Category: Anatomy

Kafka’s The Metamorphosis

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1. What worries Gregor most regarding his transformation and what effects does his metamorphosis bring to his family? What is his family’s concern after that? Gregor has been supporting his parents and sister for the past several years, but he “had kept only a few dollars for himself” (766). Where did his product of labor (wage) go, and why did he keep only a few dollars for himself? Why does Gregor now feel “shame and grief,” especially when his parents talk about the “necessity of earning money” (766)? How would you characterize Gregor? What does Gregor overhear about his father’s financial situation after his father’s business bankruptcy? Why do you think Gregor’s father never told Gregor about the money he was able to save after his business bankruptcy? How would you describe Gregor’s father?
2. 2 What do Gregor’s parents worry about after his metamorphosis? What do Gregor’s father, mother, and sister do to support the family? Why does his father refuse to take off his uniform even in the house? What time does Gregor’s father get to work, and what worries him? Why does Gregor’s father throw apples at Gregor, and how does Gregor feel about his father? How would you describe the relationship between Gregor and his father? Does his father care about Gregor? When does Gregor stop being treated as a human being by his family, and why?
3. 3 How does Gregor feel about his family’s treatment of him after his metamorphosis? Why does he hardly eat anymore? Why does Grete tell her parents, “Things can’t go on like this. Maybe you don’t realize this, but I do. I won’t pronounce the name of my brother in front of this monster, and so all I say is: we have to try to get rid of it. We’ve done everything humanly possible to take care of it and to put up with it; I don’t think anyone can blame us in the least” (778)? Why does Grete call Gregor “this monster” and “it”? Why does Gregor feel that “His conviction that he would have to disappear was, if possible, even firmer than his sister’s”(780)? What caused Gregor to feel this way? How would you interpret Gregor’s death? Is Gregor’s death self-imposed and/or pressured by Grete and his father? Is it his sacrificial death for his family, or is it his voluntary withdrawal from society? What does his death symbolize?

 

A woman has just been diagnosed with breast cancer

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A woman has just been diagnosed with breast cancer. Her doctor tells her that while cancer is a multifactorial disease, she carries the breast cancer susceptibility gene, BRCA1. One of her two identical twin 19-year-old daughters is afraid that she also may have inherited the gene (Chapter 4, Learning Objective 2, 3, 8).
1. What considerations would you give her daughter who is worried about inheriting the cancer gene?
2. What ethical issues are raised when one identical twin wants to know her genetic susceptibility to a disease and other does not?

A woman has just been diagnosed with breast cancer

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A woman has just been diagnosed with breast cancer. Her doctor tells her that while cancer is a multifactorial disease, she carries the breast cancer susceptibility gene, BRCA1. One of her two identical twin 19-year-old daughters is afraid that she also may have inherited the gene (Chapter 4, Learning Objective 2, 3, 8).
1. What considerations would you give her daughter who is worried about inheriting the cancer gene?
2. What ethical issues are raised when one identical twin wants to know her genetic susceptibility to a disease and other does not?

To Create An Informational Pamphlet

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To create an informational pamphlet to explain the IEP process to families prior to meeting with them and to evaluate your pamphlet.

Scenario:
It is the spring of your first year of teaching in a preschool setting. Juan, a student in your class, has an individualized educational plan (IEP), developed by a team consisting of a special education teacher, a speech therapist, Juan’s parents, and yourself. To smooth Juan’s transition into kindergarten, you call a meeting with Juan’s parents and the IEP team. Watch the video of Marks IEP meeting. You are struck by the warm and informative nature of the team meeting and want to create a similar tone for your meeting. Realizing that Juan’s parents are new to the school system, you decide to create a pamphlet that will provide them (and eventually other parents) with key information. You recall that Juan’s parents remarked that they are still not sure what an IEP is and what it is supposed to accomplish. You decide to create a pamphlet summarizing key information about the rights and due process protection to children with disabilities under IDEA and how the IEP aligns with these goals. Then, at pick-up one afternoon Juan’s mother confides in you that she is worried about her son transitioning into Kindergarten—it’s such a big step! You decide to reassure parents by outlining the transition process in writing. Last, Juan’s mother says she is anxious about what will take place at the meeting. Is he making progress? Will he be okay in kindergarten? You realize that providing an agenda beforehand will help allay their concerns.

