How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
Case Study: End of Life Decisions
George is a successful attorney in his mid-fifties. He is also a legal scholar, holding a teaching post at the local university law school in Oregon. George is also actively involved in his teenage son’s basketball league, coaching regularly for their team. Recently, George has experienced muscle weakness and unresponsive muscle coordination. He was forced to seek medical attention after he fell and injured his hip. After an examination at the local hospital following his fall, the attending physician suspected that George may be showing early symptoms for amyotrophic lateral sclerosis (ALS), a degenerative disease affecting the nerve cells in the brain and spinal cord. The week following the initial examination, further testing revealed a positive diagnosis of ALS.
ALS is progressive and gradually causes motor neuron deterioration and muscle atrophy to the point of complete muscle control loss. There is currently no cure for ALS, and the median life expectancy is between 3 and 4 years, though it is not uncommon for some to live 10 or more years. The progressive muscle atrophy and deterioration of motor neurons leads to the loss of the ability to speak, move, eat, and breathe. However, sight, touch, hearing, taste, and smell are not affected. Patients will be wheelchair bound and eventually need permanent ventilator support to assist with breathing.
George and his family are devastated by the diagnosis. George knows that treatment options only attempt to slow down the degeneration, but the symptoms will eventually come. He will eventually be wheelchair bound and be unable to move, eat, speak, or even breathe on his own.
In contemplating his future life with ALS, George begins to dread the prospect of losing his mobility and even speech. He imagines his life in complete dependence upon others for basic everyday functions and perceives the possibility of eventually degenerating to the point at which he is a prisoner in his own body. Would he be willing to undergo such torture, such loss of his own dignity and power? George thus begins inquiring about the possibility of voluntary euthanasia.
Assessment Description
The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.
Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic Resources you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.
Provide a 1,500-2,000-word ethical analysis while answering the following questions:
1. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
2. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
3. As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
4. What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
5. Given the above, what options would be morally justified in the Christian worldview for George and why?
6. Based on your worldview, what decision would you make if you were in George’s situation?
Remember to support your responses with the topic Resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.
critically evaluate the importance of the ‘unbroken chain’ of evidence in a forensic accounting investigation and the related responsibilities of the forensic accountant.
INSTRUCTIONS TO CANDIDATES:
1. This is an open book examination.
2. Non-programmable calculators are allowed.
3. There are three questions in this paper. You must answer any two of these questions.
Answer any two of the following three questions.
QUESTION 1
Using examples to support your answer, critically evaluate the importance of the ‘unbroken chain’ of evidence in a forensic accounting investigation and the related responsibilities of the forensic accountant.
(50 marks)
QUESTION 2
Using examples to support your answer, critically evaluate the role of collusion in frauds committed against organisations by non-managerial employees. Critically evaluate the effectiveness of at least one related method of detection used by forensic accountants when investigating such collusions.
(50 marks)
QUESTION 3
Using examples to support your answer, critically evaluate the usefulness of computerized data analysis to forensic accountants when investigating potential fraud.
What are the adverse effects of stigmatisation on individuals with mental illness?
The literature review will critically evaluate and examine relevant literature on the impact of stigmatisation on individuals with mental illness. In achieving this, the study will use appropriate keywords and well-designed inclusion and exclusion criteria to identify literature focusing on the stigmatisation of mental health patients. Similarly, the selected articles will be critically appraised and synthesised their evidence using a critical appraisal tool. The literature review will evaluate professional practice based on the synthesised evidence and summarise the implications for practice.
1.1 Background
Mental illness is a public health issue, and its burden faces continuous growth with considerable effects on health and significant economic, human rights and social consequences globally (World Health Organisations, 2019). In the UK, one in every four people will experience a mental health issue yearly, while one in every six people will experience a common mental health problem weekly (McManus et al., 2016). Apart from the consequences of mental illness, such individuals often struggle with a double problem. They have to cope with the symptoms of the disease, often involving hallucinations, anxiety, delusions or mood swings (Hatzenbuehler et al., 2013). These symptoms could make it challenging for mental health patients to work, live independently or attain a satisfactory quality of life. Similarly, societal misunderstanding about different mental disorders leads to stigma (Connell et al., 2012).
