Special Education Glossary

Create a glossary for guardians who may be unfamiliar with special education acronyms and terminology. The glossary must include at least 25 entries.

Write an introductory paragraph explaining the purpose of the glossary for its target audience (the guardians).

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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History, circumstances, possible ethical issues

Most short case analysis write-ups will be at least 3-5 double spaced pages. Please use the following format (including headings) for writing up cases (There is also an example write-up provided in the Workbook… but not in the preferred sequence, nor with as much thoroughness as will be expected). Following is how a case write-up is organized: I. History, circumstances, possible ethical issues. (I really don’t grade this part of the paper…so feel free to make it short, but it may help you organize your thoughts on what is happening, or has happened, in the case). Be sure to identify the ethical issue(s). In some cases, a decision is left hanging in a case. Your job is to identify the ethical issues and options of every player or position in the case. The Ethical Model: II. Absolutes (the first ethical test). This should never include items that are “relatives”, such as “It is wrong to quench the human condition” (what in the world does that mean?). Keep a list of absolutes…the things you view as always right or wrong, such as: Murder, lying, bribery, etc. These are a few of my personal absolutes. By defining them as absolutes, we recognize that they never change. (Note: Absolutes are usually one or two words). Always define your terms. Murder is the taking of an innocent life (thus, self defense is not murder). Be very careful in selecting and defining your absolutes. III. Legal (the second ethical test). In this situation, you simply ask (and answer the question): Is this act, or my proposed solution, legal? IV. Moral Philosophies (these are essentially relativistic by definition) (Use all tests applying the philosophies): A. Teleological (outcome): What are the possible outcomes or what was done or could be done? Are those outcomes good or bad, and for whom? B. Utilitarian (a subset of the teleological): Is the expected outcome the most good for the most people? C. Egoistic (not “egotistic”; egoism is a subset of utilitarian ethics): Is the act or proposed action good for the individual actor/decision-maker? This may not apply in all cases, since it is based on personal (selfish) motives. Be careful. Stealing may appear to be good, but in the long run, is not good for an individual who does not get to keep what they stole and spends time in prison. D. Deontological (Duty or Intent): Rights create duties, which in many cases can point back to absolutes. Under a traditional view of natural law there are three absolute rights that people have: 1. Right to Life (unless they give up that right by trying to murder another) 2. Right to Liberty 3. Right to own property In some cases, you will find that there are life issues in the cases. For example, if someone takes an action that could disable or kill another, that is a “life issue.” In that case, the Deontological test pushes you back into an absolute. E. Public Relations: This test simply asks whether or not the act, or your solution would be good for the public image of the firm. F. Reasonable Person Test: If all of our other tests do not lead us to a solution, we may be required to simply ask, “What would a reasonable person do?” V. Conclusions – What are your conclusions from your analysis of the case

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Guidelines for Written Case Analysis

General Guidelines
Written case reports should be around 5 double-spaced typewritten pages each in length, not counting the space devoted to exhibits, computation sheets and APA format references. Whenever possible, exhibits should be placed within the body of the report. Otherwise, they may be placed in an Appendix at the end. In either case, do not expect the reader to figure out what they mean and why they were included. Each exhibit must be referred to in the body of the report. Particular attention should be devoted to organization. Do not simply piece sections together in disorderly fashion. The major sections might be:
I. II. III. IV.
V.
Background (make it brief, do not rehash the facts in the case);
Presentation and illumination of the facts as they highlight the issues presented;
Discussion of the applicable rules, norms, guidelines and governing law
Analysis of relevant US GAAP or GAAS pronouncements, laws, regulations, and all applicable IFRS and IFRIC rules and analysis of alternative courses of action (if applicable)
with advantages and disadvantages of each alternative.
Your conclusion and recommendation with the reason for the course of action you
recommend, and the reasons for ordering the alternative course of action.
Common errors in case writing
• Subheadings not used: lengthy unformatted narrative loses reader’s attention
• One or more exhibits are not referred to in the body of the report
• Too much focus on minor issues or issues for which there are little or no data
• Rehashing of facts in the case. Present case data only when it is needed to support a line
of reasoning you are developing.
• Disregard for the quality and/or relevance of the data on which your conclusion is
based. Ask yourself if the data was collected in a sound manner and whether the data are
relevant to the issue you are addressing.
• Failure to provide a rationale for the recommended course of action that is likely to deal
effectively with the problem(s) identified, and failure to provide rationale for dismissing
alternative courses of action.
• Failure to present analytical work in an understandable manner. When doing
computations, be sure your presentation (usually in an appendix) is sufficiently detailed
so that the reader can replicate the analysis.
• Analysis deficiencies:
• Fails to identify fundamental problems in the case and/or their causes
• Lacks thoroughness (fails to consider all relevant evidence for or against a particular
alternative.)
• Done incorrectly (incorrect computations, inappropriate assumptions)
• Paper should be sufficiently proofread with correct spelling and grammar.
Spell-checking does not catch all spelling or grammatical errors.
Papers for this course should be of the same quality that you would provide to top management to company who employed you to provide your analysis and recommendations.
Possible Case Grading Form – On a scale of 1 to 5:
Organization and format (subheadings, etc.)
Presentation is clear and concise Issues stated clearly
Analysis of facts:
Identifies fundamental causes of problems
Is thorough (considers all relevant evidence)
Is done correctly (computations, assumptions) Reference to relevant GAAP, GAAS, IFRS etc.
Recommendation(s)
Address the key issues
Sufficiently specific Practical
Adequately supported
Writing quality (spelling, grammar, etc.)

