Conflicting Viewpoints Essay

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Write at three to four (3-4) page paper in which you:
1. State your position on the topic you selected for Assignment 1.1.
2. Identify (3) three premises (reasons) from the Procon.org website that support your position    and explain why you selected these specific reasons.
3. Explain your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.
4. Examine at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.
5. Discuss the effects of your own enculturation or group identification that may have influenced your biases.
6. Discuss whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue has stayed the same.

The paper should follow guidelines for clear and organized writing:

  • Include an introductory paragraph and concluding paragraph.
  • Address main ideas in body paragraphs with a topic sentence and supporting sentences.
  • Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

  • This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.

The specific course learning outcomes associated with this assignment are:

  • Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
  • Create written work utilizing the concepts of critical thinking.
  • Use technology and information resources to research issues in critical thinking skills and informal logic.

I chose the topic that abortion should be legal. I have attached the website I had to used.

https://abortion.procon.org/

 
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Diseases And Homeostasis

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(at least 300 words per prompt)

1. Explain the difference between homeostasis and disease? What is the difference between chronic disease and acute disease? Can all diseases be cured (explain and give example)? Amy’s blood glucose remains elevated and rarely returns to normal. Why is this departure from homeostasis an important observation?

2. Why is AIDS (acquired immunodeficiency syndrome) considered a syndrome and not a disease? How is HIV transmitted and how can transmission be reduced or prevented? Why is HIV’s attack on helper T cells so devastating to the entire immune system? Clark’s doctor explains that even though Clark has HIV/AIDS, he will not die from AIDS. Explain.

3. What causes the signs and symptoms of inflammation? List and discuss the six agents capable of stimulating an inflammatory response. Elle takes anti-inflammatory drugs and analgesics to ease the pain and discomfort of rheumatoid arthritis. She knows these drugs will not cure the disease, yet her doctor prescribed them. Explain why.

4. What are the five classes of immunoglobulins and their function? Why does the body make five different classes of immunoglobulins? Immunologically speaking, is it likely a patient will catch a cold caused by the same virus twice? Please explain your answer.

 
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Discussion: Power, Privilege, and Social Work

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iscussion – Week 2

Top of Form

Discussion: Power, Privilege, and Social Work

In many societies, power and privilege are based on one’s membership in a dominant or non-dominant group. It is not a matter, though, of either having privilege or not. The dominant group varies based on the dimension of diversity. For example, you could experience privilege as Caucasian but oppression and “otherness” as a gay person.

Social workers often work with clients who are perceived as “others.” “Otherness” often leads to marginalization and barriers promoted by society and social institutions. As you begin your work with clients, consider not only the individual (micro) concerns brought to the session but also the environmental or macro factors that may have either created or perpetuated the concern. You can empower your clients by helping them identify and define the oppression they have experienced throughout their lifetime.

For this Discussion, you use the ADDRESSING-GSA framework to explore your own diverse identities and your membership in dominant or non-dominant groups. You then examine how these identities might influence your relationship with clients.

To Prepare:

  • Review the Learning Resources on power, privilege, and      oppression. Focus on the Hays chapter, which describes the original      ADDRESSING framework.
  • Complete the ADDRESSING-GSA Self-Assessment in the Learning      Resources.

By Day 03/ 09/2022
Post a reflection on the ADDRESSING-GSA Self-Assessment and apply what you learned to social work practice.  Copy included of my addressing GSA Self-Assessment included. Specifically, answer the following questions:

  • What insights did you gain from the activity in terms of your      identities and aspects of power and privilege?
  • In what ways do you envision your diverse identities and      associated power, privilege, or oppression influencing the social      worker–client relationship? Provide an example.

Bottom of Form

Required Readings

Sue, D. W., Rasheed, M. N., & Rasheed, J. M. (2016). Multicultural social work practice: A competency-based approach to diversity and social justice (2nd ed.). Jossey-Bass.

  • Chapter      4: Understanding the Sociopolitical Implications of Oppression and Power      in Social Work Practice (pp. 89–115)
  • Chapter      5: Microaggressions in Social Work Practice (pp. 117–148)

Harvard University Project Implicit. (2011). Project implicit social attitudes. https://implicit.harvard.edu/implicit/selectatest.html

Hays, P. A. (2016b). The new reality: Diversity and complexity. In Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (3rd ed., pp. 3–14). Washington, DC: American Psychological Association. doi:10.1037/14801-001

Required Media

Center for Prevention MN. (2021, February 21). What is implicit bias? [Video]. YouTube.

https://www.youtube.com/watch?v=6V9jIDeuFpc

Note: The approximate length of this media piece is 1 minute.

