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    – ## PLEASEhereisthefeedbackoftheteacher.docx – ## week2englishliteerature.docx – ## CriticalThinkingCoreCompetency-InterviewingIshtar1.docx – ## InterviewaCharacter1.docx – InterviewQuestionsforIshtar.docx **## PLEASEhereisthefeedbackoftheteacher.docx** ![A screenshot of a computer screen AI-genera…

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    – ## PLEASEhereisthefeedbackoftheteacher.docx

    – ## week2englishliteerature.docx

    – ## CriticalThinkingCoreCompetency-InterviewingIshtar1.docx

    – ## InterviewaCharacter1.docx

    – InterviewQuestionsforIshtar.docx

    **## PLEASEhereisthefeedbackoftheteacher.docx**

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923463)PLEASE here is the feedback of the teacher ,PLEASE I BEGGING YOU TO READ THE INSTRUCTION ,
    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923463)

    ## image1.png

    ## image2.png

    **## week2englishliteerature.docx**

    This week you will read a selection of literary works from the Tudor Age to the Age of Revolution. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving British experience and character.  We begin the course by reading about the origin of British literature. The literary texts you will read in this unit will provide you with knowledge of the history that impacted the earliest works.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Interview a Character Assignment Instructions

            From
    [**_British Literature I_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) **“** Part 2: The Tudor Age,”

    · Introduction, pages, 599-602.

    · Sir Thomas More’s “Preface” to Utopia, pages 602-607.

    · William Shakespeare, “Sonnets 18,” and “Sonnet 106,” pages 1174-1177, page 1178, and page 1182.

    · William Shakespeare,
    _King Lear,_ Act 1 & Act II pages 1280-1298.

              From
    **_British Literature I,_**“Part 3: The Seventeenth Century: The Age of Revolution”

    · “Intro,” pages 1415-1420.

    · John Donne, “Holy Sonnet 10,” pages 1420-1421, and pages 1428-29.

    · John Milton, “Lycidas,” pages 1712-1714 and 1722-1726

              From
    [A Glossary of Literary Terms](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Sonnet,” pages 369-370

    · “Tragedy,” pages 405-408

    · “Three Unities,” pages 403

    · “Drama,” page 95

    · “Elegy,” page 103

    **Assignments or Assessments:**
    One Discussion board post and responses

    · Discussion 3: The Tudor Age and The Seventeenth Century

    One reading quiz on the readings for this week

    One Journal

    **## CriticalThinkingCoreCompetency-InterviewingIshtar1.docx**

    Annika Ganapathiraju

    Professor Zeenat

    ENGL 2331

    27 April 2025

    Critical Thinking Core Competency: Interviewing Ishtar

    The AI I used for this assignment was ChatGPT to create a mock interview with the goddess Ishtar from
    _The Epic of Gilgamesh_. Through this conversation, I wasn’t able to deepen my understanding of Ishtar’s character. Still, I did find that the chatbot successfully mimicked her dramatic and intense personality as portrayed in the original text.

    Throughout the mock interview, the chatbot captured Ishtar’s pride and sense of entitlement very well. When I asked if she regretted sending the Bull of Heaven to attack Gilgamesh and Uruk, Ishtar responded, “Regret? Regret is for mortals who cannot reshape the world with a scream or a storm.” This mirrors how Ishtar behaves in the epic when she goes to her father, Anu, in rage after being rejected by Gilgamesh. She demands the Bull of Heaven to be released, stating, “But if you will not make this Bull… I will smite [the gates of the Underworld], break it down and release the ghosts” (92, 505-506) if she is denied. Both the chatbot and the original text emphasize Ishtar’s impulsive anger and her belief that consequences are beneath her concern.

    The chatbot also reflected Ishtar’s self-confidence. When I asked what it was like to have Anu as a father, the chatbot wrote, “I am Ishtar—not a mere reflection of Anu. And even he, my father, must acknowledge that.” In the original text, Ishtar approached Anu not as a humble daughter but as a goddess demanding her due, demonstrating a similar arrogance. This answer aligned with the original work’s portrayal of her as someone who uses her divine status to intimidate others.

    Another place where the chatbot’s portrayal felt authentic was in its blending of love and war. When asked whether she chose to be the goddess of love and war, the answer I received was, “Love and war are not separate to me. They are two sides of the same coin, bound by the same spark.” In
    _The Epic of Gilgamesh_, Ishtar’s actions show how closely linked passion and destruction are in her character. Her immediate pivot from offering love to inflicting revenge after Gilgamesh’s rejection highlights this dual nature.

    While the chatbot did capture the simple aspects of her personality, it didn’t over new insights into Ishtar’s complexity. In
    _The Epic of Gilgamesh_, while she is mostly portrayed as vengeful and proud, there a subtle moments (such as her mourning for Tammuz) that suggest deeper emotions within her. The chatbot touched on this when it said, “Perhaps not regret, but something near it. A shadow of what could have been, if
    _they_ had been stronger.” Because the chatbot didn’t explore these emotions with much depth, my understanding of Ishtar didn’t significantly deepen.

    Even though the chatbot’s portrayal didn’t further my understanding of Ishtar’s inner complexities, it did successfully mimic her voice, style, and dominant traits as depicted in the story. Through dramatic, powerful language and a constant proud tone, it stayed true to Ishtar’s character and made the mock interview experience engaging.

    **## InterviewaCharacter1.docx**

    ## Interview a Fictional Character

    Completing this assignment will fulfil the requirements for the Dallas College Critical Thinking Core Competency Assignment. The Critical Thinking Core Objective allows students to develop a wide variety of skills:

    · Analyze issues

    · Complex/creative problem solving: anticipate problems, solutions and consequences

    · Knowledge application: apply knowledge to make decisions

    · Pattern detection: detect patterns/themes/underlying principles

    · Research: gather proper resources and information to conduct research

    · Analysis and interpretation: analyzing and interpreting data to synthesize information

    Upon successful demonstration of a skill, you may be eligible to apply for a Digital Badge.

    **Interview a Fictional Character**

    Choose any one character from the readings you have completed in this class. This character could be someone you found interesting or intriguing. You will first read the literary text and gain some understanding of the character and the character’s motivations.

    **_Have a conversation with an AI-crafted fictional character to explore the underlying intricacies of a literary text._**

    **LEARNING OBJECTIVES**

    ·
    _Engage in critical dialogue with a fictional persona to develop conversational skills_ _Practice active listening in order to probe lines of inquisition previously unexplored for a certain fictional character_

    ·
    _Critically reflect on the accuracy of AI to capture the nuances of characters from well-interpreted literary texts_

    **INSTRUCTIONS**

    **Generate Interview Questions**

    1. Students generate interview questions for a fictional or historical character that are broad, open-ended, and show an understanding of historical or literary context. Students may use an AI tool of their choosing, such as
    [Character.AI](http://character.ai/), (in the past, some students have said that this tool is hard to navigate) ChatGPT, Claude, Gemini, etc. Students may work with a tool that has enhanced voice mode features, such as GPT-4o (I found this tool to be the best) or Google Assistant, to create a sense of flowing conversation. You can send me your questions to review before you conduct the interview.

    · This step is guided by a rubric, peer feedback, and teacher feedback to ensure questions will generate meaningful conversation.

    · Students should “put themselves in their character’s shoes” and imagine what types of questions will “get them talking.”

    · Students should consider noting down particular themes that they may want to focus on (e.g., political views, personal values, relationships, etc.).

    2. Sample open-ended questions:

    · Can you describe a significant friendship or rivalry and its effect on your life?

    · What has been the most challenging obstacle you’ve faced, and how did you overcome it?

    · If you could change one thing about your past, what would it be and why?

    · Were you involved in any significant political events and, if so, how did it shape or alter your beliefs?

    · What are your thoughts on the societal norms and expectations of your era?

    · How do you perceive your own role in the narrative? Do you agree with how the author has portrayed you?

    **Conducting the Interview**

    1. Students practice interviewing a character of their choosing and share the experience in class.

    · If possible, students are encouraged to use the voice chat feature that some AI models offer to support a conversational experience.

    · Students interview the historical or fictional character in question using a rubric for active listening as a guide. Active listening entails maintaining attentiveness, understanding and empathizing with responses, reflecting on answers, demonstrating non-judgmental engagement, and responding appropriately with opinions.

    **Evaluation**

    1. Students will then copy and paste and share the chat transcripts with the teacher for evaluation and assessment of critical thinking, active listening, problem-solving, and any other objectives the teacher chooses.

    · This can further the goal of developing empathy in students, conversational skills, or problem-solving, analysis, and critical thinking.

    **Analysis**

    1. Students then analyze the chatbot. Did it further their understanding of the character in question? Did it mimic the character from the book or from history, or did it fail to capture characteristic nuances?

    2. Students will write a paper using quoted evidence from the chat transcript itself– in comparison with the book or textbook– to show that the bot either mimicked/missed mimicking the character in question or furthered/did not further their understanding of the character in question.

    **InterviewQuestionsforIshtar.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/interviewquestionsforishtar-docx-10328537)

    **InterviewQuestionsforIshtar.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/interviewquestionsforishtar-docx-10328537)

    **## PLEASEhereisthefeedbackoftheteacher.docx**

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923463)PLEASE here is the feedback of the teacher ,PLEASE I BEGGING YOU TO READ THE INSTRUCTION ,
    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923463)

    ## image1.png

    ## image2.png

    **## week2englishliteerature.docx**

    This week you will read a selection of literary works from the Tudor Age to the Age of Revolution. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving British experience and character.  We begin the course by reading about the origin of British literature. The literary texts you will read in this unit will provide you with knowledge of the history that impacted the earliest works.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Interview a Character Assignment Instructions

            From
    [**_British Literature I_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) **“** Part 2: The Tudor Age,”

    · Introduction, pages, 599-602.

    · Sir Thomas More’s “Preface” to Utopia, pages 602-607.

    · William Shakespeare, “Sonnets 18,” and “Sonnet 106,” pages 1174-1177, page 1178, and page 1182.

    · William Shakespeare,
    _King Lear,_ Act 1 & Act II pages 1280-1298.

              From
    **_British Literature I,_**“Part 3: The Seventeenth Century: The Age of Revolution”

    · “Intro,” pages 1415-1420.

    · John Donne, “Holy Sonnet 10,” pages 1420-1421, and pages 1428-29.

    · John Milton, “Lycidas,” pages 1712-1714 and 1722-1726

              From
    [A Glossary of Literary Terms](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Sonnet,” pages 369-370

    · “Tragedy,” pages 405-408

    · “Three Unities,” pages 403

    · “Drama,” page 95

    · “Elegy,” page 103

    **Assignments or Assessments:**
    One Discussion board post and responses

    · Discussion 3: The Tudor Age and The Seventeenth Century

    One reading quiz on the readings for this week

    One Journal

    **## CriticalThinkingCoreCompetency-InterviewingIshtar1.docx**

    Annika Ganapathiraju

    Professor Zeenat

    ENGL 2331

    27 April 2025

    Critical Thinking Core Competency: Interviewing Ishtar

    The AI I used for this assignment was ChatGPT to create a mock interview with the goddess Ishtar from
    _The Epic of Gilgamesh_. Through this conversation, I wasn’t able to deepen my understanding of Ishtar’s character. Still, I did find that the chatbot successfully mimicked her dramatic and intense personality as portrayed in the original text.

    Throughout the mock interview, the chatbot captured Ishtar’s pride and sense of entitlement very well. When I asked if she regretted sending the Bull of Heaven to attack Gilgamesh and Uruk, Ishtar responded, “Regret? Regret is for mortals who cannot reshape the world with a scream or a storm.” This mirrors how Ishtar behaves in the epic when she goes to her father, Anu, in rage after being rejected by Gilgamesh. She demands the Bull of Heaven to be released, stating, “But if you will not make this Bull… I will smite [the gates of the Underworld], break it down and release the ghosts” (92, 505-506) if she is denied. Both the chatbot and the original text emphasize Ishtar’s impulsive anger and her belief that consequences are beneath her concern.

    The chatbot also reflected Ishtar’s self-confidence. When I asked what it was like to have Anu as a father, the chatbot wrote, “I am Ishtar—not a mere reflection of Anu. And even he, my father, must acknowledge that.” In the original text, Ishtar approached Anu not as a humble daughter but as a goddess demanding her due, demonstrating a similar arrogance. This answer aligned with the original work’s portrayal of her as someone who uses her divine status to intimidate others.

    Another place where the chatbot’s portrayal felt authentic was in its blending of love and war. When asked whether she chose to be the goddess of love and war, the answer I received was, “Love and war are not separate to me. They are two sides of the same coin, bound by the same spark.” In
    _The Epic of Gilgamesh_, Ishtar’s actions show how closely linked passion and destruction are in her character. Her immediate pivot from offering love to inflicting revenge after Gilgamesh’s rejection highlights this dual nature.

    While the chatbot did capture the simple aspects of her personality, it didn’t over new insights into Ishtar’s complexity. In
    _The Epic of Gilgamesh_, while she is mostly portrayed as vengeful and proud, there a subtle moments (such as her mourning for Tammuz) that suggest deeper emotions within her. The chatbot touched on this when it said, “Perhaps not regret, but something near it. A shadow of what could have been, if
    _they_ had been stronger.” Because the chatbot didn’t explore these emotions with much depth, my understanding of Ishtar didn’t significantly deepen.

