Designing Culturally

Creative Teaching: Designing Culturally Relevant Instruction

you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. These instructional experiences could include large projects, field trips, or simply improved daily or weekly lessons. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.

A good example of this type of award competition in the real world is the Teacher Creativity Fellowship. Spend some time reviewing the information provided at this site to get a better understanding of a teacher grant request for proposal (RFP).
Copy and paste this link in your web browser to view TEACHER CREATIVITY FELLOWSHIP SITE:
http://www.teachercreativity.org/
To further structure and define your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. Keep in mind that a primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the seven parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.

The following seven sections should be used as headings within your paper.

Content Expectations:
•Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which the school is situated. If you are not currently teaching, you may use a prior class, a peer’s class, or invent the demographic information.

•Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives and standards) of the instructional experience including:
a.Content Outcomes,
b.21st century skills with an emphasis on creativity and innovation
c.Cultural competencies explicitly facilitated within the planned learning experience.

•Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe the format and what they would be in some detail.
•Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing
a.Creativity (i.e., learners involved in making or creating something)
b.Problem Solving (i.e., overall activity focuses on solving a specific or ill-defined problem)
OR
c.A Real/Simulated Experience (i.e., activity consists of performing tasks that are part of a real-world experience or an experience designed to simulate real-world activity)

•Part V: Instructional Plan Summary (2 points): Summarize the planned instructional experiences, providing a justification for the need to employ a culturally relevant framework to help facilitate both creativity and innovation skills and the content-area skills the instructional experience addresses.
•Part VI. Evidence of Culturally Relevant Pedagogy in the Instructional Plan (8 points): Describe the planned learning experiences in detail. Ensure the plan includes at least four of the following nine strategy options:

a.Maximizing academic success through relevant instructional experiences
b.Addressing cultural competence through reinforcing students’ cultural integrity
c.Involving students in the construction of knowledge
d.Building on students’ interests and linguistic resources
e.Tapping home and community resources
f.Understanding students’ cultural knowledge
g.Using interactive and constructivist teaching strategies
h.Examining the curriculum from multiple perspectives
i.Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms

•Part VII. Creativity/Innovation Strategies in the Instructional Plan (7.5 points): Ensure the planned instructional experience provides at least four of the following ten strategies for facilitating creativity and innovative thinking:

a.Encouraging students to believe in their culture-influenced creative potential
b.Nurturing the confidence to try
c.Helping learners find their creative strengths
d.Promoting experiment and inquiry and a willingness to make mistakes
e.Encouraging generative thought, free from immediate criticism
f.Encouraging the expression of personal ideas and feelings
g.Conveying an understanding of phases in creative work and the need for time
h.Developing an awareness of the roles of intuition and aesthetic processes
i.Encouraging students to play with ideas and conjecture about possibilities
j.Facilitating critical evaluation of ideas

Written Communication Expectations
•Page Requirement (.5 points): Submit eight to ten pages, not including the title and reference pages.

•APA Formatting (.75 points): Format your paper according to APA style.
•Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

•Source Requirement (.75 points): Reference three scholarly sources in addition to the course textbooks, providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.

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Cracking Creativity

Cracking Creativity- Michael Michalko
you will need to write an essay of at least 1250 words. In your essay, please employ the Dreamer, the Realist, and the Critic technique to consider the following:

A regional airline has struggled with on-time departures and arrivals. An outside consultant made a quick review of the underlying causes. She identified a very slow boarding process, maintenance problems whenever the temperature dropped below 30 degrees (which was common during four months of the year), and occasional shortages of baggage handlers to lead the plane as the three factors contributing most to the airline’s on-time performance problems.
You will need to employ the Dreamer, the Realist, and the Critic process, making full use of your creativity.

In your paper, explain how you used the technique to:

Develop at least six ideas for improvement during the Dreamer phase (not worrying about their practicality)
Assess how you could make some of them work in practice (Realist phase)
Analyze the potential problems (Critic phase)
In closing, please also rate your ideas on a scale of 1-10 for their creativity (with 10 being the most creative) and explain why.

Successful essays will apply the Dreamer, Realist, and Critic processes, addressed in course readings to new and specific creative solutions to the problems discussed above. This means that you should cite specific ideas from the course readings (MLA or APA format preferred) and that your essay should have a works cited or references page.