Graduate School of Social Work—DU. (2018, March 26). Power privilege and oppression [Video]. YouTube. https://www.youtube.com/watch?v=LTDikx-maoM

Note: The approximate length of this media piece is 7 minutes. 

Walden University. (n.d.). ADDRESSING-GSA self-assessment [Interactive media]. https://cdn-media.waldenu.edu/2dett4d/Walden/SOCW/6051/AD/index.html

Follow Rubric

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.

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

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.

DOMINANT AND NON-DOMINANT CULTURAL CHARACTERISTICS

Age > NEUTRAL

Disability > NEUTRAL

Religion/Spirituality > SOMEWHAT DOMINANT

Ethnic/Racial Identity > SOMEWHAT NON-DOMINANT

Social Class > NEUTRAL

Sexual/Affectional Orientation > DOMINANT

Indigenous Backgrounds > DOMINANT

National Origin > NEUTRAL

Gender Identity > NEUTRAL

Gender Expression > NEUTRAL

Size > SOMEWHAT NON-DOMINANT

Assigned Sex at Birth > NEUTRAL

 
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Philosophy 12

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Locke and Personal Identity

In this selection from Locke’s An Essay Concerning Human Understanding, we are presented with his criterion persons and identity. Do we have a reason to believe that Locke’s criteria for personal identity still apply if we downloaded into a computer? Are you still yourself if you exist only within the confines of a computer program? On the part of Locke, this is an attempt to answer the question of whether there is such a thing as the immortal and immaterial soul. ‘Soul’ should be understood in the same sense here as it is discussed throughout Christianity. What is entailed by this theory is an explanation for memory, and consequentially, consciousness. Such a theory allows for us to account for why each of us can exist from moment to moment and still be identified as ourselves

Give exposition to Locke’s position, and then consider the example of Prince and the Cobbler that he provides. Should we accept Locke’s argument that there is a distinction between persons and bodies? Do we require a unified substance, or third unifying substance to be who we are?

Required Reading: John Locke, “Of Identity and Diversity”

Recommended Reading: “John Locke on Personal Identity,”http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3115296/ (Links to an external site.)Links to an external site.

Section IV – Personal Identity
The final section of the course, Section IV, will involve four readings on the topic of personal identity. Students will be asked to observe both classic and contemporary positions on the matter.

Discussion Board 12 will consist of a reading from John Locke’s “An Essay Concerning Human Understanding”. For Locke, what fundamentally distinguishes a “self” from all other “selves” is an identity relation; i.e., a notion of “personal identity.” Students will be asked to give an exposition of the Prince and the Cobbler thought experiment that Locke uses, as well as identity whether or not there is a difference between “bodies” and “persons.”

Discussion Board 13 is the first of three contemporary perspectives on personal identity, and involves a discussion of Marya Schechtman’s article, “Personal Identity and the Past”. Schechtman agrees with Locke’s position on personal identity, but states that a temporal component is necessary for understanding the relation of past, present, and future memories that constitute a person’s notion of themsleves. Students will be asked to give exposition of Schechtman’s position; determine how this position allows us to make future plans; and finally whether not we should accept Schechtman’s account of personal identity.

Discussion Board 14 adds an additional classic perspective on personal identity, that of Scottish philosopher, David Hume. Unlike Locke, Hume does not think we ever have experience of a ‘self,’ but rather, a series of perceptions that continue over time. This position is commensurate with Hume larger notion of arbitrary causal relations between phenomena. Concerning our reading from James Giles’ article, “The No-Self Theory: Hume, Buddhism, and Personal Identity,” Giles attempts to further Hume’s position using Eastern philosophy – Buddhism. The student will again be asked to explain Giles’ (and Hume’s) position on personal identity, and whether we should accept Locke and Schechtman, or Hume and Giles account of personal identity.

For the final discussion board, Discussion Board 15, the course will conclude with a reading from Daniel Dennett’s article “The Origin of Selves”. Straying from what has been the usual course of inquiry for the last few discussions; Dennett attempts to give an account of the ‘self’ using evolutionary psychology, stating that notions of personal identity have developed in humans a means of self-preservation. Students will be asked to give exposition to Dennett’s position; explain how Dennett’s position might impact our understanding of clinical psychology; and then provide an argument for whether or not Dennett’s position is to be preferred over James Giles’s position from the previous week.

https://www.youtube.com/watch?

v=trqDnLNRuSc&list=PL8dPuuaLjXtNgK6MZucdYldNkMybYIHKR&index=19

 
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