    Even though the chatbot’s portrayal didn’t further my understanding of Ishtar’s inner complexities, it did successfully mimic her voice, style, and dominant traits as depicted in the story. Through dramatic, powerful language and a constant proud tone, it stayed true to Ishtar’s character and made the mock interview experience engaging.

    **## InterviewaCharacter1.docx**

    ## Interview a Fictional Character

    Completing this assignment will fulfil the requirements for the Dallas College Critical Thinking Core Competency Assignment. The Critical Thinking Core Objective allows students to develop a wide variety of skills:

    · Analyze issues

    · Complex/creative problem solving: anticipate problems, solutions and consequences

    · Knowledge application: apply knowledge to make decisions

    · Pattern detection: detect patterns/themes/underlying principles

    · Research: gather proper resources and information to conduct research

    · Analysis and interpretation: analyzing and interpreting data to synthesize information

    Upon successful demonstration of a skill, you may be eligible to apply for a Digital Badge.

    **Interview a Fictional Character**

    Choose any one character from the readings you have completed in this class. This character could be someone you found interesting or intriguing. You will first read the literary text and gain some understanding of the character and the character’s motivations.

    **_Have a conversation with an AI-crafted fictional character to explore the underlying intricacies of a literary text._**

    **LEARNING OBJECTIVES**

    ·
    _Engage in critical dialogue with a fictional persona to develop conversational skills_ _Practice active listening in order to probe lines of inquisition previously unexplored for a certain fictional character_

    ·
    _Critically reflect on the accuracy of AI to capture the nuances of characters from well-interpreted literary texts_

    **INSTRUCTIONS**

    **Generate Interview Questions**

    1. Students generate interview questions for a fictional or historical character that are broad, open-ended, and show an understanding of historical or literary context. Students may use an AI tool of their choosing, such as
    [Character.AI](http://character.ai/), (in the past, some students have said that this tool is hard to navigate) ChatGPT, Claude, Gemini, etc. Students may work with a tool that has enhanced voice mode features, such as GPT-4o (I found this tool to be the best) or Google Assistant, to create a sense of flowing conversation. You can send me your questions to review before you conduct the interview.

    · This step is guided by a rubric, peer feedback, and teacher feedback to ensure questions will generate meaningful conversation.

    · Students should “put themselves in their character’s shoes” and imagine what types of questions will “get them talking.”

    · Students should consider noting down particular themes that they may want to focus on (e.g., political views, personal values, relationships, etc.).

    2. Sample open-ended questions:

    · Can you describe a significant friendship or rivalry and its effect on your life?

    · What has been the most challenging obstacle you’ve faced, and how did you overcome it?

    · If you could change one thing about your past, what would it be and why?

    · Were you involved in any significant political events and, if so, how did it shape or alter your beliefs?

    · What are your thoughts on the societal norms and expectations of your era?

    · How do you perceive your own role in the narrative? Do you agree with how the author has portrayed you?

    **Conducting the Interview**

    1. Students practice interviewing a character of their choosing and share the experience in class.

    · If possible, students are encouraged to use the voice chat feature that some AI models offer to support a conversational experience.

    · Students interview the historical or fictional character in question using a rubric for active listening as a guide. Active listening entails maintaining attentiveness, understanding and empathizing with responses, reflecting on answers, demonstrating non-judgmental engagement, and responding appropriately with opinions.

    **Evaluation**

    1. Students will then copy and paste and share the chat transcripts with the teacher for evaluation and assessment of critical thinking, active listening, problem-solving, and any other objectives the teacher chooses.

    · This can further the goal of developing empathy in students, conversational skills, or problem-solving, analysis, and critical thinking.

    **Analysis**

    1. Students then analyze the chatbot. Did it further their understanding of the character in question? Did it mimic the character from the book or from history, or did it fail to capture characteristic nuances?

    2. Students will write a paper using quoted evidence from the chat transcript itself– in comparison with the book or textbook– to show that the bot either mimicked/missed mimicking the character in question or furthered/did not further their understanding of the character in question.

    **InterviewQuestionsforIshtar.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/interviewquestionsforishtar-docx-10328537)

    **## PLEASEhereisthefeedbackoftheteacher.docx**

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923463)PLEASE here is the feedback of the teacher ,PLEASE I BEGGING YOU TO READ THE INSTRUCTION ,
    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923463)

    ## image1.png

    ## image2.png

    **## week2englishliteerature.docx**

    This week you will read a selection of literary works from the Tudor Age to the Age of Revolution. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving British experience and character.  We begin the course by reading about the origin of British literature. The literary texts you will read in this unit will provide you with knowledge of the history that impacted the earliest works.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Interview a Character Assignment Instructions

            From
    [**_British Literature I_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) **“** Part 2: The Tudor Age,”

    · Introduction, pages, 599-602.

    · Sir Thomas More’s “Preface” to Utopia, pages 602-607.

    · William Shakespeare, “Sonnets 18,” and “Sonnet 106,” pages 1174-1177, page 1178, and page 1182.

    · William Shakespeare,
    _King Lear,_ Act 1 & Act II pages 1280-1298.

              From
    **_British Literature I,_**“Part 3: The Seventeenth Century: The Age of Revolution”

    · “Intro,” pages 1415-1420.

    · John Donne, “Holy Sonnet 10,” pages 1420-1421, and pages 1428-29.

    · John Milton, “Lycidas,” pages 1712-1714 and 1722-1726

              From
    [A Glossary of Literary Terms](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Sonnet,” pages 369-370

    · “Tragedy,” pages 405-408

    · “Three Unities,” pages 403

    · “Drama,” page 95

    · “Elegy,” page 103

    **Assignments or Assessments:**
    One Discussion board post and responses

    · Discussion 3: The Tudor Age and The Seventeenth Century

    One reading quiz on the readings for this week

    One Journal

    **## CriticalThinkingCoreCompetency-InterviewingIshtar1.docx**

    Annika Ganapathiraju

    Professor Zeenat

    ENGL 2331

    27 April 2025

    Critical Thinking Core Competency: Interviewing Ishtar

    The AI I used for this assignment was ChatGPT to create a mock interview with the goddess Ishtar from
    _The Epic of Gilgamesh_. Through this conversation, I wasn’t able to deepen my understanding of Ishtar’s character. Still, I did find that the chatbot successfully mimicked her dramatic and intense personality as portrayed in the original text.

    Throughout the mock interview, the chatbot captured Ishtar’s pride and sense of entitlement very well. When I asked if she regretted sending the Bull of Heaven to attack Gilgamesh and Uruk, Ishtar responded, “Regret? Regret is for mortals who cannot reshape the world with a scream or a storm.” This mirrors how Ishtar behaves in the epic when she goes to her father, Anu, in rage after being rejected by Gilgamesh. She demands the Bull of Heaven to be released, stating, “But if you will not make this Bull… I will smite [the gates of the Underworld], break it down and release the ghosts” (92, 505-506) if she is denied. Both the chatbot and the original text emphasize Ishtar’s impulsive anger and her belief that consequences are beneath her concern.

    The chatbot also reflected Ishtar’s self-confidence. When I asked what it was like to have Anu as a father, the chatbot wrote, “I am Ishtar—not a mere reflection of Anu. And even he, my father, must acknowledge that.” In the original text, Ishtar approached Anu not as a humble daughter but as a goddess demanding her due, demonstrating a similar arrogance. This answer aligned with the original work’s portrayal of her as someone who uses her divine status to intimidate others.

    Another place where the chatbot’s portrayal felt authentic was in its blending of love and war. When asked whether she chose to be the goddess of love and war, the answer I received was, “Love and war are not separate to me. They are two sides of the same coin, bound by the same spark.” In
    _The Epic of Gilgamesh_, Ishtar’s actions show how closely linked passion and destruction are in her character. Her immediate pivot from offering love to inflicting revenge after Gilgamesh’s rejection highlights this dual nature.

    While the chatbot did capture the simple aspects of her personality, it didn’t over new insights into Ishtar’s complexity. In
    _The Epic of Gilgamesh_, while she is mostly portrayed as vengeful and proud, there a subtle moments (such as her mourning for Tammuz) that suggest deeper emotions within her. The chatbot touched on this when it said, “Perhaps not regret, but something near it. A shadow of what could have been, if
    _they_ had been stronger.” Because the chatbot didn’t explore these emotions with much depth, my understanding of Ishtar didn’t significantly deepen.

    Even though the chatbot’s portrayal didn’t further my understanding of Ishtar’s inner complexities, it did successfully mimic her voice, style, and dominant traits as depicted in the story. Through dramatic, powerful language and a constant proud tone, it stayed true to Ishtar’s character and made the mock interview experience engaging.

    **## InterviewaCharacter1.docx**

    ## Interview a Fictional Character

    Completing this assignment will fulfil the requirements for the Dallas College Critical Thinking Core Competency Assignment. The Critical Thinking Core Objective allows students to develop a wide variety of skills:

    · Analyze issues

    · Complex/creative problem solving: anticipate problems, solutions and consequences

    · Knowledge application: apply knowledge to make decisions

    · Pattern detection: detect patterns/themes/underlying principles

    · Research: gather proper resources and information to conduct research

    · Analysis and interpretation: analyzing and interpreting data to synthesize information

    Upon successful demonstration of a skill, you may be eligible to apply for a Digital Badge.

    **Interview a Fictional Character**

    Choose any one character from the readings you have completed in this class. This character could be someone you found interesting or intriguing. You will first read the literary text and gain some understanding of the character and the character’s motivations.

    **_Have a conversation with an AI-crafted fictional character to explore the underlying intricacies of a literary text._**

    **LEARNING OBJECTIVES**

    ·
    _Engage in critical dialogue with a fictional persona to develop conversational skills_ _Practice active listening in order to probe lines of inquisition previously unexplored for a certain fictional character_

    ·
    _Critically reflect on the accuracy of AI to capture the nuances of characters from well-interpreted literary texts_

    **INSTRUCTIONS**

    **Generate Interview Questions**

    1. Students generate interview questions for a fictional or historical character that are broad, open-ended, and show an understanding of historical or literary context. Students may use an AI tool of their choosing, such as
    [Character.AI](http://character.ai/), (in the past, some students have said that this tool is hard to navigate) ChatGPT, Claude, Gemini, etc. Students may work with a tool that has enhanced voice mode features, such as GPT-4o (I found this tool to be the best) or Google Assistant, to create a sense of flowing conversation. You can send me your questions to review before you conduct the interview.

    · This step is guided by a rubric, peer feedback, and teacher feedback to ensure questions will generate meaningful conversation.

    · Students should “put themselves in their character’s shoes” and imagine what types of questions will “get them talking.”

    · Students should consider noting down particular themes that they may want to focus on (e.g., political views, personal values, relationships, etc.).

    2. Sample open-ended questions:

    · Can you describe a significant friendship or rivalry and its effect on your life?

    · What has been the most challenging obstacle you’ve faced, and how did you overcome it?

    · If you could change one thing about your past, what would it be and why?

    · Were you involved in any significant political events and, if so, how did it shape or alter your beliefs?

    · What are your thoughts on the societal norms and expectations of your era?

    · How do you perceive your own role in the narrative? Do you agree with how the author has portrayed you?

    **Conducting the Interview**

    1. Students practice interviewing a character of their choosing and share the experience in class.

    · If possible, students are encouraged to use the voice chat feature that some AI models offer to support a conversational experience.

    · Students interview the historical or fictional character in question using a rubric for active listening as a guide. Active listening entails maintaining attentiveness, understanding and empathizing with responses, reflecting on answers, demonstrating non-judgmental engagement, and responding appropriately with opinions.

    **Evaluation**

    1. Students will then copy and paste and share the chat transcripts with the teacher for evaluation and assessment of critical thinking, active listening, problem-solving, and any other objectives the teacher chooses.

    · This can further the goal of developing empathy in students, conversational skills, or problem-solving, analysis, and critical thinking.

    **Analysis**

    1. Students then analyze the chatbot. Did it further their understanding of the character in question? Did it mimic the character from the book or from history, or did it fail to capture characteristic nuances?

    2. Students will write a paper using quoted evidence from the chat transcript itself– in comparison with the book or textbook– to show that the bot either mimicked/missed mimicking the character in question or furthered/did not further their understanding of the character in question.

    **InterviewQuestionsforIshtar.docx**

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    PLEASE SEE ATTACHMENT, – ## E1.docx **## E1.docx** Exam 1 Instructions: Online PowerPoint Presentation Assignment Overview: The exam consists of six questions related to the course material covered so far. You are required to create and submit a video recording of yourself delivering a PowerPoint pr…

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    Exam 1 Instructions: Online PowerPoint Presentation

    Assignment Overview: The exam consists of six questions related to the course material covered so far. You are required to create and submit a video recording of yourself delivering a PowerPoint presentation that addresses four of the six questions in detail. In other words, you must pick four out of the six questions for your presentation.

    **Instructions:**

    1. Prepare Your Exam Presentation:

    Develop a PowerPoint presentation that covers the assigned questions.

    Make sure you are citing the relevant readings from this course, but you may also incorporate readings from previous courses in the master’s program.

    Ensure your slides are clear, concise, and visually engaging.

    Practice your presentation to ensure smooth delivery.