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Creativity, Innovation, and Culture

Creativity, Innovation, and Culture

In this final reflection, you are asked to describe a set of skills you acquired over the years that allows you to be creative in some way. This might be musical instrument skills, cooking, knitting, writing, model-building, gardening….anything you consider yourself “good at” that encourages you to experience “…the process of having original ideas that have value” (Robinson, 2011, p. 151). By analyzing these skills in light of the culturally relevant context in which they were learned, you may realize an even deeper understanding of the skills facilitated within this course.

Initial Post: Post a response that addresses each of the following five items:

•What is something you do or have done in your life that is creative?
•Describe the skills you needed to learn in order to feel comfortable and competent creating the things, ideas, or concepts that result from the creativity you described.
•Describe some of the macrocultural factors you believe contributed to your decisions to keep practicing and participating in the creative endeavors described.
•Describe some of the microcultural factors you believe contributed to your decisions to keep practicing and participating in the creative endeavors described.
•How was learning the skills that define your creative endeavors different from or the same as the manner in which you learned academic skills?

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Supply Chain Management

Supply Chain Management_ Garment company’s R&D (Research AND Development) Model optimization in CHINA_ KZ

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Higher Laws by Joyce Carol Oates

Higher Laws by Joyce Carol Oates

AS I CAME home through the woods with my string of fish, trailing my pole, it being now quite dark, I caught a glimpse of a woodchuck stealing across my path, and felt a strange thrill of savage delight, and was strongly tempted to seize and devour him raw; not that I was hungry then, except for that wildness which he represented. Once or twice, however, while I lived at the pond, I found myself ranging the woods, like a half-starved hound, with a strange abandonment, seeking some kind of venison which I might devour, and no morsel could have been too savage for me. The wildest scenes had become unaccountably familiar. I found in myself, and still find, an instinct toward a higher, or, as it is named, spiritual life, as do most men, and another toward a primitive rank and savage one, and I reverence them both. I love the wild not less than the good. The wildness and adventure that are in fishing still recommended it to me. I like sometimes to take rank hold on life and spend my day more as the animals do. Perhaps I have owed to this employment and to hunting, when quite young, my closest acquaintance with Nature. They early introduce us to and detain us in scenery with which otherwise, at that age, we should have little acquaintance. Fishermen, hunters, woodchoppers, and others, spending their lives in the fields and woods, in a peculiar sense a part of Nature themselves, are often in a more favorable mood for observing her, in the intervals of their pursuits, than philosophers or poets even, who approach her with expectation. She is not afraid to exhibit herself to them. The traveller on the prairie is naturally a hunter, on the head waters of the Missouri and Columbia a trapper, and at the Falls of St. Mary a fisherman. He who is only a traveller learns things at second-hand and by the halves, and is poor authority. We are most interested when science reports what those men already know practically or instinctively, for that alone is a true humanity, or account of human experience.

[2] They mistake who assert that the Yankee has few amusements, because he has not so many public holidays, and men and boys do not play so many games as they do in England, for here the more primitive but solitary amusements of hunting, fishing, and the like have not yet given place to the former. Almost every New England boy among my contemporaries shouldered a fowling-piece between the ages of ten and fourteen; and his hunting and fishing grounds were not limited, like the preserves of an English nobleman, but were more boundless even than those of a savage. No wonder, then, that he did not oftener stay to play on the common. But already a change is taking place, owing, not to an increased humanity, but to an increased scarcity of game, for perhaps the hunter is the greatest friend of the animals hunted, not excepting the Humane Society.

[3] Moreover, when at the pond, I wished sometimes to add fish to my fare for variety. I have actually fished from the same kind of necessity that the first fishers did. Whatever humanity I might conjure up against it was all factitious, and concerned my philosophy more than my feelings. I speak of fishing only now, for I had long felt differently about fowling, and sold my gun before I went to the woods. Not that I am less humane than others, but I did not perceive that my feelings were much affected. I did not pity the fishes nor the worms. This was habit. As for fowling, during the last years that I carried a gun my excuse was that I was studying ornithology, and sought only new or rare birds. But I confess that I am now inclined to think that there is a finer way of studying ornithology than this. It requires so much closer attention to the habits of the birds, that, if for that reason only, I have been willing to omit the gun. Yet notwithstanding the objection on the score of humanity, I am compelled to doubt if equally valuable sports are ever substituted for these; and when some of my friends have asked me anxiously about their boys, whether they should let them hunt, I have answered, yes — remembering that it was one of the best parts of my education — make them hunters, though sportsmen only at first, if possible, mighty hunters at last, so that they shall not find game large enough for them in this or any vegetable wilderness — hunters as well as fishers of men. Thus far I am of the opinion of Chaucer’s nun, who