Stigma is a profoundly discrediting attribute that limits an individual from a usual and whole individual to a discounted and tainted one (Ahmedani, 2011). This prompted Pescosolido (2013) to define stigma as a stereotype or negative perception attributed to an individual or groups of individuals when their characteristics or behaviours are considered inferior or alien to societal norms. Jones (1984) highlighted six stigma dimensions: peril, aesthetics, origin, concealability, disruptiveness and course. While they collectively impact mental health stigmas, Ahmedani (2011) contended that they fuel three types of stigma: self-stigma, social stigma and professional stigma. While stigma has undesirable consequences for patients with mental disorders, the understanding of mental health stigmatisation underpins the labelling theory. The theory postulated that the term used to classify or describe individuals might determine or influence their behaviour or self-identify (Sjöström, 2017; Walklate, 2020). While it is associated with stereotyping, it is rooted in the symbolic interactionist perspective (Blumer, 1969). The symbolic interactionist perspective is premised on the socially-constructed meanings of social objects, highlighting that social interaction’s responses are based on assigned meanings. Mental health stigmatisation has galvanised a vast body of literature exploring the impact of stigmatisation on individuals with mental health. Understanding such impacts would enable health professionals, especially the nursing team, to fashion out different strategies to curtail mental health stigma.
1.2 Aim and Objectives
The Nursing and Midwifery Council (NMC, 2018) mandated nurses to synthesis evidence and adopts current evidence in clinical practice. While several studies explore the impacts of mental health stigmatisation, the literature review aims to critically appraise literature exploring mental health stigma. This literature review will achieve this with the following objectives:
• Synthesises evidence relating to mental health stigmatisation.
• Explores impacts of stigmatisation on individuals with mental illness.
• Identifies strategies to curb mental health stigmatisation.
1.3 Research Questions
The critical appraisal of articles and synthesis of their evidence are critical elements of systematic literature reviews (Gray and Grove, 2016). However, Crowe and Sheppard (2011) highlighted identifying related articles requires crafting a search strategy, with the research question considered its foundation. A well-formulated research question must be focused on the research theme (Gray and Grove, 2016). Although various frameworks formulate a research question, the PEO (Population, Exposure and Outcomes) framework is commonly adopted. While the literature review focuses on mental health stigmatisation, Table 1 provides the PEO framework.
Table 1: PEO Framework
PEO Framework Remarks
Population Individuals with mental illness
Exposure Stigma
Outcomes Adverse effects of stigmatisation
Thus, the research question is: What are the adverse effects of stigmatisation on individuals with mental illness?
1.4 Parameters
Keywords are extracted from a well-formulated research question. These keywords are the basic concepts related to the research theme in the research question (Schneider et al., 2016). Three keywords – adverse effects, stigmatisation, and individuals with mental illness – are identified from the research questions. However, Gray and Grove (2016) asserted that incorporating these keywords with their synonyms will ensure a comprehensive search of related research articles. Such combination yielded a holistic list of keywords, as shown in Appendix 1. These keywords are combined in the search using two Boolean operators, AND and OR. Similarly, the search is enriched using a truncation symbol * to search for keywords with multiple endings. Thus, the use of Boolean operators and the truncation symbol will lead to the following search:
(“Adverse Effect*” OR “Effect* OR “Impact*” OR “Cosequence*”) AND (“Stigmatisation” OR “Stigma” OR “Discrimination”) AND (“Individuals with mental illness” OR “People with mental disorder* OR “Mental health patient*”).