    **Questions: (Pick 4 out of the 6 for your exam presentation).**

    1. Describe in detail the central thesis behind Broken Windows policing. How does Broken Windows theory fit into Packer’s two models of criminal process? Is Broken Windows policing more closely linked to Crime Control or Due Process? What implications does this have, and what might Packer suggest are some of the consequences of this approach?

    2. Police officers have a substantial amount of discretion. Why is understanding police decision-making such an important line of scientific inquiry? To what extent do various factors (individual, organizational, situational, community-level) influence police decisions? Provide a comprehensive analysis citing relevant research.

    3. Tyler discusses the importance of legitimacy for developing support and cooperation with police. In the changing face of policing, specifically as law enforcement has become more militarized, how might willful cooperation and support of the police change? What effects might the militarization of the police have on the public’s view of police as legitimate?

    4. As the newly appointed chief of police for a major urban police department facing rising crime rates, your primary objective is to reduce crime. Concurrently, community leaders have expressed a desire for stronger police-community relationships. Drawing upon the empirical evidence presented in this course (or others from this master's program), describe in detail how you would structure your police organization and what policing strategies you would implement to achieve these dual objectives. Provide a comprehensive rationale for your approach based on relevant research.

    5. What are the central tenets of David Klinger’s ecological theory of police response? How does the research presented in ‘Cop in the Hood’ by Peter Moskos support or refute Klinger's theory? Provide specific examples from the book

    6. How does Meyer and Rowan’s “Institutional Theory” explain the adoption and implementation of innovations in police organizations. What role do institutional pressures play in shaping decisions about the formal structure and activities of police agencies? According to this theory, how do police organizations "survive"?

    **Reading:**

    ![A screenshot of a book AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/e1-20923465)

    ## image1.png

    **## E1.docx**

    Exam 1 Instructions: Online PowerPoint Presentation

    Assignment Overview: The exam consists of six questions related to the course material covered so far. You are required to create and submit a video recording of yourself delivering a PowerPoint presentation that addresses four of the six questions in detail. In other words, you must pick four out of the six questions for your presentation.

    **Instructions:**

    1. Prepare Your Exam Presentation:

    Develop a PowerPoint presentation that covers the assigned questions.

    Make sure you are citing the relevant readings from this course, but you may also incorporate readings from previous courses in the master’s program.

    Ensure your slides are clear, concise, and visually engaging.

    Practice your presentation to ensure smooth delivery.

    **Questions: (Pick 4 out of the 6 for your exam presentation).**

    1. Describe in detail the central thesis behind Broken Windows policing. How does Broken Windows theory fit into Packer’s two models of criminal process? Is Broken Windows policing more closely linked to Crime Control or Due Process? What implications does this have, and what might Packer suggest are some of the consequences of this approach?

    2. Police officers have a substantial amount of discretion. Why is understanding police decision-making such an important line of scientific inquiry? To what extent do various factors (individual, organizational, situational, community-level) influence police decisions? Provide a comprehensive analysis citing relevant research.

    3. Tyler discusses the importance of legitimacy for developing support and cooperation with police. In the changing face of policing, specifically as law enforcement has become more militarized, how might willful cooperation and support of the police change? What effects might the militarization of the police have on the public’s view of police as legitimate?

    4. As the newly appointed chief of police for a major urban police department facing rising crime rates, your primary objective is to reduce crime. Concurrently, community leaders have expressed a desire for stronger police-community relationships. Drawing upon the empirical evidence presented in this course (or others from this master's program), describe in detail how you would structure your police organization and what policing strategies you would implement to achieve these dual objectives. Provide a comprehensive rationale for your approach based on relevant research.

    5. What are the central tenets of David Klinger’s ecological theory of police response? How does the research presented in ‘Cop in the Hood’ by Peter Moskos support or refute Klinger's theory? Provide specific examples from the book

    6. How does Meyer and Rowan’s “Institutional Theory” explain the adoption and implementation of innovations in police organizations. What role do institutional pressures play in shaping decisions about the formal structure and activities of police agencies? According to this theory, how do police organizations "survive"?

    **Reading:**

    ![A screenshot of a book AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/e1-20923465)

    ## image1.png

  • [Solved] divers

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    I need assistance with a question – ## pampletdiversitywk5.docx **## pampletdiversitywk5.docx** 1 **_Planning for "Pamphlet Presentation & Peer Review" Assignment_** · In preparation for your module seven assignment, choose a cultural group that you believe is essential for your fellow colleagues to…

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    – ## pampletdiversitywk5.docx

    **## pampletdiversitywk5.docx**

    1
    **_Planning for "Pamphlet Presentation & Peer Review" Assignment_**

    · In preparation for your module seven assignment, choose a cultural group that you believe is essential for your fellow colleagues to understand in the context of your healthcare setting.

    · Consider the diversity of patients you may encounter.

    · Begin conducting thorough research on the chosen cultural group.

    · Compile key information that will be useful for your colleagues to understand and apply in their practice.

    · Plan the layout, design, and format of your pamphlet. Consider visual elements, headings, and the overall structure to make the content engaging and easy to follow.

    **2 Pamphlet Presentation & Peer Review**

    **Part I:** Using the information and design plan from above plan, create a visually appealing and informative educational pamphlet and submit it for your peers to review.

    · Include information on:

    · healthcare beliefs,

    · health practices,

    · communication styles,

    · family dynamics; and

    · any specific health disparities.

    · Include practical tips, strategies, or scenarios that illustrate culturally competent care within the pamphlet.

    · Provide examples of how your colleagues can integrate this knowledge into their practice.

    · Incorporate images, infographics, and culturally relevant visuals to enhance the content.

    **## pampletdiversitywk5.docx**

    1
    **_Planning for "Pamphlet Presentation & Peer Review" Assignment_**

    · In preparation for your module seven assignment, choose a cultural group that you believe is essential for your fellow colleagues to understand in the context of your healthcare setting.

    · Consider the diversity of patients you may encounter.

    · Begin conducting thorough research on the chosen cultural group.

    · Compile key information that will be useful for your colleagues to understand and apply in their practice.

    · Plan the layout, design, and format of your pamphlet. Consider visual elements, headings, and the overall structure to make the content engaging and easy to follow.

    **2 Pamphlet Presentation & Peer Review**

    **Part I:** Using the information and design plan from above plan, create a visually appealing and informative educational pamphlet and submit it for your peers to review.

    · Include information on:

    · healthcare beliefs,

    · health practices,

    · communication styles,

    · family dynamics; and

    · any specific health disparities.

    · Include practical tips, strategies, or scenarios that illustrate culturally competent care within the pamphlet.

    · Provide examples of how your colleagues can integrate this knowledge into their practice.

    · Incorporate images, infographics, and culturally relevant visuals to enhance the content.

  • [Solved] Ethics Case Analysis

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    please reach out to me – ## Ethicscaseanalysisexample.pdf – FamilyNursePractitionerEthicsanalysis.docx **## Ethicscaseanalysisexample.pdf** THE RIGHT TO ABORTION 1 Ethics Case Analysis: The Right to Abortion Student Name Louise Herrington School of Nursing, Baylor University THE RIGHT TO ABORTION 2 …

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    THE RIGHT TO ABORTION 1

    Ethics Case Analysis: The Right to Abortion

    Student Name

    Louise Herrington School of Nursing, Baylor University

    THE RIGHT TO ABORTION 2

    Ethics Case Analysis: The Right to Abortion

    The right to abortion has been a topic of controversy and ethical debate since the 1960s

    (Svenaeus, 2017). The ethical conflict exists in whether it is morally acceptable to terminate a pregnancy.

    Both courses of action have moral importance and can be argued either way using ethical principles and

    moral theories. One must consider the undesirable outcomes and beliefs of both sides. Throughout this

    paper, pro-life and pro-choice will be used as terminology to categorize those who are against abortion

    and those who are in support of the right to abortion, respectively. It is important to note that this is not a

    black and white issue and there is a spectrum of support and opposition based on the timing and reason

    abortion is obtained. However, for the sake of an ethical conflict, the two extreme sides of the gamut will

    compose the conversation. On the pro-life side, abortion leads to the death of a person or potential person

    (Svenaeus, 2017). Thus, the consequence of abortion is death of human life and potential fetal pain. On

    the pro-choice side, making abortions illegal or inaccessible to a pregnant woman takes away her

    autonomy and the right to make decisions about her body (Svenaeus, 2017). Without the right to abortion,

    pregnancies resulting from rape and incest, as well as pregnancies leading to fetal deaths and maternal

    health threats would be forced to term (Tomlinson, 2021). Furthermore, woman denied abortions may

    seek unsafe abortion methods leading to potentially life- threatening complications (Baldwin et al., 2022).

    Stakeholders

    Numerous stakeholders are involved in the debate around the right to an abortion. Women,

    medical providers, the healthcare sector, state and federal governments, and religious organizations are all

    either affected or hold interest in this controversial subject. Women are the obvious stakeholder involved

    in the ethical conflict of abortion rights. Some may sustain their pregnancy due to religious beliefs or

    personal values, while others may value their right to choose whether to have a child or not based on a

    variety of reasons. Societal norms may impact a woman’s desire to obtain an abortion. For instance, a

    pregnant teenager may opt for an abortion due to the fear of judgment from her peers.

    Medical providers may be influenced by their professional identity and duty to provide safe

    abortions at the request of their patients, despite their own personal feelings. Many healthcare

    THE RIGHT TO ABORTION 3

    professionals view abortions as a part of reproductive healthcare (Rosen, 2020). The healthcare system

    may be influenced by the costs associated with abortions versus birth. One study estimated a $21 billion

    cost to US taxpayers as a result of unintended pregnancies (Tomlinson, 2021), with the cost of an abortion

    only 20% the cost of a birth. Insurance coverage of abortions varies by state and company.

    While exceptions exist, religious organizations and those who highly regard their faith tend to

    oppose abortion (Bruce, 2020). Jehovah’s Witness, Mormon and Evangelical Protestant religions have

    higher opposition to abortion than Jewish, Buddhist, and unaffiliated religions (Bruce, 2020).

    State and federal governments are active stakeholders in the case of abortion. These institutions

    are responsible for creating laws that dictate accessibility and legality of abortion. Each level of

    government is influenced by the ideologies and culture within their constituents. Southern regions of the

    United States with more conservative culture are more likely to oppose abortion, leading to those state

    governments imposing legal restrictions.

    Critical Analysis

    Consequentialism, and more specifically, utilitarianism, can be used to both support and oppose

    the right to an abortion. Under this theory, the ethically correct action is the one that produces the

    maximal balance of positive consequences over negative ones (Beauchamp & Childress, 2019). The pro-

    life stance argues that the death of the fetus, person or potential person, is innately the ultimate

    consequence that outweighs any possible good. To prohibit abortion altogether due to the consequence of

    fetal death would fall under rule utilitarianism. Act utilitarianism, on the other hand, can be used to

    support the right to abortion. Circumstances such as rape, incest, fetal anomalies, or maternal health risks

    may be justifiable to an act utilitarian to support abortion. In these cases, the benefit of preserving the

    woman’s mental and physical health (Casey et al., 2019) can be seen as outweighing the consequence of

    losing the fetus, which one may or may not consider a person.

    The deontological theory, also known as Kantian theory values human life, reason and duty

    (Beauchamp & Childress, 2019). Kantian theory is often seen as anti-abortion, for the maxim of abortion

    cannot pass the categorical imperative, in which permitting abortion would have to be a universally

    THE RIGHT TO ABORTION 4

    accepted rule. Furthermore, Kantian theory is concerned with one’s duty to themselves. Mayans & Vaca

    (2018), explain that a woman’s nature is to produce offspring. Even though the woman does not have a

    duty to the fetus, she has a duty to “herself with regard to her fetus” (Mayans & Vaca, 2018, p. 25). At the

    same time, Kantian theory can be used to support abortion, as a woman has a duty to protect her health,

    body, and autonomy. Lastly, Kant emphasizes the importance of treating each person as an end, rather

    than as a means to an end (Beauchamp & Childress, 2019). Exploiting a pregnant woman or forcing the

    continuation of an unwanted pregnancy can be perceived as treating a woman as a means to an end.

    Oppositely, abortion can be viewed in a negative light as treating the fetus as a means to an end, in order

    for the woman to continue on with her life and ambitions, free of a child.

    Virtue ethics focuses on the character traits, or virtues, of the person in a situation of ethical

    conflict. This theory helps dictate the correct course of action by relying on what the virtuous person

    would do in that circumstance (Beauchamp & Childress, 2019). Neale (2022) discusses the ways in which

    virtue ethics can be perceived to either support or negate abortion. A woman who seeks an abortion may

    be viewed under virtue ethics as selfish or heartless for killing their unborn child. Alternatively, that same

    woman may not be able to afford or care for a child, in which she can be considered sensible and

    compassionate towards the quality of life the fetus would be born into. The healthcare provider choosing

    to perform an abortion can possess the virtue of sympathy towards a woman who does not want the child

    or evil for conducting the procedure. The healthcare provider who refuses to perform abortions can be

    viewed as caring towards life or malicious for refusing reproductive rights to women. Evidently,

    considering the various perspectives and characterizations one can make depending on the individual

    situation, the ethically correct action surrounding abortion is poorly defined based on virtue ethics alone.