“yave not of the text a pulled hen
That saith that hunters ben not holy men.”(2)

There is a period in the history of the individual, as of the race, when the hunters are the “best men,” as the Algonquins (3) called them. We cannot but pity the boy who has never fired a gun; he is no more humane, while his education has been sadly neglected. This was my answer with respect to those youths who were bent on this pursuit, trusting that they would soon outgrow it. No humane being, past the thoughtless age of boyhood, will wantonly murder any creature which holds its life by the same tenure that he does. The hare in its extremity cries like a child. I warn you, mothers, that my sympathies do not always make the usual philanthropic distinctions.

[4] Such is oftenest the young man’s introduction to the forest, and the most original part of himself. He goes thither at first as a hunter and fisher, until at last, if he has the seeds of a better life in him, he distinguishes his proper objects, as a poet or naturalist it may be, and leaves the gun and fish-pole behind. The mass of men are still and always young in this respect. In some countries a hunting parson is no uncommon sight. Such a one might make a good shepherd’s dog, but is far from being the Good Shepherd. I have been surprised to consider that the only obvious employment, except wood-chopping, ice-cutting, or the like business, which ever to my knowledge detained at Walden Pond for a whole half-day any of my fellow-citizens, whether fathers or children of the town, with just one exception, was fishing. Commonly they did not think that they were lucky, or well paid for their time, unless they got a long string of fish, though they had the opportunity of seeing the pond all the while. They might go there a thousand times before the sediment of fishing would sink to the bottom and leave their purpose pure; but no doubt such a clarifying process would be going on all the while. The Governor and his Council faintly remember the pond, for they went a-fishing there when they were boys; but now they are too old and dignified to go a-fishing, and so they know it no more forever. Yet even they expect to go to heaven at last. If the legislature regards it, it is chiefly to regulate the number of hooks to be used there; but they know nothing about the hook of hooks with which to angle for the pond itself, impaling the legislature for a bait. Thus, even in civilized communities, the embryo man passes through the hunter stage of development.

[5] I have found repeatedly, of late years, that I cannot fish without falling a little in self-respect. I have tried it again and again. I have skill at it, and, like many of my fellows, a certain instinct for it, which revives from time to time, but always when I have done I feel that it would have been better if I had not fished. I think that I do not mistake. It is a faint intimation, yet so are the first streaks of morning. There is unquestionably this instinct in me which belongs to the lower orders of creation; yet with every year I am less a fisherman, though without more humanity or even wisdom; at present I am no fisherman at all. But I see that if I were to live in a wilderness I should again be tempted to become a fisher and hunter in earnest. Beside, there is something essentially unclean about this diet and all flesh, and I began to see where housework commences, and whence the endeavor, which costs so much, to wear a tidy and respectable appearance each day, to keep the house sweet and free from all ill odors and sights. Having been my own butcher and scullion and cook, as well as the gentleman for whom the dishes were served up, I can speak from an unusually complete experience. The practical objection to animal food in my case was its uncleanness; and besides, when I had caught and cleaned and cooked and eaten my fish, they seemed not to have fed me essentially. It was insignificant and unnecessary, and cost more than it came to. A little bread or a few potatoes would have done as well, with less trouble and filth. Like many of my contemporaries, I had rarely for many years used animal food, or tea, or coffee, etc.; not so much because of any ill effects which I had traced to them, as because they were not agreeable to my imagination. The repugnance to animal food is not the effect of experience, but is an instinct. It appeared more beautiful to live low and fare hard in many respects; and though I never did so, I went far enough to please my imagination. I believe that every man who has ever been earnest to preserve his higher or poetic faculties in the best condition has been particularly inclined to abstain from animal food, and from much food of any kind. It is a significant fact, stated by entomologists — I find it in Kirby and Spence (4) — that “some insects in their perfect state, though furnished with organs of feeding, make no use of them”; and they lay it down as “a general rule, that almost all insects in this state eat much less than in that of larvae. The voracious caterpillar when transformed into a butterfly … and the gluttonous maggot when become a fly” content themselves with a drop or two of honey or some other sweet liquid. The abdomen under the wings of the butterfly still represents the larva. This is the tidbit which tempts his insectivorous fate. The gross feeder is a man in the larva state; and there are whole nations in that condition, nations without fancy or imagination, whose vast abdomens betray them.

