to two times a week to help her with anxiety and sleeping. I also suggested that now would be a good time to start writing her feelings down because journaling is a very useful way to express feelings when it is difficult to verbalize them. Talia mentioned that she had decided not to go to the police about the sexual assault because she did not want to go through the process. I informed her that if she wanted to, she could address the assault in another way, by bringing it to the campus judicial system. She said she would think about this option.

During another session weeks later, Talia came in distraught. She said she had been feeling better overall since working on her breathing and doing the journaling, but that a few things had happened that were making her more and more anxious and that her attacks were increasing again. Talia said her parents were pushing her to drop out of school and to come home. She said they had been calling and texting her often, something she found annoying but understandable. They were very upset about what had happened, although they were more upset with her that she had waited for weeks to tell them about “it.” Her father threatened to come and beat the guy up, and her mother cried. She avoided talking with them, but they had become relentless with the calls. Her mother had shown up with her sister unannounced the previous weekend and had treated Talia like she had a cold—making chicken soup and rubbing Talia’s feet. The pressure from her parents was weighing on her and upsetting her. Talia was also distressed by a friend who kept pushing her to talk about what happened. When Talia finally relented, her friend asked her why she had gone upstairs with him. Talia said this made her feel terrible, and she started to cry. This friend also told her that Eric had heard she had gone to the hospital and was telling people that she had wanted to have sex. Eric had been telling people she was “all over him” and that she had taken her own pants off. This made Talia very angry and upset.

Key to Acronyms

HIV: Human Immunodeficiency Virus Infection

PEP: Post-Exposure Prophylaxis

PTSD: Post-Traumatic Stress Disorder

RCC: Rape Counseling Center

SART: Sexual Assault Response Team

We talked about how there are certain myths in society around sexual assault and that the victim is often blamed. We also talked about how the perpetrator often blames his or her victim to make himself or herself feel better. Talia said she has felt some sense of blame for what happened and that she should not have drunk so much. She started to cry. I gently reminded her that she was not at fault for Eric’s actions, and her drinking was not an invitation to have sex. I reminded her that he should have seen how incapacitated she was and that she could not have consented to sex. Talia continued to cry. She clearly had a number of emotions she wanted to express but was having difficulty sharing them, so I offered her some clay and asked her to use it to mold representations of different areas in her life and how she felt about them. We spent the rest of the session talking about the shapes she made and how she felt. Toward the end of the session she told me she had decided to put in a complaint with the campus judicial system about the assault. She worried that Eric would assault another woman and she would feel responsible if she did not alert the university. I offered my support and told her I would be there for her through the process.

References

Laureate Education (Producer). (2013). Johnson family: Episode 5 [Video file]. Retrieved from https://class.waldenu.edu

Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. The Johnson Family (pp. 11–13).

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.

Initial Posting: Content

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.

 
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Sportogrpahy

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You Are What You Play: Employing the Socioecological Model (SEM) to Understand Athlete

Motivations and Outcomes for Sport Participation

According to SEM (Bronfenbrenner 1979), how students participate in sport differs based on four levels of

factors. What sport you play and how you play is based on who you are (intrapersonal), your external environment

(interpersonal, institutional, and environmental) and the feedback you receive from the things/people around you.

Before we use this model to explore other athletes, I want us to use the model to analyze ourselves. Please complete

the following based on the sports you played in high school. If you did not play a sport, think about how these factors

contributed to you not playing.

 

 

Sport(s) Played: Football and Soccer Intrapersonal • Personality • Parents’ Athletic Background • Parents’ Education • Athletic Ability • Academic Aspiration • Career Aspiration • Health

 

• Very competitive in sports, always want to be the best.

• Dad played soccer in high school & mom played volleyball in high school/college.

• Both parents have BA’s in Criminal Justice (Dad from Texas A&M; Mom from Florida St.)

• Due to an ACL tear my junior year in HS, I joined sports medicine to stay involved in sports.

• Academic: I plan on graduating with a Bachelor’s in Sports Admin and then go to Rice to get a

Master’s.

• Career: I plan on wanting to work as an athletic director of a high school or university after

graduating.

Interpersonal • Family Dynamics • Team Dynamics • School Dynamics • Coach Support/Role

 

• Family Dynamics: I come from a military family (Parents were marines, brother is enlisted in the Navy) so striving to give 100% and be the best I can has always been implemented in my family. “Failure is not an option”

• Team motto in HS: “do your job.” “Always have your brother’s back.” The guys I played sports with in HS were always supportive and always had each other’s back.

• School Dynamics: I went to Memorial HS (Houston) where we competed every year in baseball and tennis and soccer, so if you were picked to be on the team, you had to live up to the motto of “always strive to be excellent”

• Coaches: Coaches were always seen as parents away from home. They would always get on me when I messed up, but did it in a where they supported us and wanted us to be at the best of our ability.

Institutional School • Eligibility Rules • Resources (tutors, health insurance,

funding) Community

• Eligibility rules: UIL official rules in Texas, “No Pass, No Play” so even with the pressure to be the best in my respected sport, I had to be the best academically as well.

 

 

You Are What You Play: Employing the Socioecological Model (SEM) to Understand Athlete

Motivations and Outcomes for Sport Participation

According to SEM (Bronfenbrenner 1979), how students participate in sport differs based on four levels of

factors. What sport you play and how you play is based on who you are (intrapersonal), your external environment

(interpersonal, institutional, and environmental) and the feedback you receive from the things/people around you.