    Rights theory can be applied to both the pro-choice and pro-life stances. The woman has the right

    to autonomy, bodily integrity, and reproductive choices, including the right to an abortion. One can also

    say, however, that under the rights theory, a fetus has rights, including the right to survive and not be

    killed. The mother is physically able to make her rights and decisions be voiced, while the fetus cannot.

    However, these theories and rights are applicable to human beings. The point at which a fetus develops

    THE RIGHT TO ABORTION 5

    moral status and personhood heavily impacts the application of the rights theory. While pro-life argues

    that a fetus attains personhood at the point of fertilization, pro-choice makes this distinction based on

    certain stages of development and gestational milestones (Miklavcic & Flaman, 2017).

    Respect for autonomy supports the pregnant woman’s right to make decisions about her body and

    pregnancy, including termination. If she has the intention to end the pregnancy, understands the extent of

    her decision, is not being influenced or coerced, and is competent, the woman should be able to make this

    decision for herself under the principle of autonomy (Beauchamp & Childress, 2019). However,

    autonomy can also be seen from the fetus’s perspective. Abortion does not consider a fetus’s right to

    choose. Although, the fetus is physically incapable of making a choice while in the womb.

    Abortion inherently will harm the fetus and end its life. This goes against the principle of

    beneficence, in which preventing harm is a mainstay. On the other hand, abortion can potentially save the

    life of the pregnant woman if their health is at risk due to pregnancy complications. In that case, abortion

    is benefiting the woman by saving her life. Additionally, even with abortion restrictions in place, the

    incidence of abortion continues, just in an unsafe, unsanitary manner (Casey et al., 2019). When looking

    at the principle of utility, a birth is costly compared to an abortion (Tomlinson, 2021). On the other hand,

    the mother’s life may be saved, but the fetus would be killed.

    Again, inherently, abortion inflicts harm on the fetus, which violates a core obligation of

    nonmaleficence and it’s more specific rule to not kill. The matter comes down to a highly debated topic of

    whether the fetus feels pain or not and is considered a person or not. If so, killing the fetus is morally

    wrong under nonmaleficence standards. Although, Beauchamp and Childress (2019, p. 159), explain that

    “harmful actions that involve justifiable setbacks to another’s interests are not wrong.” Thus, pro-choice

    can argue that inflicting harm on the fetus is justifiable to protect the interests and rights of the mother.

    Under the ethical principle of justice lies six theories. Most applicable to abortion are the

    capability theory and well-being theory. The capability theory discusses one’s ability to live with good

    health, “without dying prematurely” (Beauchamp & Childress, 2019, p. 279). If the fetus is a person, then

    abortion violates the principle of justice by prematurely taking the life of a human. That same theory can

    THE RIGHT TO ABORTION 6

    support abortion, as it states a human should have bodily integrity, including reproductive choices. The

    well-being theory begins with the basic premise that justice is concerned with human well-being and

    emphasizes the right to health and self-determination. Thus, it can be said that abortion permits justice, as

    without this right, a woman cannot control their own life and manage their health if at risk due to

    pregnancy. Justice also involves health policy and accessibility. The laws and policies surrounding

    abortion are evolving depending on the state and the position of the federal government. In the last

    decade, around 500 policies restricting abortions have been implemented across the United States (Redd

    et al., 2021). These restrictive abortion policies have proven to disproportionately and negatively affect

    the health of Blacks, the uneducated, and vulnerable populations, leading to further health inequities.

    Conclusion

    The ethically correct course of action is to permit women the right to an abortion. After critical

    analysis of these moral guidelines, it can be concluded that abortion follows a majority of the ethical

    standards. Both utilitarianism and rights theory portrayed the most convincing argument to support

    abortion. Considering the variety of reasons for women to seek an abortion and the unknown sentience of

    the fetus, it can be determined that the maximal good of abortion overrules the negative consequences.

    Given the inconclusive debate over the personhood of the fetus, the moral theories and ethical principles

    must be attributed to the health and desires of the woman who is physically and mentally capable of moral

    status. Therefore, the rights theory supports a woman’s right to terminate an unwanted or unsafe

    pregnancy. Furthermore, the ethical principles of autonomy and justice were most persuasive in arguing

    for the right to abortion. A woman’s right to bodily integrity and reproductive choices were key factors

    associated with autonomy and justice. Additionally, the risk for maternal health threats, as an example,

    supersede the death of the fetus in applying the rules of beneficence and nonmaleficence to the case of

    abortion. While this paper attempts to cover arguments on both sides of the abortion rights debate, it is

    important to note that only two extreme sides were acknowledged, when in reality a range exists

    including deliberation on gestational limits, health exceptions, etc. In conclusion, when looking to

    decipher one correct course of action, free of caveats, the right to abortion is deemed ethical.

    THE RIGHT TO ABORTION 7

    References

    Baldwin, A., Johnson, D.M., Broussard, K., Tello-Perez, L.A., Madera, M., Ze-Noah, C., Padron, E., &

    Aiken, A. (2022). U.S. abortion care providers’ perspectives on self-managed abortion.

    Qualitative Health Research, 1-12. https://doi.org/10.1177/10497323221077296

    Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics (8th ed.). Oxford University

    Press.

    Bruce, T.C. (2020). Efficacy, distancing, and reconciling: Religion and race in Americans’ abortion

    attitudes. Religions, 11(9), 1-23. https://doi.org/10.3390/rel11090475

    Casey, S.E., Steven, V.J., Deitch, J., Dumas, E.F., Gallagher, M.C., Martinez, S., Morris, C.N.,

    Rafanoharana, R.V., & Wheeler, E. (2019). “You must first save her life”: Community

    perceptions towards induced abortion and post-abortion care in North and South Kivu,

    Democratic Republic of the Congo. Sexual and Reproductive Health Matters, 27(1), 106-117.

    https://doi.org/10.1080/09688080.2019.1571309

    Mayans, I., & Vaca, M. (2018). The paternalistic argument against abortion. Hypatia, 33(1), 22-29.

    https://doi.org/10.1111/hypa.12385

    Miklavcic, J.J., & Flaman, P. (2017). Personhood status of the human zygote, embryo, fetus. The Linacre

    Quarterly, 84(2), 130-144. https://doi.org/10.1080/00243639.2017.1299896

    Neale, A. (2022). Application of virtue ethics to human life and death. Think: Philosophy for Everyone,

    21(60), 105-108. https://doi.org/10.1017/S1477175621000373

    Redd, S.K., Rice, W.S., Aswani, M.S., Blake, S., Julian, Z., Sen, B., Wingate, M., & Hall, K.S. (2021).

    Racial/ethnic and educational inequities in restrictive abortion policy variation and adverse birth

    outcomes in the United States. BMC Health Services Research, 21(1), 1-1139.

    https://doi.org/10.1186/s12913-021-07165-x

    Rosen, J.D. (2020). June Medical Services v. Russo: A threat to physcians’ standing to challenge abortion

    regulations. The New England Journal of Medicine, 383(12), 1101-1103.

    https://doi.org/10.1056/NEJMp2025176

    THE RIGHT TO ABORTION 8

    Svenaeus, F. (2017). Phenomenology of pregnancy and the ethics of abortion. Medicine, Health Care,

    and Philosophy, 21(1), 77-87. https://doi.org/10.1007/s11019-017-9786-x

    Tomlinson, S.J. (2021). Access denied: The proliferation of American medical abortion laws, 2000-2018.

    American Journal of Preventive Medicine, 60(4), 497-503.

    https://doi.org/10.1016/j.amepre.2020.11.008

    **FamilyNursePractitionerEthicsanalysis.docx**

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    **## Ethicscaseanalysisexample.pdf**

    THE RIGHT TO ABORTION 1

    Ethics Case Analysis: The Right to Abortion

    Student Name

    Louise Herrington School of Nursing, Baylor University

    THE RIGHT TO ABORTION 2

    Ethics Case Analysis: The Right to Abortion

    The right to abortion has been a topic of controversy and ethical debate since the 1960s

    (Svenaeus, 2017). The ethical conflict exists in whether it is morally acceptable to terminate a pregnancy.

    Both courses of action have moral importance and can be argued either way using ethical principles and

    moral theories. One must consider the undesirable outcomes and beliefs of both sides. Throughout this

    paper, pro-life and pro-choice will be used as terminology to categorize those who are against abortion

    and those who are in support of the right to abortion, respectively. It is important to note that this is not a

    black and white issue and there is a spectrum of support and opposition based on the timing and reason

    abortion is obtained. However, for the sake of an ethical conflict, the two extreme sides of the gamut will

    compose the conversation. On the pro-life side, abortion leads to the death of a person or potential person

    (Svenaeus, 2017). Thus, the consequence of abortion is death of human life and potential fetal pain. On

    the pro-choice side, making abortions illegal or inaccessible to a pregnant woman takes away her

    autonomy and the right to make decisions about her body (Svenaeus, 2017). Without the right to abortion,

    pregnancies resulting from rape and incest, as well as pregnancies leading to fetal deaths and maternal

    health threats would be forced to term (Tomlinson, 2021). Furthermore, woman denied abortions may

    seek unsafe abortion methods leading to potentially life- threatening complications (Baldwin et al., 2022).

    Stakeholders

    Numerous stakeholders are involved in the debate around the right to an abortion. Women,

    medical providers, the healthcare sector, state and federal governments, and religious organizations are all

    either affected or hold interest in this controversial subject. Women are the obvious stakeholder involved

    in the ethical conflict of abortion rights. Some may sustain their pregnancy due to religious beliefs or

    personal values, while others may value their right to choose whether to have a child or not based on a

    variety of reasons. Societal norms may impact a woman’s desire to obtain an abortion. For instance, a

    pregnant teenager may opt for an abortion due to the fear of judgment from her peers.

    Medical providers may be influenced by their professional identity and duty to provide safe

    abortions at the request of their patients, despite their own personal feelings. Many healthcare

    THE RIGHT TO ABORTION 3

    professionals view abortions as a part of reproductive healthcare (Rosen, 2020). The healthcare system

    may be influenced by the costs associated with abortions versus birth. One study estimated a $21 billion

    cost to US taxpayers as a result of unintended pregnancies (Tomlinson, 2021), with the cost of an abortion

    only 20% the cost of a birth. Insurance coverage of abortions varies by state and company.

    While exceptions exist, religious organizations and those who highly regard their faith tend to

    oppose abortion (Bruce, 2020). Jehovah’s Witness, Mormon and Evangelical Protestant religions have

    higher opposition to abortion than Jewish, Buddhist, and unaffiliated religions (Bruce, 2020).

    State and federal governments are active stakeholders in the case of abortion. These institutions

    are responsible for creating laws that dictate accessibility and legality of abortion. Each level of

    government is influenced by the ideologies and culture within their constituents. Southern regions of the

    United States with more conservative culture are more likely to oppose abortion, leading to those state

    governments imposing legal restrictions.

    Critical Analysis

    Consequentialism, and more specifically, utilitarianism, can be used to both support and oppose

    the right to an abortion. Under this theory, the ethically correct action is the one that produces the

    maximal balance of positive consequences over negative ones (Beauchamp & Childress, 2019). The pro-

    life stance argues that the death of the fetus, person or potential person, is innately the ultimate

    consequence that outweighs any possible good. To prohibit abortion altogether due to the consequence of

    fetal death would fall under rule utilitarianism. Act utilitarianism, on the other hand, can be used to

    support the right to abortion. Circumstances such as rape, incest, fetal anomalies, or maternal health risks

    may be justifiable to an act utilitarian to support abortion. In these cases, the benefit of preserving the

    woman’s mental and physical health (Casey et al., 2019) can be seen as outweighing the consequence of

    losing the fetus, which one may or may not consider a person.

    The deontological theory, also known as Kantian theory values human life, reason and duty

    (Beauchamp & Childress, 2019). Kantian theory is often seen as anti-abortion, for the maxim of abortion

    cannot pass the categorical imperative, in which permitting abortion would have to be a universally

    THE RIGHT TO ABORTION 4

    accepted rule. Furthermore, Kantian theory is concerned with one’s duty to themselves. Mayans & Vaca

    (2018), explain that a woman’s nature is to produce offspring. Even though the woman does not have a

    duty to the fetus, she has a duty to “herself with regard to her fetus” (Mayans & Vaca, 2018, p. 25). At the

    same time, Kantian theory can be used to support abortion, as a woman has a duty to protect her health,

    body, and autonomy. Lastly, Kant emphasizes the importance of treating each person as an end, rather

    than as a means to an end (Beauchamp & Childress, 2019). Exploiting a pregnant woman or forcing the

    continuation of an unwanted pregnancy can be perceived as treating a woman as a means to an end.

    Oppositely, abortion can be viewed in a negative light as treating the fetus as a means to an end, in order

    for the woman to continue on with her life and ambitions, free of a child.

    Virtue ethics focuses on the character traits, or virtues, of the person in a situation of ethical

    conflict. This theory helps dictate the correct course of action by relying on what the virtuous person

    would do in that circumstance (Beauchamp & Childress, 2019). Neale (2022) discusses the ways in which

    virtue ethics can be perceived to either support or negate abortion. A woman who seeks an abortion may

    be viewed under virtue ethics as selfish or heartless for killing their unborn child. Alternatively, that same

    woman may not be able to afford or care for a child, in which she can be considered sensible and

    compassionate towards the quality of life the fetus would be born into. The healthcare provider choosing

    to perform an abortion can possess the virtue of sympathy towards a woman who does not want the child

    or evil for conducting the procedure. The healthcare provider who refuses to perform abortions can be

    viewed as caring towards life or malicious for refusing reproductive rights to women. Evidently,

    considering the various perspectives and characterizations one can make depending on the individual

    situation, the ethically correct action surrounding abortion is poorly defined based on virtue ethics alone.