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Domestic Violence: What is the secondary claim?

Find at least two examples from the news media and at least one example from the entertainment media of the media’s representations of the primary claim(please attach the link of the example).
For each news media example, answer the following questions:
What is the secondary claim?
Does audience segmentation come into play for this example?
What landmark narrative(s) are used? What condensing symbols are used?
For the entertainment media example, answer the following questions:
How is the primary claim represented in the entertainment media?
How does this compare to the secondary claims constructed by the news media?

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Case Study: Bill is a 69 year old retired coal miner

Bill is a 69 year old retired coal miner. He has worked underground for 31 years. Lately he has been having problems breathing and gets breathless when walking. He has never smoked. He enjoys a few beers each day with mates at the local club but is finding it more difficult to walk there.
In the last few days his problems with breathing have become worse so he attends his GP and is referred to the local hospital. At the hospital, after tests, he is found to have a chronic infection in his lungs and obstruction in his airways. The doctor can hear wheezing on auscultation of Bill’s lungs. He appears anxious and has a persistent cough which he says he has had for “for a couple of years but a good cough in the morning helps”. In the last few days he has noticed some green sputum when coughing. He is 178 cms in height and weighs 73 kilos. His BP is 144/89 mmHg, pulse 88 beats per minute and respiratory rate is 27 per minute. Oxygen saturations are at 92% on room air.
He is diagnosed with chronic obstructive pulmonary disease (COPD) and currently has an upper respiratory chest infection.
Bill tells you that he is worried and wants to know what COPD is and what caused it. He tells you that someone said he had to alter his lifestyle but he does not know what that involves and would like you to tell him what he needs to do. He says that he has lost weight recently and does not have much of an appetite. He has been prescribed ipratropium bromide inhaler BD and needs education on how to use it. He has also been prescribed a course of Doxycycline 100mg TDS.
INSTRUCTIONS TO STUDENTS
Provide in essay format an outline of the education and advice that you would provide to Bill prior to his return home. Your discussion should include information in relation to COPD, lifestyle choices for Bill and education on how to use his inhaler safely.

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Watch the documentary Consuming Kids

Watch the documentary Consuming Kids. They will address the following issues: Do you think that the marketing to children is a social problem? Why? What must be done about it, if anything? Use examples and a detailed argument

The Assignment: Students submit ONE 5 page paper, double-spaced. All papers should be in Times New Roman 12pt, with standard default margins.
Page count DOES NOT include cover page or bibliography

Value: The paper is worth 30% of the total course mark

The Topic: Students will watch the documentary Consuming Kids. They will address the following issues: Do you think that the marketing to children is a social problem? Why? What must be done about it, if anything? Use examples and a detailed argument.

Submission: Students will submit all papers electronically via Blackboard which will automatically submit to TurnItIn (without need of a password)
-On Blackboard: Go to Handouts, choose Paper, then submit as an attached file.

Feedback: A link to your marked grading rubric with comments will appear in the Paper section once your mark has been released. It will be in the bottom, right-hand side, and will be a file with your name on it. There will also be comments made directly on your paper

Content:
All information must be properly cited in APA format. The paper will include information from:
1) The Film “Consuming Kids” must be used. It is viewable online: https://www.youtube.com/watch?v=kY9LaCbrWXM
2) The course text must be used as a source. You may use any number of chapters you would like.
3) AT LEAST two peer-reviewed, academic journal articles must be used as a source (from UOIT library website). To find this, go to http://www.uoit.ca/sites/library/, click on the “Articles” tab, search, download the article/articles that best suit your paper.

the library id and password : 100535658 and 030196

4) You MAY use government websites, news, or magazine articles only if the information used is not already available in peer-reviewed journals.
5) Lecture notes are NOT acceptable as a source.
6) There is a marking rubric at the end of this document. This rubric must be copied and pasted to your paper after the bibliography. If you fail to do so, you will lose 2 points and will not receive an overall paper evaluation with comments – you will receive just a mark.