 

Create a digital version of a pamphlet for parents that will help them prepare for an upcoming team meeting focused on Juan’s IEP. Write a brief introduction about who will attend the meeting. Then write a jargon-free paragraph or two about the rights and due process protection to children with disabilities ages 3 to 5 years under IDEA, and how the IEP is aligned with IDEA goals. Then write a paragraph to summarize the steps Juan’s team will take to ensure his smooth transition to kindergarten. Last, create a bulleted list of a typical transitional meeting agenda, beginning with a discussion of the child’s strengths. Include graphics in your presentation so that it is appealing to the eye.

 

To Create An Informational Pamphlet

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To create an informational pamphlet to explain the IEP process to families prior to meeting with them and to evaluate your pamphlet.

Scenario:
It is the spring of your first year of teaching in a preschool setting. Juan, a student in your class, has an individualized educational plan (IEP), developed by a team consisting of a special education teacher, a speech therapist, Juan’s parents, and yourself. To smooth Juan’s transition into kindergarten, you call a meeting with Juan’s parents and the IEP team. Watch the video of Marks IEP meeting. You are struck by the warm and informative nature of the team meeting and want to create a similar tone for your meeting. Realizing that Juan’s parents are new to the school system, you decide to create a pamphlet that will provide them (and eventually other parents) with key information. You recall that Juan’s parents remarked that they are still not sure what an IEP is and what it is supposed to accomplish. You decide to create a pamphlet summarizing key information about the rights and due process protection to children with disabilities under IDEA and how the IEP aligns with these goals. Then, at pick-up one afternoon Juan’s mother confides in you that she is worried about her son transitioning into Kindergarten—it’s such a big step! You decide to reassure parents by outlining the transition process in writing. Last, Juan’s mother says she is anxious about what will take place at the meeting. Is he making progress? Will he be okay in kindergarten? You realize that providing an agenda beforehand will help allay their concerns.

 

Create a digital version of a pamphlet for parents that will help them prepare for an upcoming team meeting focused on Juan’s IEP. Write a brief introduction about who will attend the meeting. Then write a jargon-free paragraph or two about the rights and due process protection to children with disabilities ages 3 to 5 years under IDEA, and how the IEP is aligned with IDEA goals. Then write a paragraph to summarize the steps Juan’s team will take to ensure his smooth transition to kindergarten. Last, create a bulleted list of a typical transitional meeting agenda, beginning with a discussion of the child’s strengths. Include graphics in your presentation so that it is appealing to the eye.

 

“Differences Between Age and Sex in Adolescent Suicide

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Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. Due to the sensitive nature of the article for this assignment, you will interact privately with your instructor for this discussion.

 

In the article, “Differences Between Age and Sex in Adolescent Suicide,” by Lee, Dwyer, Paul, Clarke, Treleaven, and Roseby (2019), the methods in Chapter 17 (17.3) of your textbook were used to analyze the data. Please refer to this article in the Reading and Resources area of this week’s module. Use Table 1, and Figures 1 and 2 in the article to respond to the following:

 

1. Describe one type of stressor that occurred statistically significantly more often in one age group over another (older vs younger). Describe which age group was more likely to be affected by this stressor and by how much.

2. Which method of suicide are females statistically significantly more likely to use as compared to males? Which method do males tend to use more than females? What other results are provided or what other data could be presented to help explain this finding?

3. Describe the story that is being told by Figure 1 and Figure 2. Then explain why the order of the colored lines (top to bottom) is different between the two graphs.

 

Cases of violations of ethical principles in medical and public health history.

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There have been many cases of violations of ethical principles in medical and public health history. It is important to
study these and understand not only what went wrong, but the implications of a failure to follow ethical principles.
Failure to follow ethics in health care can lead to discrimination, failure to ensure equity, and gross human rights
violations. By studying these historical cases, we can also take steps to ensure that they do not happen again.