[6] It is hard to provide and cook so simple and clean a diet as will not offend the imagination; but this, I think, is to be fed when we feed the body; they should both sit down at the same table. Yet perhaps this may be done. The fruits eaten temperately need not make us ashamed of our appetites, nor interrupt the worthiest pursuits. But put an extra condiment into your dish, and it will poison you. It is not worth the while to live by rich cookery. Most men would feel shame if caught preparing with their own hands precisely such a dinner, whether of animal or vegetable food, as is every day prepared for them by others. Yet till this is otherwise we are not civilized, and, if gentlemen and ladies, are not true men and women. This certainly suggests what change is to be made. It may be vain to ask why the imagination will not be reconciled to flesh and fat. I am satisfied that it is not. Is it not a reproach that man is a carnivorous animal? True, he can and does live, in a great measure, by preying on other animals; but this is a miserable way — as any one who will go to snaring rabbits, or slaughtering lambs, may learn — and he will be regarded as a benefactor of his race who shall teach man to confine himself to a more innocent and wholesome diet. Whatever my own practice may be, I have no doubt that it is a part of the destiny of the human race, in its gradual improvement, to leave off eating animals, as surely as the savage tribes have left off eating each other when they came in contact with the more civilized.

[7] If one listens to the faintest but constant suggestions of his genius, which are certainly true, he sees not to what extremes, or even insanity, it may lead him; and yet that way, as he grows more resolute and faithful, his road lies. The faintest assured objection which one healthy man feels will at length prevail over the arguments and customs of mankind. No man ever followed his genius till it misled him. Though the result were bodily weakness, yet perhaps no one can say that the consequences were to be regretted, for these were a life in conformity to higher principles. If the day and the night are such that you greet them with joy, and life emits a fragrance like flowers and sweet-scented herbs, is more elastic, more starry, more immortal — that is your success. All nature is your congratulation, and you have cause momentarily to bless yourself. The greatest gains and values are farthest from being appreciated. We easily come to doubt if they exist. We soon forget them. They are the highest reality. Perhaps the facts most astounding and most real are never communicated by man to man. The true harvest of my daily life is somewhat as intangible and indescribable as the tints of morning or evening. It is a little star-dust caught, a segment of the rainbow which I have clutched.

[8] Yet, for my part, I was never unusually squeamish; I could sometimes eat a fried rat with a good relish, if it were necessary. I am glad to have drunk water so long, for the same reason that I prefer the natural sky to an opium-eater’s heaven. I would fain keep sober always; and there are infinite degrees of drunkenness. I believe that water is the only drink for a wise man; wine is not so noble a liquor; and think of dashing the hopes of a morning with a cup of warm coffee, or of an evening with a dish of tea! Ah, how low I fall when I am tempted by them! Even music may be intoxicating. Such apparently slight causes destroyed Greece and Rome, and will destroy England and America. Of all ebriosity, who does not prefer to be intoxicated by the air he breathes? I have found it to be the most serious objection to coarse labors long continued, that they compelled me to eat and drink coarsely also. But to tell the truth, I find myself at present somewhat less particular in these respects. I carry less religion to the table, ask no blessing; not because I am wiser than I was, but, I am obliged to confess, because, however much it is to be regretted, with years I have grown more coarse and indifferent. Perhaps these questions are entertained only in youth, as most believe of poetry. My practice is “nowhere,” my opinion is here. Nevertheless I am far from regarding myself as one of those privileged ones to whom the Ved refers when it says, that “he who has true faith in the Omnipresent Supreme Being may eat all that exists,” that is, is not bound to inquire what is his food, or who prepares it; and even in their case it is to be observed, as a Hindoo commentator (5) has remarked, that the Vedant limits this privilege to “the time of distress.”