Mandatory Guidelines:
1) Style: May be written in either first or third person depending on student’s preference
2) Title Page: Must contain a title, professor’s name, date, and course code.
3) Page Numbering: All pages must be numbered EXCEPT the title page – the page with your intro paragraph will be page #1. (in Word, start page numbering at 0 and suppress page numbers on the title page to do this). Numbers may appear anywhere on pages as students desires.
4) Intro Paragraph: Must have an introductory paragraph which contains the following elements, in ANY ODER that you feel comfortable with:
a. The sell: A sentence or two that convinces the reader that the paper is addressing and important topic (i.e. make the reader care about your paper). Example: “poverty rates, as baker (2011) has shown, are rising dramatically in Canada, it is important, then, to explore the causes of poverty in this country.”
b. Topic Statement: A statement about WHAT your paper will explore: Example: “This paper will explore the causes of poverty in Canada”.
c. Theses Statement: A strong stance that you will be arguing with regards to the topic – often contains the word “THAT.” Example: “I will ague THAT poverty in Canada is caused by a lack of opportunity available to those with lower incomes” (Yes, you will be giving away the ending of your paper here).
d. An Outline: A very brief (one or two sentence) explanation of the form that your argument will take in the paper. Example: “In the first part of the paper, current thinking about [the topic] will be explained; this will be followed by a critical reflection on the issue”.
e. IMPORTANT: Be concise. A good introductory paragraph should be between ½ and ¾ of a double-spaced page and must NEVER exceed one page in length.

5) Body Paragraphs: A paper this size should contain 4-8 body paragraphs that are approximately ½ to ¾ of a page in length. If you are writing a paragraph that exceeds one page, you should break it down into two separate paragraphs.
6) Topic Sentences: Each body paragraph should have a clear topic sentence (usually the first sentence) that relates directly to every other sentence in the paragraph. It is like either a thesis or topic statement for just that paragraph. It may not have to be cited if it is just your indication of the content of the paragraph to follow.
7) APA In-Text Citation: Cite properly, according to APA guidelines ALL INFORMATION YOU WERE NOT BORN KNOWING. You must cite information whether is in your own words, or is a direct quotation. Examples of APA in-text Citation are here: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0001.html
Everything must be cited except:
a. Your topic sentence: Since this is just a statement of what you want to explore. You also may not need to cite topic sentences of each paragraph if they are just your indication of the content of the paragraph to follow (you will have to use your common sense to decide when a topic sentence needs a citation and when it doesn’t)..
b. Your thesis sentence: Since this is by definition YOUR FINDING after critically considering all information..
c. Your Conclusion: The conclusion paragraph should be a summary of your entire paper and especially your findings. NO NEW INFORMATION should appear. Therefore there should be no need to cite anything. It is your own very concise summation of the issue.
8) Conclusion: All papers should have a short concluding/summary paragraph in which you (in any order you like):
a. Re-state your thesis
b. Summarize the main arguments
c. This should be little more than a summary of information and findings that you have already presented. Somebody should be able to read it without reading the rest of the paper, and know the main points you made.
d. Keep it very short – including only the most important information.
9) List of References: All papers must contain a proper APA-format list of References. Examples of a proper APA reference list are Here: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0002.html
10) Overall Outline: Given the information above, the paper should roughly follow this outline (the number of paragraphs for the body sections are up to the discretion of the student):
a. Title page
b. Introductory paragraph
c. 4-8 body paragraphs
d. Concluding/summary paragraph
e. Proper APA Reference Page.

SAMPLE MATERIAL FOR GUIDELINES

1) Sample Essay: A sample essay has been provided for you on Web CT. This is a third-year essay of a different length and of a different topic, but will give you a very good idea of format, style, and citation requirements.
2) Grading Rubric: A rubric outlining the criteria we will use for grading this paper has been made available on Web CT, so you know exactly what we are looking for when we are marking.
3) Sample APA Citation: Samples of APA in-text citation can be found online. Here is a good one: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0001.html
4) Sample APA reference page:
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0002.html

CONTESTING/REVISION OF MARKS
If a student strongly disagrees with the mark they receive for this assignment, the procedure for re-marking is to first submit a paragraph outlining the specific reasons why you believe you deserve a higher mark. This should be submitted to whoever marked your paper (professor or TA) within one week of receiving the original mark. After a review you may end up with a mark that is higher, lower, or (more likely) the same as the original. So make sure that you are requesting a remark for a very good reason.