    Rights theory can be applied to both the pro-choice and pro-life stances. The woman has the right

    to autonomy, bodily integrity, and reproductive choices, including the right to an abortion. One can also

    say, however, that under the rights theory, a fetus has rights, including the right to survive and not be

    killed. The mother is physically able to make her rights and decisions be voiced, while the fetus cannot.

    However, these theories and rights are applicable to human beings. The point at which a fetus develops

    THE RIGHT TO ABORTION 5

    moral status and personhood heavily impacts the application of the rights theory. While pro-life argues

    that a fetus attains personhood at the point of fertilization, pro-choice makes this distinction based on

    certain stages of development and gestational milestones (Miklavcic & Flaman, 2017).

    Respect for autonomy supports the pregnant woman’s right to make decisions about her body and

    pregnancy, including termination. If she has the intention to end the pregnancy, understands the extent of

    her decision, is not being influenced or coerced, and is competent, the woman should be able to make this

    decision for herself under the principle of autonomy (Beauchamp & Childress, 2019). However,

    autonomy can also be seen from the fetus’s perspective. Abortion does not consider a fetus’s right to

    choose. Although, the fetus is physically incapable of making a choice while in the womb.

    Abortion inherently will harm the fetus and end its life. This goes against the principle of

    beneficence, in which preventing harm is a mainstay. On the other hand, abortion can potentially save the

    life of the pregnant woman if their health is at risk due to pregnancy complications. In that case, abortion

    is benefiting the woman by saving her life. Additionally, even with abortion restrictions in place, the

    incidence of abortion continues, just in an unsafe, unsanitary manner (Casey et al., 2019). When looking

    at the principle of utility, a birth is costly compared to an abortion (Tomlinson, 2021). On the other hand,

    the mother’s life may be saved, but the fetus would be killed.

    Again, inherently, abortion inflicts harm on the fetus, which violates a core obligation of

    nonmaleficence and it’s more specific rule to not kill. The matter comes down to a highly debated topic of

    whether the fetus feels pain or not and is considered a person or not. If so, killing the fetus is morally

    wrong under nonmaleficence standards. Although, Beauchamp and Childress (2019, p. 159), explain that

    “harmful actions that involve justifiable setbacks to another’s interests are not wrong.” Thus, pro-choice

    can argue that inflicting harm on the fetus is justifiable to protect the interests and rights of the mother.

    Under the ethical principle of justice lies six theories. Most applicable to abortion are the

    capability theory and well-being theory. The capability theory discusses one’s ability to live with good

    health, “without dying prematurely” (Beauchamp & Childress, 2019, p. 279). If the fetus is a person, then

    abortion violates the principle of justice by prematurely taking the life of a human. That same theory can

    THE RIGHT TO ABORTION 6

    support abortion, as it states a human should have bodily integrity, including reproductive choices. The

    well-being theory begins with the basic premise that justice is concerned with human well-being and

    emphasizes the right to health and self-determination. Thus, it can be said that abortion permits justice, as

    without this right, a woman cannot control their own life and manage their health if at risk due to

    pregnancy. Justice also involves health policy and accessibility. The laws and policies surrounding

    abortion are evolving depending on the state and the position of the federal government. In the last

    decade, around 500 policies restricting abortions have been implemented across the United States (Redd

    et al., 2021). These restrictive abortion policies have proven to disproportionately and negatively affect

    the health of Blacks, the uneducated, and vulnerable populations, leading to further health inequities.

    Conclusion

    The ethically correct course of action is to permit women the right to an abortion. After critical

    analysis of these moral guidelines, it can be concluded that abortion follows a majority of the ethical

    standards. Both utilitarianism and rights theory portrayed the most convincing argument to support

    abortion. Considering the variety of reasons for women to seek an abortion and the unknown sentience of

    the fetus, it can be determined that the maximal good of abortion overrules the negative consequences.

    Given the inconclusive debate over the personhood of the fetus, the moral theories and ethical principles

    must be attributed to the health and desires of the woman who is physically and mentally capable of moral

    status. Therefore, the rights theory supports a woman’s right to terminate an unwanted or unsafe

    pregnancy. Furthermore, the ethical principles of autonomy and justice were most persuasive in arguing

    for the right to abortion. A woman’s right to bodily integrity and reproductive choices were key factors

    associated with autonomy and justice. Additionally, the risk for maternal health threats, as an example,

    supersede the death of the fetus in applying the rules of beneficence and nonmaleficence to the case of

    abortion. While this paper attempts to cover arguments on both sides of the abortion rights debate, it is

    important to note that only two extreme sides were acknowledged, when in reality a range exists

    including deliberation on gestational limits, health exceptions, etc. In conclusion, when looking to

    decipher one correct course of action, free of caveats, the right to abortion is deemed ethical.

    THE RIGHT TO ABORTION 7

    References

    Baldwin, A., Johnson, D.M., Broussard, K., Tello-Perez, L.A., Madera, M., Ze-Noah, C., Padron, E., &

    Aiken, A. (2022). U.S. abortion care providers’ perspectives on self-managed abortion.

    Qualitative Health Research, 1-12. https://doi.org/10.1177/10497323221077296

    Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics (8th ed.). Oxford University

    Press.

    Bruce, T.C. (2020). Efficacy, distancing, and reconciling: Religion and race in Americans’ abortion

    attitudes. Religions, 11(9), 1-23. https://doi.org/10.3390/rel11090475

    Casey, S.E., Steven, V.J., Deitch, J., Dumas, E.F., Gallagher, M.C., Martinez, S., Morris, C.N.,

    Rafanoharana, R.V., & Wheeler, E. (2019). “You must first save her life”: Community

    perceptions towards induced abortion and post-abortion care in North and South Kivu,

    Democratic Republic of the Congo. Sexual and Reproductive Health Matters, 27(1), 106-117.

    https://doi.org/10.1080/09688080.2019.1571309

    Mayans, I., & Vaca, M. (2018). The paternalistic argument against abortion. Hypatia, 33(1), 22-29.

    https://doi.org/10.1111/hypa.12385

    Miklavcic, J.J., & Flaman, P. (2017). Personhood status of the human zygote, embryo, fetus. The Linacre

    Quarterly, 84(2), 130-144. https://doi.org/10.1080/00243639.2017.1299896

    Neale, A. (2022). Application of virtue ethics to human life and death. Think: Philosophy for Everyone,

    21(60), 105-108. https://doi.org/10.1017/S1477175621000373

    Redd, S.K., Rice, W.S., Aswani, M.S., Blake, S., Julian, Z., Sen, B., Wingate, M., & Hall, K.S. (2021).

    Racial/ethnic and educational inequities in restrictive abortion policy variation and adverse birth

    outcomes in the United States. BMC Health Services Research, 21(1), 1-1139.

    https://doi.org/10.1186/s12913-021-07165-x

    Rosen, J.D. (2020). June Medical Services v. Russo: A threat to physcians’ standing to challenge abortion

    regulations. The New England Journal of Medicine, 383(12), 1101-1103.

    https://doi.org/10.1056/NEJMp2025176

    THE RIGHT TO ABORTION 8

    Svenaeus, F. (2017). Phenomenology of pregnancy and the ethics of abortion. Medicine, Health Care,

    and Philosophy, 21(1), 77-87. https://doi.org/10.1007/s11019-017-9786-x

    Tomlinson, S.J. (2021). Access denied: The proliferation of American medical abortion laws, 2000-2018.

    American Journal of Preventive Medicine, 60(4), 497-503.

    https://doi.org/10.1016/j.amepre.2020.11.008

    **FamilyNursePractitionerEthicsanalysis.docx**

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    **## Ethicscaseanalysisexample.pdf**

    THE RIGHT TO ABORTION 1

    Ethics Case Analysis: The Right to Abortion

    Student Name

    Louise Herrington School of Nursing, Baylor University

    THE RIGHT TO ABORTION 2

    Ethics Case Analysis: The Right to Abortion

    The right to abortion has been a topic of controversy and ethical debate since the 1960s

    (Svenaeus, 2017). The ethical conflict exists in whether it is morally acceptable to terminate a pregnancy.

    Both courses of action have moral importance and can be argued either way using ethical principles and

    moral theories. One must consider the undesirable outcomes and beliefs of both sides. Throughout this

    paper, pro-life and pro-choice will be used as terminology to categorize those who are against abortion

    and those who are in support of the right to abortion, respectively. It is important to note that this is not a

    black and white issue and there is a spectrum of support and opposition based on the timing and reason

    abortion is obtained. However, for the sake of an ethical conflict, the two extreme sides of the gamut will

    compose the conversation. On the pro-life side, abortion leads to the death of a person or potential person

    (Svenaeus, 2017). Thus, the consequence of abortion is death of human life and potential fetal pain. On

    the pro-choice side, making abortions illegal or inaccessible to a pregnant woman takes away her

    autonomy and the right to make decisions about her body (Svenaeus, 2017). Without the right to abortion,

    pregnancies resulting from rape and incest, as well as pregnancies leading to fetal deaths and maternal

    health threats would be forced to term (Tomlinson, 2021). Furthermore, woman denied abortions may

    seek unsafe abortion methods leading to potentially life- threatening complications (Baldwin et al., 2022).

    Stakeholders

    Numerous stakeholders are involved in the debate around the right to an abortion. Women,

    medical providers, the healthcare sector, state and federal governments, and religious organizations are all

    either affected or hold interest in this controversial subject. Women are the obvious stakeholder involved

    in the ethical conflict of abortion rights. Some may sustain their pregnancy due to religious beliefs or

    personal values, while others may value their right to choose whether to have a child or not based on a

    variety of reasons. Societal norms may impact a woman’s desire to obtain an abortion. For instance, a

    pregnant teenager may opt for an abortion due to the fear of judgment from her peers.

    Medical providers may be influenced by their professional identity and duty to provide safe

    abortions at the request of their patients, despite their own personal feelings. Many healthcare

    THE RIGHT TO ABORTION 3

    professionals view abortions as a part of reproductive healthcare (Rosen, 2020). The healthcare system

    may be influenced by the costs associated with abortions versus birth. One study estimated a $21 billion

    cost to US taxpayers as a result of unintended pregnancies (Tomlinson, 2021), with the cost of an abortion

    only 20% the cost of a birth. Insurance coverage of abortions varies by state and company.

    While exceptions exist, religious organizations and those who highly regard their faith tend to

    oppose abortion (Bruce, 2020). Jehovah’s Witness, Mormon and Evangelical Protestant religions have

    higher opposition to abortion than Jewish, Buddhist, and unaffiliated religions (Bruce, 2020).

    State and federal governments are active stakeholders in the case of abortion. These institutions

    are responsible for creating laws that dictate accessibility and legality of abortion. Each level of

    government is influenced by the ideologies and culture within their constituents. Southern regions of the

    United States with more conservative culture are more likely to oppose abortion, leading to those state

    governments imposing legal restrictions.

    Critical Analysis

    Consequentialism, and more specifically, utilitarianism, can be used to both support and oppose

    the right to an abortion. Under this theory, the ethically correct action is the one that produces the

    maximal balance of positive consequences over negative ones (Beauchamp & Childress, 2019). The pro-

    life stance argues that the death of the fetus, person or potential person, is innately the ultimate

    consequence that outweighs any possible good. To prohibit abortion altogether due to the consequence of

    fetal death would fall under rule utilitarianism. Act utilitarianism, on the other hand, can be used to

    support the right to abortion. Circumstances such as rape, incest, fetal anomalies, or maternal health risks

    may be justifiable to an act utilitarian to support abortion. In these cases, the benefit of preserving the

    woman’s mental and physical health (Casey et al., 2019) can be seen as outweighing the consequence of

    losing the fetus, which one may or may not consider a person.

    The deontological theory, also known as Kantian theory values human life, reason and duty

    (Beauchamp & Childress, 2019). Kantian theory is often seen as anti-abortion, for the maxim of abortion

    cannot pass the categorical imperative, in which permitting abortion would have to be a universally

    THE RIGHT TO ABORTION 4

    accepted rule. Furthermore, Kantian theory is concerned with one’s duty to themselves. Mayans & Vaca

    (2018), explain that a woman’s nature is to produce offspring. Even though the woman does not have a

    duty to the fetus, she has a duty to “herself with regard to her fetus” (Mayans & Vaca, 2018, p. 25). At the

    same time, Kantian theory can be used to support abortion, as a woman has a duty to protect her health,

    body, and autonomy. Lastly, Kant emphasizes the importance of treating each person as an end, rather

    than as a means to an end (Beauchamp & Childress, 2019). Exploiting a pregnant woman or forcing the

    continuation of an unwanted pregnancy can be perceived as treating a woman as a means to an end.

    Oppositely, abortion can be viewed in a negative light as treating the fetus as a means to an end, in order

    for the woman to continue on with her life and ambitions, free of a child.