[9] Who has not sometimes derived an inexpressible satisfaction from his food in which appetite had no share? I have been thrilled to think that I owed a mental perception to the commonly gross sense of taste, that I have been inspired through the palate, that some berries which I had eaten on a hillside had fed my genius. “The soul not being mistress of herself,” says Thseng-tseu,(6) “one looks, and one does not see; one listens, and one does not hear; one eats, and one does not know the savor of food.” He who distinguishes the true savor of his food can never be a glutton; he who does not cannot be otherwise. A puritan may go to his brown-bread crust with as gross an appetite as ever an alderman to his turtle. Not that food which entereth into the mouth defileth a man, but the appetite with which it is eaten. It is neither the quality nor the quantity, but the devotion to sensual savors; when that which is eaten is not a viand to sustain our animal, or inspire our spiritual life, but food for the worms that possess us. If the hunter has a taste for mud-turtles, muskrats, and other such savage tidbits, the fine lady indulges a taste for jelly made of a calf’s foot, or for sardines from over the sea, and they are even. He goes to the mill-pond, she to her preserve-pot. The wonder is how they, how you and I, can live this slimy, beastly life, eating and drinking.

[10] Our whole life is startlingly moral. There is never an instant’s truce between virtue and vice. Goodness is the only investment that never fails. In the music of the harp which trembles round the world it is the insisting on this which thrills us. The harp is the travelling patterer for the Universe’s Insurance Company, recommending its laws, and our little goodness is all the assessment that we pay. Though the youth at last grows indifferent, the laws of the universe are not indifferent, but are forever on the side of the most sensitive. Listen to every zephyr for some reproof, for it is surely there, and he is unfortunate who does not hear it. We cannot touch a string or move a stop but the charming moral transfixes us. Many an irksome noise, go a long way off, is heard as music, a proud, sweet satire on the meanness of our lives.

[11] We are conscious of an animal in us, which awakens in proportion as our higher nature slumbers. It is reptile and sensual, and perhaps cannot be wholly expelled; like the worms which, even in life and health, occupy our bodies. Possibly we may withdraw from it, but never change its nature. I fear that it may enjoy a certain health of its own; that we may be well, yet not pure. The other day I picked up the lower jaw of a hog, with white and sound teeth and tusks, which suggested that there was an animal health and vigor distinct from the spiritual. This creature succeeded by other means than temperance and purity. “That in which men differ from brute beasts,” says Mencius,(7) “is a thing very inconsiderable; the common herd lose it very soon; superior men preserve it carefully.” Who knows what sort of life would result if we had attained to purity? If I knew so wise a man as could teach me purity I would go to seek him forthwith. “A command over our passions, and over the external senses of the body, and good acts, are declared by the Ved to be indispensable in the mind’s approximation to God.” Yet the spirit can for the time pervade and control every member and function of the body, and transmute what in form is the grossest sensuality into purity and devotion. The generative energy, which, when we are loose, dissipates and makes us unclean, when we are continent invigorates and inspires us. Chastity is the flowering of man; and what are called Genius, Heroism, Holiness, and the like, are but various fruits which succeed it. Man flows at once to God when the channel of purity is open. By turns our purity inspires and our impurity casts us down. He is blessed who is assured that the animal is dying out in him day by day, and the divine being established. Perhaps there is none but has cause for shame on account of the inferior and brutish nature to which he is allied. I fear that we are such gods or demigods only as fauns and satyrs, the divine allied to beasts, the creatures of appetite, and that, to some extent, our very life is our disgrace. —

“How happy’s he who hath due place assigned
To his beasts and disafforested his mind!
. . . . . . .