The use of inclusion and exclusion criteria enhances the search, as it provides information on the expectation of the search process (Krainovich-Miller, 2017). Appendix 2 presents the inclusion and exclusion criteria used for the search. Although technology advances have propelled various scientific databases, the articles were searched in CINAHL. It is chosen because it hosts a vast collection of nursing and general health-related articles (Bramer et al., 2017). The preliminary search generates 1167 articles. However, using inclusion criteria on CINAHL databases reduced the articles to 21 articles. Such massive reduction allows for thorough evaluation using the PRISMA guidelines, as shown in Appendix 3. Reviewing the reference sections of the 21 articles leads to identifying additional three articles. Although the abstracts of eight articles showed that they investigate mental health stigmatisation, they did not explore the impact of stigmatisation on individuals with mental health. The removal of these articles leaves 16 articles for assessment. Similarly, four articles were systematic reviews, and two other articles were correspondences to journal editors. However, they were removed for not meeting the inclusion criteria. This leaves ten articles for synthesis. While the ten articles comprise six quantitative and four qualitative articles, they are summarised in Appendix 4.
Reference
Ahmedani, B. K. (2011). Mental health stigma: society, individuals, and the profession. Journal of social work values and ethics, 8(2), 4-1.
Blumer, H. (1969). Symbolic interactionism: Perspective and method. Berkeley.
Bramer, W. M., Rethlefsen, M. L., Kleijnen, J., & Franco, O. H. (2017). Optimal database combinations for literature searches in systematic reviews: a prospective exploratory study. Systematic reviews, 6(1), 1-12.
Connell, J., Brazier, J., O’Cathain, A., Lloyd-Jones, M., & Paisley, S. (2012). Quality of life of people with mental health problems: a synthesis of qualitative research. Health and quality of life outcomes, 10(1), 1-16.
Crowe, M., & Sheppard, L. (2011). A general critical appraisal tool: an evaluation of construct validity. International journal of nursing studies, 48(12), 1505-1516.
Fox, A. B., Smith, B. N., & Vogt, D. (2018). How and when does mental illness stigma impact treatment seeking? Longitudinal examination of relationships between anticipated and internalized stigma, symptom severity, and mental health service use. Psychiatry Research, 268, 15-20.
Gray, J. R., & Grove, S. K. (2016). Critical appraisal of nursing studies. Burns and Grove’s The Practice of Nursing Research-E-Book: Appraisal, Synthesis, and Generation of Evidence, 431.
Hanafiah, A. N., & Van Bortel, T. (2015). A qualitative exploration of the perspectives of mental health professionals on stigma and discrimination of mental illness in Malaysia. International journal of mental health systems, 9(1), 1-12.
Hatzenbuehler, M. L., Phelan, J. C., & Link, B. G. (2013). Stigma as a fundamental cause of population health inequalities. American journal of public health, 103(5), 813-821.
Huggett, C., Birtel, M. D., Awenat, Y. F., Fleming, P., Wilkes, S., Williams, S., & Haddock, G. (2018). A qualitative study: experiences of stigma by people with mental health problems. Psychology and Psychotherapy: Theory, Research and Practice, 91(3), 380-397.
Ihalainen‐Tamlander, N., Vähäniemi, A., Löyttyniemi, E., Suominen, T., & Välimäki, M. (2016). Stigmatizing attitudes in nurses towards people with mental illness: A cross‐sectional study in primary settings in Finland. Journal of Psychiatric and Mental Health Nursing, 23(6-7), 427-437.
Jones, E. E. (1984). Social stigma: The psychology of marked relationships. WH Freeman.
Jones, N., Keeling, M., Thandi, G., & Greenberg, N. (2015). Stigmatisation, perceived barriers to care, help seeking and the mental health of British Military personnel. Social psychiatry and psychiatric epidemiology, 50(12), 1873-1883.
Knifton, L. (2012). Understanding and addressing the stigma of mental illness with ethnic minority communities. Health Sociology Review, 21(3), 287-298.
Krainovich-Miller, B. (2017). Gathering and appraising the literature. Nursing research: methods and critical appraisal for evidence-based practice, 9th edn. Elsevier, Mosby, St. Louis, MO, 45-65.
McManus, S., Bebbington, P. E., Jenkins, R., & Brugha, T. (2016). Mental health and wellbeing in england: The adult psychiatric morbidity survey 2014. NHS digital.