    Virtue ethics focuses on the character traits, or virtues, of the person in a situation of ethical

    conflict. This theory helps dictate the correct course of action by relying on what the virtuous person

    would do in that circumstance (Beauchamp & Childress, 2019). Neale (2022) discusses the ways in which

    virtue ethics can be perceived to either support or negate abortion. A woman who seeks an abortion may

    be viewed under virtue ethics as selfish or heartless for killing their unborn child. Alternatively, that same

    woman may not be able to afford or care for a child, in which she can be considered sensible and

    compassionate towards the quality of life the fetus would be born into. The healthcare provider choosing

    to perform an abortion can possess the virtue of sympathy towards a woman who does not want the child

    or evil for conducting the procedure. The healthcare provider who refuses to perform abortions can be

    viewed as caring towards life or malicious for refusing reproductive rights to women. Evidently,

    considering the various perspectives and characterizations one can make depending on the individual

    situation, the ethically correct action surrounding abortion is poorly defined based on virtue ethics alone.

    Rights theory can be applied to both the pro-choice and pro-life stances. The woman has the right

    to autonomy, bodily integrity, and reproductive choices, including the right to an abortion. One can also

    say, however, that under the rights theory, a fetus has rights, including the right to survive and not be

    killed. The mother is physically able to make her rights and decisions be voiced, while the fetus cannot.

    However, these theories and rights are applicable to human beings. The point at which a fetus develops

    THE RIGHT TO ABORTION 5

    moral status and personhood heavily impacts the application of the rights theory. While pro-life argues

    that a fetus attains personhood at the point of fertilization, pro-choice makes this distinction based on

    certain stages of development and gestational milestones (Miklavcic & Flaman, 2017).

    Respect for autonomy supports the pregnant woman’s right to make decisions about her body and

    pregnancy, including termination. If she has the intention to end the pregnancy, understands the extent of

    her decision, is not being influenced or coerced, and is competent, the woman should be able to make this

    decision for herself under the principle of autonomy (Beauchamp & Childress, 2019). However,

    autonomy can also be seen from the fetus’s perspective. Abortion does not consider a fetus’s right to

    choose. Although, the fetus is physically incapable of making a choice while in the womb.

    Abortion inherently will harm the fetus and end its life. This goes against the principle of

    beneficence, in which preventing harm is a mainstay. On the other hand, abortion can potentially save the

    life of the pregnant woman if their health is at risk due to pregnancy complications. In that case, abortion

    is benefiting the woman by saving her life. Additionally, even with abortion restrictions in place, the

    incidence of abortion continues, just in an unsafe, unsanitary manner (Casey et al., 2019). When looking

    at the principle of utility, a birth is costly compared to an abortion (Tomlinson, 2021). On the other hand,

    the mother’s life may be saved, but the fetus would be killed.

    Again, inherently, abortion inflicts harm on the fetus, which violates a core obligation of

    nonmaleficence and it’s more specific rule to not kill. The matter comes down to a highly debated topic of

    whether the fetus feels pain or not and is considered a person or not. If so, killing the fetus is morally

    wrong under nonmaleficence standards. Although, Beauchamp and Childress (2019, p. 159), explain that

    “harmful actions that involve justifiable setbacks to another’s interests are not wrong.” Thus, pro-choice

    can argue that inflicting harm on the fetus is justifiable to protect the interests and rights of the mother.

    Under the ethical principle of justice lies six theories. Most applicable to abortion are the

    capability theory and well-being theory. The capability theory discusses one’s ability to live with good

    health, “without dying prematurely” (Beauchamp & Childress, 2019, p. 279). If the fetus is a person, then

    abortion violates the principle of justice by prematurely taking the life of a human. That same theory can

    THE RIGHT TO ABORTION 6

    support abortion, as it states a human should have bodily integrity, including reproductive choices. The

    well-being theory begins with the basic premise that justice is concerned with human well-being and

    emphasizes the right to health and self-determination. Thus, it can be said that abortion permits justice, as

    without this right, a woman cannot control their own life and manage their health if at risk due to

    pregnancy. Justice also involves health policy and accessibility. The laws and policies surrounding

    abortion are evolving depending on the state and the position of the federal government. In the last

    decade, around 500 policies restricting abortions have been implemented across the United States (Redd

    et al., 2021). These restrictive abortion policies have proven to disproportionately and negatively affect

    the health of Blacks, the uneducated, and vulnerable populations, leading to further health inequities.

    Conclusion

    The ethically correct course of action is to permit women the right to an abortion. After critical

    analysis of these moral guidelines, it can be concluded that abortion follows a majority of the ethical

    standards. Both utilitarianism and rights theory portrayed the most convincing argument to support

    abortion. Considering the variety of reasons for women to seek an abortion and the unknown sentience of

    the fetus, it can be determined that the maximal good of abortion overrules the negative consequences.

    Given the inconclusive debate over the personhood of the fetus, the moral theories and ethical principles

    must be attributed to the health and desires of the woman who is physically and mentally capable of moral

    status. Therefore, the rights theory supports a woman’s right to terminate an unwanted or unsafe

    pregnancy. Furthermore, the ethical principles of autonomy and justice were most persuasive in arguing

    for the right to abortion. A woman’s right to bodily integrity and reproductive choices were key factors

    associated with autonomy and justice. Additionally, the risk for maternal health threats, as an example,

    supersede the death of the fetus in applying the rules of beneficence and nonmaleficence to the case of

    abortion. While this paper attempts to cover arguments on both sides of the abortion rights debate, it is

    important to note that only two extreme sides were acknowledged, when in reality a range exists

    including deliberation on gestational limits, health exceptions, etc. In conclusion, when looking to

    decipher one correct course of action, free of caveats, the right to abortion is deemed ethical.

    THE RIGHT TO ABORTION 7

    References

    Baldwin, A., Johnson, D.M., Broussard, K., Tello-Perez, L.A., Madera, M., Ze-Noah, C., Padron, E., &

    Aiken, A. (2022). U.S. abortion care providers’ perspectives on self-managed abortion.

    Qualitative Health Research, 1-12. https://doi.org/10.1177/10497323221077296

    Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics (8th ed.). Oxford University

    Press.

    Bruce, T.C. (2020). Efficacy, distancing, and reconciling: Religion and race in Americans’ abortion

    attitudes. Religions, 11(9), 1-23. https://doi.org/10.3390/rel11090475

    Casey, S.E., Steven, V.J., Deitch, J., Dumas, E.F., Gallagher, M.C., Martinez, S., Morris, C.N.,

    Rafanoharana, R.V., & Wheeler, E. (2019). “You must first save her life”: Community

    perceptions towards induced abortion and post-abortion care in North and South Kivu,

    Democratic Republic of the Congo. Sexual and Reproductive Health Matters, 27(1), 106-117.

    https://doi.org/10.1080/09688080.2019.1571309

    Mayans, I., & Vaca, M. (2018). The paternalistic argument against abortion. Hypatia, 33(1), 22-29.

    https://doi.org/10.1111/hypa.12385

    Miklavcic, J.J., & Flaman, P. (2017). Personhood status of the human zygote, embryo, fetus. The Linacre

    Quarterly, 84(2), 130-144. https://doi.org/10.1080/00243639.2017.1299896

    Neale, A. (2022). Application of virtue ethics to human life and death. Think: Philosophy for Everyone,

    21(60), 105-108. https://doi.org/10.1017/S1477175621000373

    Redd, S.K., Rice, W.S., Aswani, M.S., Blake, S., Julian, Z., Sen, B., Wingate, M., & Hall, K.S. (2021).

    Racial/ethnic and educational inequities in restrictive abortion policy variation and adverse birth

    outcomes in the United States. BMC Health Services Research, 21(1), 1-1139.

    https://doi.org/10.1186/s12913-021-07165-x

    Rosen, J.D. (2020). June Medical Services v. Russo: A threat to physcians’ standing to challenge abortion

    regulations. The New England Journal of Medicine, 383(12), 1101-1103.

    https://doi.org/10.1056/NEJMp2025176

    THE RIGHT TO ABORTION 8

    Svenaeus, F. (2017). Phenomenology of pregnancy and the ethics of abortion. Medicine, Health Care,

    and Philosophy, 21(1), 77-87. https://doi.org/10.1007/s11019-017-9786-x

    Tomlinson, S.J. (2021). Access denied: The proliferation of American medical abortion laws, 2000-2018.

    American Journal of Preventive Medicine, 60(4), 497-503.

    https://doi.org/10.1016/j.amepre.2020.11.008

    **FamilyNursePractitionerEthicsanalysis.docx**

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    ## ATH 101 Prompt B Milestone Two Template

    In this outline, you will begin to determine how you will answer the interview questions for Final Project Part B (Interview Transcript). You must include a list of the references you are thinking of using for your final submission. Using the Crisis situation of Plastic wars from previous assignments.

    For each of the reporter’s questions below, write your answer in full sentences. You should aim to address each critical element listed below in at least two sentences each. Write your answer directly beneath the reporter’s question. Please do not reiterate the example below in your answer.

    ### Interview Transcript or Recording Outline

    **Cultural Diversity**: In this section, you will explain the importance of understanding and being sensitive to cultural diversity.

    _Reporter_: What is so important that we understand cultural diversity in a time like this? Who cares if we’re all different? What does it matter anyway?

    _Your Response_: We need that cultural knowledge as all this comes from within cultural values, and it cannot be separated from them. When we are plagued with the plastic nightmare, we observe a high proportion of female informal recyclers around the world. For instance, women in Colombia and India are central in the collection, sorting and resale of recyclable plastic, in a job that is often socially devalued, or not even seen at all. It is important to acknowledge these gendered roles to promote just policies that complement these women's activities and safeguard their health and wellbeing (Freinkel, 2011).

    _Your Response_: Cultural norms are in play in how we use and consume plastic. Nowadays, in many Western societies, buying single-use plastic things is the default, the convenient thing to do — a behavior instilled in us by a consumer culture that prizes speed and disposability. Conversely, some indigenous populations reuse receptacles and suffer less overall waste by virtue of cultural norms of thrift or environmental responsibility. Knowing these actions will allow for greater precision in designing educational campaigns and policies to minimize the use of plastics (Reno, 2016).

    _Your Response_: We continually perceive animals through cultural prisms that influence our reactions to environmental concerns. For instance, in the minds of people in many coastal communities, in places like Central America or Southeast Asia, sea turtles have a sacred or symbolic significance. If plastic pollution is affecting these animals,  then people in these cultures could suffer a profound sense of emotional or spiritual impoverishment. This emotional connection can act as a strong drive to conserve and clean up the ocean (UNEP, 2021).

    _Reporter_: Human culture might seem more complex than I initially imagined, so how does it relate to the crisis we’ve witnessed here?

    _Your Response_: Anthropologists have a key role to play in helping communities make sense of and act creatively in the face of big, urgent, slow crises like plastic pollution. They are learning how other cultures employ, discard, and interact with plastics, and this enables them to pinpoint underlying causes of the problem that are sensitive to local customs and beliefs. For instance, anthropologists can collaborate with local populations in places where people frequently burn plastic in the absence of waste services, offering less harmful alternatives that are compatible with local customs, rather than imposing outside standards. Through respect for local ways of thinking while working with communities on devising solutions, anthropologists are facilitating the containment of the crisis and the creation of sustainable and culturally “appropriate” solutions. (Reno, 2016).

    **Anthropological Methods**: In this section, you will speak as though you are an anthropologist investigating the crisis. You will describe the anthropological methods you would need to use to investigate the crisis and explain how you believe people would react to you investigating the crisis.

    _Reporter_: Alright, can you explain to the audience how you came to this conclusion?

    _Your Response_: To investigate the plastic crisis, I used the method of
    **ethnography**, which involves long-term observation, interviews, and participation in daily life within affected communities. This method is appropriate because it allows an anthropologist to deeply understand how cultural beliefs, economic pressures, and social norms influence people's use and disposal of plastic. For instance, observing how informal recyclers operate in urban slums reveals both their environmental impact and the social stigma they face. Ethnography provides a holistic, human-centered view of the crisis, making it an ideal approach to uncover the complex cultural dynamics behind plastic pollution (Reno, 2016).

    _Reporter_: Because I treated the community with respect, patience and cultural sensitivity, I was given the opportunity to study it.” Trust-building was critical – I engaged with and listened to their problems, joined their daily routine, and explained to them what my research was about. This openness helped to generate collaborative spirit. But not everyone was very enthusiastic. Some people were eager to share their sustainability solutions, while others were embarrassed or defensive, particularly when talking about the visible effects of pollution in their communities. Such disparate reactions serve to underscore the necessity of empathy and moral responsibility in anthropological fieldwork. (Liboiron, 2020).

    _Your Response_: Investigating the community of a waste affected by plastic may cause a variety of emotional and social expressions. On a positive note, it may make some people feel proud not only that their recycling or traditional waste-reduction efforts are recognized. In Bogotá, for instance, informal recyclers were more than willing to display how they creatively turn plastic into income and grateful that someone was recording their efforts.

    On the other hand, some people reacted negatively. In certain neighborhoods, residents were hesitant or even hostile, fearing judgment or outside interference. For instance, individuals in coastal villages in Southeast Asia were embarrassed when asked about local plastic burning, a practice born from necessity due to a lack of waste infrastructure. These responses reflect the sensitivity required when studying people in crisis settings and emphasize the need for cultural humility and ethical engagement (Reno, 2016).