Before we use this model to explore other athletes, I want us to use the model to analyze ourselves. Please complete

the following based on the sports you played in high school. If you did not play a sport, think about how these factors

contributed to you not playing.

 

 

• Structural (Playgrounds, Churches) • Employment Opportunities • Cultural (Adult and Peer Influences)

 

• Resources: Going to Memorial had a lot of sponsors. Our school was always renovating fields, locker rooms, etc.

• Structures: We had our own Freshman, JV football field and track on campus. Many track events and playoff games for baseball and softball were always held at Memorial due to constant renovation.

• Employee: Our sports teams that had new coaches would have to go through the system of “starting at the bottom and working your way up.” Meaning new coaches would coach Freshman/sophomore teams with the coaches who have been there for 10+ years coaching JV and Varsity.

• Culture: The saying “football is religion,” definitely was felt at memorial. Since we competed with schools like Katy, Cinco Ranch, & Strake Jesuit, stadiums were always packed on Friday/Saturday nights.

Environmental • Professional Athlete Role Models • Popular culture (music and fashion) • Crime/Legal System • Racial/Gener/Class Ideologies

 

• Professional Role Models: Soccer: Lionel Messi, Wayne Rooney, Landon Donovan. Football: Tom Brady, Larry Fitzgerald, Peyton Manning.

• Popular Culture: clothing was always the same. Nike Shoes/shorts with college (places I wanted to go to; UH, A&M, Michigan, etc.) T- Shirts. Music Culture differed in sports. In football it was definitely more towards heavy rock and roll (AC/DC, Drowning Pool, Iron Maiden, etc.) Whereas with Soccer it was more of the rap scene (J. Cole, Kendrick Lamar, Drake, etc.)

• Crime and Legal Scene: Living in the memorial area, we were heavily surrounded by police stations (Spring Valley PD, Piney Point PD, etc.) so crime was very limited due to constant surveillance.

• Racial/Gender ideologies: Living in a rich area, many of the kids whos parents would donate to the school were first picked for spots on teams, where those who could not donate

 

 

You Are What You Play: Employing the Socioecological Model (SEM) to Understand Athlete

Motivations and Outcomes for Sport Participation

According to SEM (Bronfenbrenner 1979), how students participate in sport differs based on four levels of

factors. What sport you play and how you play is based on who you are (intrapersonal), your external environment

(interpersonal, institutional, and environmental) and the feedback you receive from the things/people around you.

Before we use this model to explore other athletes, I want us to use the model to analyze ourselves. Please complete

the following based on the sports you played in high school. If you did not play a sport, think about how these factors

contributed to you not playing.

 

 

(middle-class) had to work extra hard and prove that they belonged on the same field (I was one of those kids.) Since women teams always competed in state, they got the same level of interest, but only during playoffs, whereas every male sporting event was sold out during the regular season, whereas women regular season games only saw parents and close friends of those on the team.

 
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Final Project Submission

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Project: Final Project Submission
Throughout this course, you have developed a relationship with an art form of your choosing. You have looked at this work of art through several lenses that were designed to deepen your appreciation for the art and increase your awareness of how art is created and exhibited. You have studied how art, in general, and your chosen art form, in particular, impacts culture, society, and even civilization. Finally, as you studied your chosen art form, you became an active participant in the creative, artistic process.

Submission of Final Project: In Week 1, you identified a local exhibition, event, presentation, or production of an art form that you could attend by the end of Week 4. In Week 2, you selected the art form and within that art form, the specific work of art that you investigate and explore for your Final Project. In Week 3, you discovered and outlined the influence of the philosophical and religious environment in the era in which your chosen work of art was created. In Week 4, you described the historical and cultural context of the literature written in the same era as the artwork you chose.. This week you submit your completed Final Project. Congratulations!

By Day 7
Submit your Final Project:

In a 4-page paper, using the “APA Course Paper Template, 6th ed. Write a detailed, three-part artistic criticism of the artwork you chose, including the components of descriptive, interpretive, and evaluative criticism described in your course text, and found in the “Humanities Through the Arts Classroom Glossary” following guidelines:
Draw valuable information from the research you performed throughout the course. You may repeat fragments of text you wrote in the Assignments you submitted in prior weeks.
If the exhibition consisted of several individual pieces of art (for example, a gallery of paintings or sculptures, or several plays throughout the week), narrow your focus to a subset of the entire display. Look for a group with common characteristics (such as a specific artist, genre, or physical grouping, or a political theme, or cultural message).
Consider the aesthetic choices made by the curator, host, exhibitor, producer, or sponsor, as well as those made by the artist.
Create an engaging title indicating the general theme or thesis of your essay. The title should express the overall point you are trying to make in your essay.
Remember to cite and reference all sources, per the examples provided in the Course Paper Templates in this week’s Learning Resources.

Proofread before submitting your work.
In the same document (within the 4–6 pages), write 3–4 paragraphs responding to the following:
Put yourself in the shoes of those who planned the exhibit or event you chose to analyze. What goals might you have had for enrichment of your local community through this presentation?
Did those who presented this exhibit or event succeed in revealing values and a level of civic engagement in the community in which it was presented? Why, or why not?
Reflect on your personal experience or opinion regarding art before this course. How has your perception of art changed as a result of the course and your experience with the artwork you chose to study? Explain.
Support your assertions by making at least two documented references to your course readings, following documentation examples in the “Common Reference List Examples” link in this week’s Learning Resources.

Attachments area

 
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