Nursing and Midwifery Council. (2018). The NMC Code: Professional Standards of Practice and Behaviour for Nurses and Midwives. Available at: https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/nmc-code-poster.pdf (Accessed December 19, 2021)
Oleniuk, A., Duncan, C. R., & Tempier, R. (2013). The impact of stigma of mental illness in a Canadian community: a survey of patients experiences. Community mental health journal, 49(1), 127-132.
Pescosolido, B. A. (2013). The public stigma of mental illness: What do we think; what do we know; what can we prove?. Journal of Health and Social behavior, 54(1), 1-21.
Schneider, Z., Whitehead, D., LoBiondo-Wood, G., Faan, P. R., Haber, J., & Faan, P. R. (2016). Nursing and midwifery research: Methods and appraisal for evidence based practice. Elsevier.
Schomerus, G., Stolzenburg, S., Freitag, S., Speerforck, S., Janowitz, D., Evans-Lacko, S., … & Schmidt, S. (2019). Stigma as a barrier to recognizing personal mental illness and seeking help: a prospective study among untreated persons with mental illness. European Archives of Psychiatry and Clinical Neuroscience, 269(4), 469-479.
Sickel, A. E., Seacat, J. D., & Nabors, N. A. (2019). Mental health stigma: Impact on mental health treatment attitudes and physical health. Journal of health psychology, 24(5), 586-599.
Sjöström, S. (2017). Labelling theory. In Routledge International Handbook of Critical Mental Health (pp. 15-23). Routledge.
Subu, M. A., Wati, D. F., Netrida, N., Priscilla, V., Dias, J. M., Abraham, M. S., … & Al-Yateem, N. (2021). Types of stigma experienced by patients with mental illness and mental health nurses in Indonesia: a qualitative content analysis. International Journal of Mental Health Systems, 15(1), 1-12.
Walklate, S. (2020). Labelling Theory. SAGE Publications Limited.
World Health Organisations. (2019). Mental disorders. Available at: https://www.who.int/news-room/fact-sheets/detail/mental-disorders (Accessed November 26, 2021).
‘Assess the advantages and disadvantages of using the World Systems Theory to study politics and international relations.’
In this paper, you will need to:
1. Address metatheory
2. Engage with key thinkers who have developed the approach.
3. Describe the broad ideas and key concepts of the approach.
4. Give examples of the application of the approach by established academics.
5. Contrast the World Systems Theory with one other theoretical approach
6. Assess the advantages and disadvantages of using the World Systems theory to study politics and international relations.
This paper will be focused on the World Systems theory, try to be descriptive as well as explanatory…
I will add a guidance word doc which will give more details
I will also add background info for Marxism/World-Systems theory. Please do not copy this as it is pulled from the lecture slides/ but it will help you get a gist of what needs to be said for some of the points in which you need to explore.
Give an introduction that is to the point/ please use topic sentences in each paragraph in the main body and then conclude. Add a bibliography at the end.
I have attached some secondary sources that will help you when writing this essay. I would suggest for neo-realism, Kenneth Waltz – when you compare and contrast with World Systems you pull a secondary source in.
Please feel free to message me if you have any problems… I hope I have explained this well if not I can give more details.
Discuss with specific reference to official positions of individuals who commit international crimes and the criminal liability of subordinate official
You can pick whichever one you prefer out of the three BUT ONLY ANSWER ONE OF THE QUESTIONS please please 🙂 : Answer ONLY ONE question from the questions below. All questions carry equal mark.
Question 1
‘[T]he outstanding accomplishment of the trial which never could have been achieved by any more executive action, is that it has crystallized the concept that there is inherent in the international community a machinery both for the expression of international criminal law and for its enforcement’.
– Judge Charles Wyzanski
Critically evaluate this statement in light of the evolution of International Criminal Law.