    _Your Response_: An objective lens is fundamental to study a particular people to avoid the pre-determined beliefs and personal biases of the anthropologist being placed on the society. It permits the investigator to see behaviors, beliefs, and practices within the appropriate cultural setting and to avoid evaluating them in terms of another culture.

    This objective can serve to suppress anxieties within the study population. People are more likely to be candid and straightforward when they sense that the anthropologist isn’t there to blame or criticize, but rather to understand and accurately represent what life is like for them. For example, in societies where burning plastic is a reality due to an absence of waste management facilities, entering the conversation without judgment opens discussion for suggestions of safer alternatives. (Freinkel, 2011).

    **Cultural Connections**: In this section, you will make connections between cultural factors and the likelihood of the crisis occurring in your own culture. If the crisis has already occurred in your own culture, explain how the specific cultural, biological, or environmental factors allowed this to occur.

    _Reporter_:
    _Your Response_: In my family, we have no familial dispositions that would either cause or prevent a calamity such as the Plastic Wars. But we do have some genetic health issues which are worsened by pollution — particularly of microplastics and the airborne toxins emitted when plastic is incinerated. Which is to say, that if plastic pollution deteriorates further, it may have a major direct effect on the health of susceptible household members and worsen respiratory symptoms for them. On the other hand, we are all lacking the genetic reasons which would help us to survive or protect ourselves from something such as environmental pollution.

    _Your Response_: The world around me is a much larger culprit in the Plastic Wars debacle I live through. For instance, I live in a city where plastics are heavily used and the infrastructure for recycling is limited. Single-use plastics are ubiquitous, and there is uneven waste management. Consequently, a surplus of plastic waste accumulates in the landfills and local waters, causing direct environmental and health damage. Small local solutions, such as efforts to boycott plastic bag use, raise awareness of sustainability, which could ease plastic dependence. And so, my environment both contributes to and has the potential to be part of solutions to this crisis, depending on policies and public behavior.

    **Predictions**: In this section, you will explain how anthropological perspective can assist in future crises.

    _Reporter_: Do you think there is anything that could have informed these people of the crisis? I would hate to think that this could have been recognized and prevented earlier.

    _Your Response_: Yes, this crisis could absolutely happen—and in many ways, it already has. In the United States, for example, cultural values such as convenience, consumerism, and disposability contribute heavily to plastic overuse. People are accustomed to single-use plastics in packaging, food service, and retail, often with little awareness of the long-term environmental impact. Additionally, fast-paced lifestyles and marketing reinforce the use of quick, throwaway products rather than reusable alternatives. These cultural factors make it easier for plastic waste to accumulate and harder to implement lasting behavioral change without major shifts in public education and policy (Freinkel, 2011).

    _Reporter_: Now, I can bet there are people at home that are scared. So, how can you as an anthropologist help in preventing this crisis from happening to us?

    _Your Response_: An anthropological lens is essential for creating effective and sustainable preventive action plans because it considers the unique cultural values, beliefs, and practices of each community. Using an objective lens allows anthropologists to analyze behaviors without judgment, focusing on understanding rather than blaming. This helps in identifying practical solutions that are more likely to be accepted by the people affected.

    Cultural sensitivity ensures that proposed changes do not unintentionally disrespect local traditions or ways of life. For example, in areas where plastics are reused out of necessity, a culturally informed action plan might focus on improving access to sustainable alternatives rather than banning plastics outright. By approaching problems with empathy and knowledge, anthropologists can help communities build solutions that reflect their realities and capacities (Liboiron, 2020).

    _Reporter_: Finally, do you still enjoy being an anthropologist throughout this apparent chaos? I mean, how has being an anthropologist helped you out personally?

    _Your Response_: Being an anthropologist has deepened my understanding of human behavior and the interconnectedness of culture and environment. Personally, it has made me more empathetic and professionally, it allows me to contribute meaningfully to global issues like the plastic crisis through informed, respectful engagement.

    ### References

    Include a list of references. Be sure to write the title, author, page number where you found the information, and the publication date for each reference used.

    | | | | |
    | — | — | — | — |
    | **Title** | **Author** | **Page Number** | **Publication Date** |
    | **_Plastic: A Toxic Love Story_** | **Susan Freinkel** | **pp. 45–89** | **2011** |
    | **_Discard Studies Blog_** | **Max Liboiron** | **Various Pages** | **2020** |
    | **_The Anthropology of Waste_** | **Joshua Reno** | **pp. 122–138** | **2016** |
    | **_UNEP Report on Plastic Pollution_** | **United Nations Environment Programme** | **p. 12–47** | **2021** |

    ## image1.jpeg

    **Sample.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sample-pdf-10328611)

    **Sample.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sample-pdf-10328611)

    **## PreviousMileston.docx**

    ![MP_SNHU_withQuill_Horizstack](https://www.sweetstudy.com/questions/final-project-help-20923475)

    ## ATH 101 Prompt B Milestone Two Template

    In this outline, you will begin to determine how you will answer the interview questions for Final Project Part B (Interview Transcript). You must include a list of the references you are thinking of using for your final submission. Using the Crisis situation of Plastic wars from previous assignments.

    For each of the reporter’s questions below, write your answer in full sentences. You should aim to address each critical element listed below in at least two sentences each. Write your answer directly beneath the reporter’s question. Please do not reiterate the example below in your answer.

    ### Interview Transcript or Recording Outline

    **Cultural Diversity**: In this section, you will explain the importance of understanding and being sensitive to cultural diversity.

    _Reporter_: What is so important that we understand cultural diversity in a time like this? Who cares if we’re all different? What does it matter anyway?

    _Your Response_: We need that cultural knowledge as all this comes from within cultural values, and it cannot be separated from them. When we are plagued with the plastic nightmare, we observe a high proportion of female informal recyclers around the world. For instance, women in Colombia and India are central in the collection, sorting and resale of recyclable plastic, in a job that is often socially devalued, or not even seen at all. It is important to acknowledge these gendered roles to promote just policies that complement these women's activities and safeguard their health and wellbeing (Freinkel, 2011).

    _Your Response_: Cultural norms are in play in how we use and consume plastic. Nowadays, in many Western societies, buying single-use plastic things is the default, the convenient thing to do — a behavior instilled in us by a consumer culture that prizes speed and disposability. Conversely, some indigenous populations reuse receptacles and suffer less overall waste by virtue of cultural norms of thrift or environmental responsibility. Knowing these actions will allow for greater precision in designing educational campaigns and policies to minimize the use of plastics (Reno, 2016).

    _Your Response_: We continually perceive animals through cultural prisms that influence our reactions to environmental concerns. For instance, in the minds of people in many coastal communities, in places like Central America or Southeast Asia, sea turtles have a sacred or symbolic significance. If plastic pollution is affecting these animals,  then people in these cultures could suffer a profound sense of emotional or spiritual impoverishment. This emotional connection can act as a strong drive to conserve and clean up the ocean (UNEP, 2021).

    _Reporter_: Human culture might seem more complex than I initially imagined, so how does it relate to the crisis we’ve witnessed here?

    _Your Response_: Anthropologists have a key role to play in helping communities make sense of and act creatively in the face of big, urgent, slow crises like plastic pollution. They are learning how other cultures employ, discard, and interact with plastics, and this enables them to pinpoint underlying causes of the problem that are sensitive to local customs and beliefs. For instance, anthropologists can collaborate with local populations in places where people frequently burn plastic in the absence of waste services, offering less harmful alternatives that are compatible with local customs, rather than imposing outside standards. Through respect for local ways of thinking while working with communities on devising solutions, anthropologists are facilitating the containment of the crisis and the creation of sustainable and culturally “appropriate” solutions. (Reno, 2016).

    **Anthropological Methods**: In this section, you will speak as though you are an anthropologist investigating the crisis. You will describe the anthropological methods you would need to use to investigate the crisis and explain how you believe people would react to you investigating the crisis.

    _Reporter_: Alright, can you explain to the audience how you came to this conclusion?

    _Your Response_: To investigate the plastic crisis, I used the method of
    **ethnography**, which involves long-term observation, interviews, and participation in daily life within affected communities. This method is appropriate because it allows an anthropologist to deeply understand how cultural beliefs, economic pressures, and social norms influence people's use and disposal of plastic. For instance, observing how informal recyclers operate in urban slums reveals both their environmental impact and the social stigma they face. Ethnography provides a holistic, human-centered view of the crisis, making it an ideal approach to uncover the complex cultural dynamics behind plastic pollution (Reno, 2016).

    _Reporter_: Because I treated the community with respect, patience and cultural sensitivity, I was given the opportunity to study it.” Trust-building was critical – I engaged with and listened to their problems, joined their daily routine, and explained to them what my research was about. This openness helped to generate collaborative spirit. But not everyone was very enthusiastic. Some people were eager to share their sustainability solutions, while others were embarrassed or defensive, particularly when talking about the visible effects of pollution in their communities. Such disparate reactions serve to underscore the necessity of empathy and moral responsibility in anthropological fieldwork. (Liboiron, 2020).

    _Your Response_: Investigating the community of a waste affected by plastic may cause a variety of emotional and social expressions. On a positive note, it may make some people feel proud not only that their recycling or traditional waste-reduction efforts are recognized. In Bogotá, for instance, informal recyclers were more than willing to display how they creatively turn plastic into income and grateful that someone was recording their efforts.

    On the other hand, some people reacted negatively. In certain neighborhoods, residents were hesitant or even hostile, fearing judgment or outside interference. For instance, individuals in coastal villages in Southeast Asia were embarrassed when asked about local plastic burning, a practice born from necessity due to a lack of waste infrastructure. These responses reflect the sensitivity required when studying people in crisis settings and emphasize the need for cultural humility and ethical engagement (Reno, 2016).

    _Your Response_: An objective lens is fundamental to study a particular people to avoid the pre-determined beliefs and personal biases of the anthropologist being placed on the society. It permits the investigator to see behaviors, beliefs, and practices within the appropriate cultural setting and to avoid evaluating them in terms of another culture.

    This objective can serve to suppress anxieties within the study population. People are more likely to be candid and straightforward when they sense that the anthropologist isn’t there to blame or criticize, but rather to understand and accurately represent what life is like for them. For example, in societies where burning plastic is a reality due to an absence of waste management facilities, entering the conversation without judgment opens discussion for suggestions of safer alternatives. (Freinkel, 2011).

    **Cultural Connections**: In this section, you will make connections between cultural factors and the likelihood of the crisis occurring in your own culture. If the crisis has already occurred in your own culture, explain how the specific cultural, biological, or environmental factors allowed this to occur.

    _Reporter_:
    _Your Response_: In my family, we have no familial dispositions that would either cause or prevent a calamity such as the Plastic Wars. But we do have some genetic health issues which are worsened by pollution — particularly of microplastics and the airborne toxins emitted when plastic is incinerated. Which is to say, that if plastic pollution deteriorates further, it may have a major direct effect on the health of susceptible household members and worsen respiratory symptoms for them. On the other hand, we are all lacking the genetic reasons which would help us to survive or protect ourselves from something such as environmental pollution.

    _Your Response_: The world around me is a much larger culprit in the Plastic Wars debacle I live through. For instance, I live in a city where plastics are heavily used and the infrastructure for recycling is limited. Single-use plastics are ubiquitous, and there is uneven waste management. Consequently, a surplus of plastic waste accumulates in the landfills and local waters, causing direct environmental and health damage. Small local solutions, such as efforts to boycott plastic bag use, raise awareness of sustainability, which could ease plastic dependence. And so, my environment both contributes to and has the potential to be part of solutions to this crisis, depending on policies and public behavior.

    **Predictions**: In this section, you will explain how anthropological perspective can assist in future crises.

    _Reporter_: Do you think there is anything that could have informed these people of the crisis? I would hate to think that this could have been recognized and prevented earlier.

    _Your Response_: Yes, this crisis could absolutely happen—and in many ways, it already has. In the United States, for example, cultural values such as convenience, consumerism, and disposability contribute heavily to plastic overuse. People are accustomed to single-use plastics in packaging, food service, and retail, often with little awareness of the long-term environmental impact. Additionally, fast-paced lifestyles and marketing reinforce the use of quick, throwaway products rather than reusable alternatives. These cultural factors make it easier for plastic waste to accumulate and harder to implement lasting behavioral change without major shifts in public education and policy (Freinkel, 2011).

    _Reporter_: Now, I can bet there are people at home that are scared. So, how can you as an anthropologist help in preventing this crisis from happening to us?

    _Your Response_: An anthropological lens is essential for creating effective and sustainable preventive action plans because it considers the unique cultural values, beliefs, and practices of each community. Using an objective lens allows anthropologists to analyze behaviors without judgment, focusing on understanding rather than blaming. This helps in identifying practical solutions that are more likely to be accepted by the people affected.

    Cultural sensitivity ensures that proposed changes do not unintentionally disrespect local traditions or ways of life. For example, in areas where plastics are reused out of necessity, a culturally informed action plan might focus on improving access to sustainable alternatives rather than banning plastics outright. By approaching problems with empathy and knowledge, anthropologists can help communities build solutions that reflect their realities and capacities (Liboiron, 2020).