Can use this horse, goat, wolf, and ev’ry beast,
And is not ass himself to all the rest!
Else man not only is the herd of swine,
But he’s those devils too which did incline
Them to a headlong rage, and made them worse.”(8)

[12] All sensuality is one, though it takes many forms; all purity is one. It is the same whether a man eat, or drink, or cohabit, or sleep sensually. They are but one appetite, and we only need to see a person do any one of these things to know how great a sensualist he is. The impure can neither stand nor sit with purity. When the reptile is attacked at one mouth of his burrow, he shows himself at another. If you would be chaste, you must be temperate. What is chastity? How shall a man know if he is chaste? He shall not know it. We have heard of this virtue, but we know not what it is. We speak conformably to the rumor which we have heard. From exertion come wisdom and purity; from sloth ignorance and sensuality. In the student sensuality is a sluggish habit of mind. An unclean person is universally a slothful one, one who sits by a stove, whom the sun shines on prostrate, who reposes without being fatigued. If you would avoid uncleanness, and all the sins, work earnestly, though it be at cleaning a stable. Nature is hard to be overcome, but she must be overcome. What avails it that you are Christian, if you are not purer than the heathen, if you deny yourself no more, if you are not more religious? I know of many systems of religion esteemed heathenish whose precepts fill the reader with shame, and provoke him to new endeavors, though it be to the performance of rites merely.

[13] I hesitate to say these things, but it is not because of the subject — I care not how obscene my words are — but because I cannot speak of them without betraying my impurity. We discourse freely without shame of one form of sensuality, and are silent about another. We are so degraded that we cannot speak simply of the necessary functions of human nature. In earlier ages, in some countries, every function was reverently spoken of and regulated by law. Nothing was too trivial for the Hindoo lawgiver, however offensive it may be to modern taste. He teaches how to eat, drink, cohabit, void excrement and urine, and the like, elevating what is mean, and does not falsely excuse himself by calling these things trifles.

[14] Every man is the builder of a temple, called his body, to the god he worships, after a style purely his own, nor can he get off by hammering marble instead. We are all sculptors and painters, and our material is our own flesh and blood and bones. Any nobleness begins at once to refine a man’s features, any meanness or sensuality to imbrute them.

[15] John Farmer sat at his door one September evening, after a hard day’s work, his mind still running on his labor more or less. Having bathed, he sat down to recreate his intellectual man. It was a rather cool evening, and some of his neighbors were apprehending a frost. He had not attended to the train of his thoughts long when he heard some one playing on a flute, and that sound harmonized with his mood. Still he thought of his work; but the burden of his thought was, that though this kept running in his head, and he found himself planning and contriving it against his will, yet it concerned him very little. It was no more than the scurf of his skin, which was constantly shuffled off. But the notes of the flute came home to his ears out of a different sphere from that he worked in, and suggested work for certain faculties which slumbered in him. They gently did away with the street, and the village, and the state in which he lived. A voice said to him — Why do you stay here and live this mean moiling life, when a glorious existence is possible for you? Those same stars twinkle over other fields than these. — But how to come out of this condition and actually migrate thither? All that he could think of was to practise some new austerity, to let his mind descend into his body and redeem it, and treat himself with ever increasing respect.

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Think about a recent interaction with a disabled person that you had or that you observed and that was uncomfortable.

Think about a recent interaction with a disabled person that you had or that you observed and that was uncomfortable.

What were you thinking? What were you feeling? What did you do? What did this interaction teach you about disability and disabled people.

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An environmental-based ethical dilemma

Using web based research, find an environmental-based ethical dilemma from the past five years online.
(You can use a news story, an internet article, a law case, or anything from a governmental database for this assignment.)
Then, using this story as a foundation for your dilemma:
1. Create a 2-4 paragraph “dilemma” similar to the other dilemmas you have been solving throughout this term.
2. Solve the dilemma using Kant’s ethics (Categorical Imperative).
3. Solve the dilemma using any other method we have discussed to date (with which you agree.)
4. State which resolution (Kant’s or the other one you chose) you prefer and why.
This assignment should be about two typed pages, double-spaced. You MUST provide the source of the dilemma, and thus this paper will require at least one “reference.” Use APA format in citing the source, and let me know if you have questions on how to do that.

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Healthcare Humanities

Literature and Healthcare Humanities

Proponents of healthcare humanities emphasize the importance of empathic and patient-centered care in the health professions. They often argue that literature and the arts are effective vehicles for developing humanism in healthcare. Write an essay that studies how Alice Munro’s “The Bear Came Over the Mountain” contributes to the objectives of the healthcare humanities and to health care education/practice through close examination of the characters as well as their healthcare experiences.

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