Question 2
‘…In placing the protection of individuals at the heart of the international legal regime, the old statecentric model of international law was changed forever’. – Mansell and Openshaw (2013) p.126
Discuss with specific reference to official positions of individuals who commit international crimes and the criminal liability of subordinate officials
Question 3
In 1971, the state of Zigi discovered the Island of Pain and planted a palm tree on the Island. After some years in 1975, Robert Stone the President of the state of Kakawa claimed that Pain belonged to Kakawa by an act of discovery and conquest which they embarked on in 1890, by which they colonised several countries including the Island of Pain. A dispute went on for years between the two countries Zigi and Kakawa. In 1995, a rebel group known as ‘Janjaweed’ from the State of Zigi attacked the civilian population of Kakawa, carried out ethnic cleansing and killed all the males in Kuku, the Capital City of the State of Kakawa. The ethnic cleansing was targeted at the ‘Jar’ group to
stop them from getting stronger and bigger. The Janjaweed group carried women and children captive and raided the entire Kuku City. About 6 members of Janjaweed, namely, Tuku, Jala, Fiti, Kumbele, Jenson and Tala were arrested by officers of the State of JUMAI a neighbouring country between
Kakawa and Zigi. The President of Kakawa Robert Stone has written to President Jim of JUMAI to release the 6 suspects to the International Criminal Court for trial, but President Jim has refused to comply. In the meantime, the inhabitants of the Island of Pain are seeking for self-determination to become an independent state.
Identify and discuss the issues raised
Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale.
Case Study: Healing and Autonomy
Mike and Joanne are the parents of James and Samuel, identical twins born 8 years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’s condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve.
The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago, and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet, Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.
Two days later the family returned and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James’s kidneys had deteriorated such that his dialysis was now not a temporary matter and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.
James’s nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’s brother Samuel.
Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? Mike reasons, “This time around it is a matter of life and death. What could require greater faith than that?”
Assessment Description In addition to the topic Resources, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment. Answer the following questions about a patient’s spiritual needs in light of the Christian worldview. 1. In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale. 2. In 400-500 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James’s care? 3. In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care? Remember to support your responses with the topic Resources. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. Benchmark Information This benchmark assignment assesses the following programmatic competencies: BS in Health Sciences 1.2; BS Nursing (RN to BSN ) 5.2 Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
Critically discuss an awareness of ethical and governance issues related to research.
MODULE AIMS
This module aims to facilitate the student in consolidating knowledge gained in previous study and provides an opportunity for them to utilise this, along with new knowledge, to explore areas of health and social care that would benefit from development. This will be a literature-based project and the student will work independently, supported by a supervisor, to devise strategies to address a specific issue in their area of practice. The student’s learning is extended to addressing health and social care issues related to practice. It will allow the student to demonstrate their ability to undertake a review of their literature and defend their methodology in undertaking a literature review.
MODULE CONTENT
The content of the module will be directed/identified during exploration of the nature of the project. The syllabus will evolve according to individual student need and be driven by the nature of the identified students studies
It could include:
• Problem solving strategies
• Literature reviews, evidence based practice, research methods
• Understanding evidence-based practice
• Managing tasks and solving problems
• Self-awareness and self-management; presentation skills
• Data collection and analysis
• Dissemination strategies
• Ethics and Governance
• Scheduled Project Workshops
INTENDED LEARNING OUTCOMES
On successful completion of this module a student will be able to:
1. Design a substantial and complex piece of work independently.
2. Critically discuss an awareness of ethical and governance issues related to research.
3. Critically appraise relevant literature and research related to the organisation and delivery of modern health and social care.
4. Engage in critical inquiry and problem solving.
5. Present written and oral evidence defending the methodology of the student’s literature review and findings.
Critically evaluate how companies strategically manage innovation dilemmas to achieve sustainable competitive advantages
The Assessment Task
Write an academic essay (1800 words) to address the essay question and use the essay title given below:
“Critically evaluate how companies strategically manage innovation dilemmas to achieve sustainable competitive advantages”
Guidelines on writing your academic essay
1. A sample academic essay format is provided in page 6 of this document. Anonymous marking and Turnitin default settings will be applied to ES1; please do NOT add your student identification details (name, SID etc.) to the digital copy of your work.