    _Reporter_: Finally, do you still enjoy being an anthropologist throughout this apparent chaos? I mean, how has being an anthropologist helped you out personally?

    _Your Response_: Being an anthropologist has deepened my understanding of human behavior and the interconnectedness of culture and environment. Personally, it has made me more empathetic and professionally, it allows me to contribute meaningfully to global issues like the plastic crisis through informed, respectful engagement.

    ### References

    Include a list of references. Be sure to write the title, author, page number where you found the information, and the publication date for each reference used.

    | | | | |
    | — | — | — | — |
    | **Title** | **Author** | **Page Number** | **Publication Date** |
    | **_Plastic: A Toxic Love Story_** | **Susan Freinkel** | **pp. 45–89** | **2011** |
    | **_Discard Studies Blog_** | **Max Liboiron** | **Various Pages** | **2020** |
    | **_The Anthropology of Waste_** | **Joshua Reno** | **pp. 122–138** | **2016** |
    | **_UNEP Report on Plastic Pollution_** | **United Nations Environment Programme** | **p. 12–47** | **2021** |

    ## image1.jpeg

    **Sample.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sample-pdf-10328611)

    **## PreviousMileston.docx**

    ![MP_SNHU_withQuill_Horizstack](https://www.sweetstudy.com/questions/final-project-help-20923475)

    ## ATH 101 Prompt B Milestone Two Template

    In this outline, you will begin to determine how you will answer the interview questions for Final Project Part B (Interview Transcript). You must include a list of the references you are thinking of using for your final submission. Using the Crisis situation of Plastic wars from previous assignments.

    For each of the reporter’s questions below, write your answer in full sentences. You should aim to address each critical element listed below in at least two sentences each. Write your answer directly beneath the reporter’s question. Please do not reiterate the example below in your answer.

    ### Interview Transcript or Recording Outline

    **Cultural Diversity**: In this section, you will explain the importance of understanding and being sensitive to cultural diversity.

    _Reporter_: What is so important that we understand cultural diversity in a time like this? Who cares if we’re all different? What does it matter anyway?

    _Your Response_: We need that cultural knowledge as all this comes from within cultural values, and it cannot be separated from them. When we are plagued with the plastic nightmare, we observe a high proportion of female informal recyclers around the world. For instance, women in Colombia and India are central in the collection, sorting and resale of recyclable plastic, in a job that is often socially devalued, or not even seen at all. It is important to acknowledge these gendered roles to promote just policies that complement these women's activities and safeguard their health and wellbeing (Freinkel, 2011).

    _Your Response_: Cultural norms are in play in how we use and consume plastic. Nowadays, in many Western societies, buying single-use plastic things is the default, the convenient thing to do — a behavior instilled in us by a consumer culture that prizes speed and disposability. Conversely, some indigenous populations reuse receptacles and suffer less overall waste by virtue of cultural norms of thrift or environmental responsibility. Knowing these actions will allow for greater precision in designing educational campaigns and policies to minimize the use of plastics (Reno, 2016).

    _Your Response_: We continually perceive animals through cultural prisms that influence our reactions to environmental concerns. For instance, in the minds of people in many coastal communities, in places like Central America or Southeast Asia, sea turtles have a sacred or symbolic significance. If plastic pollution is affecting these animals,  then people in these cultures could suffer a profound sense of emotional or spiritual impoverishment. This emotional connection can act as a strong drive to conserve and clean up the ocean (UNEP, 2021).

    _Reporter_: Human culture might seem more complex than I initially imagined, so how does it relate to the crisis we’ve witnessed here?

    _Your Response_: Anthropologists have a key role to play in helping communities make sense of and act creatively in the face of big, urgent, slow crises like plastic pollution. They are learning how other cultures employ, discard, and interact with plastics, and this enables them to pinpoint underlying causes of the problem that are sensitive to local customs and beliefs. For instance, anthropologists can collaborate with local populations in places where people frequently burn plastic in the absence of waste services, offering less harmful alternatives that are compatible with local customs, rather than imposing outside standards. Through respect for local ways of thinking while working with communities on devising solutions, anthropologists are facilitating the containment of the crisis and the creation of sustainable and culturally “appropriate” solutions. (Reno, 2016).

    **Anthropological Methods**: In this section, you will speak as though you are an anthropologist investigating the crisis. You will describe the anthropological methods you would need to use to investigate the crisis and explain how you believe people would react to you investigating the crisis.

    _Reporter_: Alright, can you explain to the audience how you came to this conclusion?

    _Your Response_: To investigate the plastic crisis, I used the method of
    **ethnography**, which involves long-term observation, interviews, and participation in daily life within affected communities. This method is appropriate because it allows an anthropologist to deeply understand how cultural beliefs, economic pressures, and social norms influence people's use and disposal of plastic. For instance, observing how informal recyclers operate in urban slums reveals both their environmental impact and the social stigma they face. Ethnography provides a holistic, human-centered view of the crisis, making it an ideal approach to uncover the complex cultural dynamics behind plastic pollution (Reno, 2016).

    _Reporter_: Because I treated the community with respect, patience and cultural sensitivity, I was given the opportunity to study it.” Trust-building was critical – I engaged with and listened to their problems, joined their daily routine, and explained to them what my research was about. This openness helped to generate collaborative spirit. But not everyone was very enthusiastic. Some people were eager to share their sustainability solutions, while others were embarrassed or defensive, particularly when talking about the visible effects of pollution in their communities. Such disparate reactions serve to underscore the necessity of empathy and moral responsibility in anthropological fieldwork. (Liboiron, 2020).

    _Your Response_: Investigating the community of a waste affected by plastic may cause a variety of emotional and social expressions. On a positive note, it may make some people feel proud not only that their recycling or traditional waste-reduction efforts are recognized. In Bogotá, for instance, informal recyclers were more than willing to display how they creatively turn plastic into income and grateful that someone was recording their efforts.

    On the other hand, some people reacted negatively. In certain neighborhoods, residents were hesitant or even hostile, fearing judgment or outside interference. For instance, individuals in coastal villages in Southeast Asia were embarrassed when asked about local plastic burning, a practice born from necessity due to a lack of waste infrastructure. These responses reflect the sensitivity required when studying people in crisis settings and emphasize the need for cultural humility and ethical engagement (Reno, 2016).

    _Your Response_: An objective lens is fundamental to study a particular people to avoid the pre-determined beliefs and personal biases of the anthropologist being placed on the society. It permits the investigator to see behaviors, beliefs, and practices within the appropriate cultural setting and to avoid evaluating them in terms of another culture.

    This objective can serve to suppress anxieties within the study population. People are more likely to be candid and straightforward when they sense that the anthropologist isn’t there to blame or criticize, but rather to understand and accurately represent what life is like for them. For example, in societies where burning plastic is a reality due to an absence of waste management facilities, entering the conversation without judgment opens discussion for suggestions of safer alternatives. (Freinkel, 2011).

    **Cultural Connections**: In this section, you will make connections between cultural factors and the likelihood of the crisis occurring in your own culture. If the crisis has already occurred in your own culture, explain how the specific cultural, biological, or environmental factors allowed this to occur.

    _Reporter_:
    _Your Response_: In my family, we have no familial dispositions that would either cause or prevent a calamity such as the Plastic Wars. But we do have some genetic health issues which are worsened by pollution — particularly of microplastics and the airborne toxins emitted when plastic is incinerated. Which is to say, that if plastic pollution deteriorates further, it may have a major direct effect on the health of susceptible household members and worsen respiratory symptoms for them. On the other hand, we are all lacking the genetic reasons which would help us to survive or protect ourselves from something such as environmental pollution.

    _Your Response_: The world around me is a much larger culprit in the Plastic Wars debacle I live through. For instance, I live in a city where plastics are heavily used and the infrastructure for recycling is limited. Single-use plastics are ubiquitous, and there is uneven waste management. Consequently, a surplus of plastic waste accumulates in the landfills and local waters, causing direct environmental and health damage. Small local solutions, such as efforts to boycott plastic bag use, raise awareness of sustainability, which could ease plastic dependence. And so, my environment both contributes to and has the potential to be part of solutions to this crisis, depending on policies and public behavior.

    **Predictions**: In this section, you will explain how anthropological perspective can assist in future crises.

    _Reporter_: Do you think there is anything that could have informed these people of the crisis? I would hate to think that this could have been recognized and prevented earlier.

    _Your Response_: Yes, this crisis could absolutely happen—and in many ways, it already has. In the United States, for example, cultural values such as convenience, consumerism, and disposability contribute heavily to plastic overuse. People are accustomed to single-use plastics in packaging, food service, and retail, often with little awareness of the long-term environmental impact. Additionally, fast-paced lifestyles and marketing reinforce the use of quick, throwaway products rather than reusable alternatives. These cultural factors make it easier for plastic waste to accumulate and harder to implement lasting behavioral change without major shifts in public education and policy (Freinkel, 2011).

    _Reporter_: Now, I can bet there are people at home that are scared. So, how can you as an anthropologist help in preventing this crisis from happening to us?

    _Your Response_: An anthropological lens is essential for creating effective and sustainable preventive action plans because it considers the unique cultural values, beliefs, and practices of each community. Using an objective lens allows anthropologists to analyze behaviors without judgment, focusing on understanding rather than blaming. This helps in identifying practical solutions that are more likely to be accepted by the people affected.

    Cultural sensitivity ensures that proposed changes do not unintentionally disrespect local traditions or ways of life. For example, in areas where plastics are reused out of necessity, a culturally informed action plan might focus on improving access to sustainable alternatives rather than banning plastics outright. By approaching problems with empathy and knowledge, anthropologists can help communities build solutions that reflect their realities and capacities (Liboiron, 2020).

    _Reporter_: Finally, do you still enjoy being an anthropologist throughout this apparent chaos? I mean, how has being an anthropologist helped you out personally?

    _Your Response_: Being an anthropologist has deepened my understanding of human behavior and the interconnectedness of culture and environment. Personally, it has made me more empathetic and professionally, it allows me to contribute meaningfully to global issues like the plastic crisis through informed, respectful engagement.

    ### References

    Include a list of references. Be sure to write the title, author, page number where you found the information, and the publication date for each reference used.

    | | | | |
    | — | — | — | — |
    | **Title** | **Author** | **Page Number** | **Publication Date** |
    | **_Plastic: A Toxic Love Story_** | **Susan Freinkel** | **pp. 45–89** | **2011** |
    | **_Discard Studies Blog_** | **Max Liboiron** | **Various Pages** | **2020** |
    | **_The Anthropology of Waste_** | **Joshua Reno** | **pp. 122–138** | **2016** |
    | **_UNEP Report on Plastic Pollution_** | **United Nations Environment Programme** | **p. 12–47** | **2021** |

    ## image1.jpeg

    **Sample.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sample-pdf-10328611)

    – 1
    – 2

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    Please see attached for instructions – ## PrinciplesofArt.docx **## PrinciplesofArt.docx** **Principles of Art** Considering the elements and principles of art studied, analyze the following piece of art and explain (in essay form) how it reflects its culture. See the Rubrics at the end of this docu…

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    Assignment Prompt & Instructions

    Please see attached for instructions

    – ## PrinciplesofArt.docx

    **## PrinciplesofArt.docx**

    **Principles of Art**

    Considering the elements and principles of art studied, analyze the following piece of art and explain (in essay form) how it reflects its culture. See the Rubrics at the end of this document to know how the essay will be graded.

    Write 400 words in APA format include

    Include Introduction with historical context, cultural trends and the artist’ s background

    Mention the following Art terms in your analysis.

    1) Color 2) Balance 3) Form 4) Contrast 5) Line 6) Design 7) Shape 8) Proportion (scale) 9) Space 10) Pattern 11) Texture 12) Perspective 13) Value 14) Unity 15) Variety

    ![Picasso's 'Guernica': 10 Facts You Didn't Know About the Famous Painti – Artisera](https://www.sweetstudy.com/questions/principles-of-art)

    Artist: Pablo Picasso

    Title: Guernica

    Dimensions: 11′ 6″ x 25′ 6″

    Location: Museo Nacional Centro de Arte Reina Sofía

    Genre: Narrative art

    Created: April 26, 1937–June 1937

    Subject: Spanish Civil War, Suffering, War

    ## image1.jpeg

    **## PrinciplesofArt.docx**

    **Principles of Art**

    Considering the elements and principles of art studied, analyze the following piece of art and explain (in essay form) how it reflects its culture. See the Rubrics at the end of this document to know how the essay will be graded.

    Write 400 words in APA format include

    Include Introduction with historical context, cultural trends and the artist’ s background

    Mention the following Art terms in your analysis.

    1) Color 2) Balance 3) Form 4) Contrast 5) Line 6) Design 7) Shape 8) Proportion (scale) 9) Space 10) Pattern 11) Texture 12) Perspective 13) Value 14) Unity 15) Variety

    ![Picasso's 'Guernica': 10 Facts You Didn't Know About the Famous Painti – Artisera](https://www.sweetstudy.com/questions/principles-of-art)

    Artist: Pablo Picasso

    Title: Guernica

    Dimensions: 11′ 6″ x 25′ 6″

    Location: Museo Nacional Centro de Arte Reina Sofía

    Genre: Narrative art

    Created: April 26, 1937–June 1937

    Subject: Spanish Civil War, Suffering, War

    ## image1.jpeg