2
2. Your understanding of the module content coverage is assessed by the written work titled above. The topic area for this essay question within the strategic management is businesses
creating sustainable competitive advantages. Pay special attention to MBV (Market-base View) versus RBV (Resource-based View) theoretical debate to comprehend the key arguments on how companies can create competitive advantages.
3. The focus of your academic essay should be: How companies of various sizes and operating within various industries strategically manage innovation dilemmas to achieve sustainable competitive advantages. You are advised to concentrate on the academic literature, however you should also use relevant company examples to provide evidence to your points. Please ensure the relationship between the companies and the literature is clear.
4. Be critical and analytical! Critically read sources then evaluate key concepts, analyse business examples within constructed arguments in writing.
5. References throughout your essay should be presented in the Harvard Referencing format. Check this link for more info –
6. Use insights and company examples from reputed and reliable sources for supporting evidence. Show evidence of research from academic and practitioner sources
Learning Outcomes
On successful completion of this assessment, you will be able to:
a. Research, evaluate and present several contemporary debates or issues in strategic management, focusing on the relationship between theoretical work in the field and a range of experience within organisations and industry sectors.
c. Select and explain key aspects of strategy which are complex, coherent and detailed.
d. Coherently collate, critically evaluate and make and justify links between strategy and how organisations implement it, whilst integrating reference to literature effectively within work.
e. Create successful relationships within groups and actively/constructively engage through the provision of meaningful contributions, which is substantially supported by theory, evidence or argument.
f. Identify and meet objectives and actively fulfil own responsibilities whilst engaging other
Critically reflect on how the course, and your completion of the course assessments, has helped you to further your personal, academic, and workrelated goals.
Topic: Critically reflect on how the course, and your completion of the course
assessments, has helped you to further your personal, academic, and workrelated
goals. (500 words)
This reflection can be written in first person.
Referencing & Research: It is expected that students will search for and utilise a range of current (published in the
last 8 years) academic literature (e.g. peer-reviewed journal articles, book chapters, authoritative websites) to
strengthen and substantiate all writing. Reference material is used to support writing; direct concepts and
quotations need to be appropriately acknowledged through the use of correct formatting and in-text citations.
Students should familiarise themselves with the expectations of appropriate use of APA 7th Edition referencing.
You may use the following questions to structure your reflection: (purple are responses I have for you to
make reference to as you write your answers but feel free to change it. It is only there as a guide)
1. What were your personal goals for this course? Discuss how well you met your personal goals. If your goals
changed, discuss how and if unforeseen goals emerged, and describe what they were.
a. personal goal: An autistic adult who is passionate to work in the community to better serve the diverse
leaders of tomorrow, whilst enhancing their own personal wellbeing.
2. What have you learned and how have you grown through participation in the course. What aspects of the
course have made a lasting impact on your knowledge, attitudes and behaviours?
a. What have you learned
o All students with ASD need educational adjustments
o Although there are a number of strategies which have been proven to be successful, a
careful analysis of the pupil’s learning needs must have taken place to understand how
ASD will affect each individual pupil’s perspective, motivation and preferred ways of
working.
o There are no two people with ASD who will be exactly alike. Therefore, it is imperative
for educators to develop effective intervention strategies for students with ASD.
o most students with ASD will benefit from a structured and explicitly outlined teaching
approach with clear expectations (Dixon et al., 2017). Structure and predictability can
reduce anxiety and stress and, in some cases, challenging behaviour (Pittman, 2007).
This structured teaching approach needs to be supported, where appropriate, by visual
materials.
o The physical learning environment impacts significantly on students on the autism
spectrum because of their sensory sensitivities (Smith-Myles, 2005). It is important to
provide as predictable and as calm an environment as possible. As a general rule, aim for
a clutter-free environment to cut down on distraction and confusion.
o Students with ASD have significant social communication problems. Social
communication problems refer to the effective use and understanding of
communication in a social context including non-verbal communication, such as eye
gaze, facial expressions, body language, gestures and tone of voice. Also, they may
appear to know a lot of words and use them correctly but often comprehension of
meaning is lacking (Smith, 2012). Therefore, simplifying language is often necessary.
o There will also be a need to plan the social environment and be aware of strategies to
support pupils to negotiate the hidden social curriculum of the classroom. Anxiety may
also be an issue as children and young people on the autism spectrum may experience
significant social interaction difficulties that need to be addressed before they are ready
to learn. Social-emotional learning is fundamental to the success of every component of
the teaching and learning program of the classroom. It is essential for students on the
autism spectrum (Dixon, et al. 2017).
b. How have you grown through participation in the course
As an educator the journey I began in November 2021 has taken me to places I never thought was
possible. By reaching out and seeking professional guidance, I was able to not only open up an
avenue to critical resources for people with autism, but also improve the educational experiences of
autistic children as well as those of their mainstream classmates too.
c. What aspects of the course have made a lasting impact on your knowledge, attitudes and
behaviours
o Youth with autism are especially vulnerable during this transitional period because of their
difficulties with communication and social interaction, a greater reliance on others for aid,
and a high rate of additional mental and physical health problems.
o How life turns out is not solely a function of an individual’s behaviours, symptoms and their
abilities. Everyone is embedded in social contexts like families, schools, neighbourhoods and
organizations. However, the vast majority of research on autism studies individual
development and treatment without much regard for social context.
3. How will you use the information gained in the course to support students with autism in your professional
workplace? Feel free to highlight changes in your teaching practice.
To key to supporting for the students with autism in my workplace is to try and piece together the jigsaw
which led to the problematic event. To do this, I will need to look at the A-B-Cs: Antecedents (what
happened before), Behaviour (of the student) and Consequences. I like to minimise any unnecessary
paperwork because if there has been an example of an autistic student struggling with behaviour, I need to
identify the most significant events in the fastest possible time. I then need to act quickly to de-escalate a
potentially unsafe incident from occurring while also calculating the best course of action for all people
involved.
References (some of these references are more than 8 years and cannot be used, need to change)
1. Dixon, R., Woodcock, S., Tanner, K. Woodley, L. & Webster, A. 2017. Teaching in Inclusive School
Environments, (2nd ed.) Macksville: David Barlow Publishing.
2. Pittman, M. 2007. Helping Pupils with Autistic Spectrum Disorders to Learn, London: SAGE
Publications.
3. Smith, T. 2012. Making Inclusion Work for Students with Autism Spectrum Disorders: An EvidenceBased
Guide, NY: The Guilford Press.
4. Smith-Myles,B., Cook, K., Miller, N.E.,Rinner, L. & Robbins, L.A. 2005. Asperger Syndrome and
Sensory Issues, Shawnee Mission KS: Autism Asperger Publishing Co.
There needs to be at least 6 references.
Information about the course and course assessments
• Course: Autism
• Assessment task 1: Your task is to identify the key issue/s within the statement “Autism should not be viewed as a
disability, but as part of the range of human difference”and present a persuasive essay that considers evidence both for
and against the statement. You will choose a position, for or against the statement, and will use evidence to integrate
your own and others’ ideas to support the position taken, while also addressing the opposing arguments in a
professional manner.
• Assessment task 2: The purpose of this task is to provide opportunity for students to demonstrate knowledge and
understanding of the key concepts of a chosen e
compare and contrast how structural functionalist theory would make sense of these media images and messages.
For this discussion, start by watching/listening the following:
Cat’s in the Cradle (Links to an external site.)
https://www.youtube.com/watch?v=7OqwKfgLaeA
National Fatherhood Initiative PSA (Links to an external site.)
https://www.youtube.com/watch?v=jZ7r772_Ak8
In your initial post, compare and contrast how structural functionalist theory would make sense of
these media images and messages. Be sure to use the key terms, concepts, and core assumptions of the
theory in your post and identify some of the strengths and limitations of using this theory when
analyzing the interpersonal relationships in these families.