GRADING RUBRIC – copy and paste at end of paper before submitting
Organization
Introduction paragraph is concise with clear topic sentence, thesis statement and indication of the outline and purpose of the paper.
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Discussion of general issue: How well and thoroughly does the student explain the issue? Do they understand their own sources (film, articles, text) and convey this understanding clearly?
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Analysis: How well does student explore the issue critically?
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Use of Theory: How well does the student relate the discussion to social science theory?
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Conclusion: re-iteration of main points and thesis plus some originality and policy suggestion/s.
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Clarity of Argument: How convincing, direct, substantiated, logical, and clear is the argument as presented?
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
In-text citation used for ALL information other than thesis statement, conclusion, and perhaps some topic sentences of paragraphs.
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Paragraphs are ordered logically, have clear topic sentences, contain only relevant info, are less than one page (double-space) in length, with smooth transitions.
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
General grammar and writing style:
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
References: Does the student use proper references such as the textbook and peer-reviewed journals and avoid pure speculation, “common knowledge”, lecture notes, and non-academic sources?
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Reference page: with proper sources, and proper format
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Formatting: Pages are numbered and the paper is generally well formatted.
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
TOTAL: /30

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Students will watch the documentary Consuming Kids

Students will watch the documentary Consuming Kids. They will address the following issues: Do you think that the marketing to children is a social problem? Why? What must be done about it, if anything? Use examples and a detailed argument.

The Assignment: Students submit ONE 5 page paper, double-spaced. All papers should be in Times New Roman 12pt, with standard default margins.
Page count DOES NOT include cover page or bibliography

Value: The paper is worth 30% of the total course mark

The Topic: Students will watch the documentary Consuming Kids. They will address the following issues: Do you think that the marketing to children is a social problem? Why? What must be done about it, if anything? Use examples and a detailed argument.

Submission: Students will submit all papers electronically via Blackboard which will automatically submit to TurnItIn (without need of a password)
-On Blackboard: Go to Handouts, choose Paper, then submit as an attached file.

Feedback: A link to your marked grading rubric with comments will appear in the Paper section once your mark has been released. It will be in the bottom, right-hand side, and will be a file with your name on it. There will also be comments made directly on your paper

Content:
All information must be properly cited in APA format. The paper will include information from:
1) The Film “Consuming Kids” must be used. It is viewable online: https://www.youtube.com/watch?v=kY9LaCbrWXM
2) The course text must be used as a source. You may use any number of chapters you would like.
3) AT LEAST two peer-reviewed, academic journal articles must be used as a source (from UOIT library website). To find this, go to http://www.uoit.ca/sites/library/, click on the “Articles” tab, search, download the article/articles that best suit your paper.

MY STUDENT ID: 100545398
THE LIBRARY PASSWORD: 051591

4) You MAY use government websites, news, or magazine articles only if the information used is not already available in peer-reviewed journals.
5) Lecture notes are NOT acceptable as a source.
6) There is a marking rubric at the end of this document. This rubric must be copied and pasted to your paper after the bibliography. If you fail to do so, you will lose 2 points and will not receive an overall paper evaluation with comments – you will receive just a mark.

Mandatory Guidelines:
1) Style: May be written in either first or third person depending on student’s preference
2) Title Page: Must contain a title, professor’s name, date, and course code.
3) Page Numbering: All pages must be numbered EXCEPT the title page – the page with your intro paragraph will be page #1. (in Word, start page numbering at 0 and suppress page numbers on the title page to do this). Numbers may appear anywhere on pages as students desires.
4) Intro Paragraph: Must have an introductory paragraph which contains the following elements, in ANY ODER that you feel comfortable with:
a. The sell: A sentence or two that convinces the reader that the paper is addressing and important topic (i.e. make the reader care about your paper). Example: “poverty rates, as baker (2011) has shown, are rising dramatically in Canada, it is important, then, to explore the causes of poverty in this country.”
b. Topic Statement: A statement about WHAT your paper will explore: Example: “This paper will explore the causes of poverty in Canada”.
c. Theses Statement: A strong stance that you will be arguing with regards to the topic – often contains the word “THAT.” Example: “I will ague THAT poverty in Canada is caused by a lack of opportunity available to those with lower incomes” (Yes, you will be giving away the ending of your paper here).
d. An Outline: A very brief (one or two sentence) explanation of the form that your argument will take in the paper. Example: “In the first part of the paper, current thinking about [the topic] will be explained; this will be followed by a critical reflection on the issue”.
e. IMPORTANT: Be concise. A good introductory paragraph should be between ½ and ¾ of a double-spaced page and must NEVER exceed one page in length.

5) Body Paragraphs: A paper this size should contain 4-8 body paragraphs that are approximately ½ to ¾ of a page in length. If you are writing a paragraph that exceeds one page, you should break it down into two separate paragraphs.
6) Topic Sentences: Each body paragraph should have a clear topic sentence (usually the first sentence) that relates directly to every other sentence in the paragraph. It is like either a thesis or topic statement for just that paragraph. It may not have to be cited if it is just your indication of the content of the paragraph to follow.
7) APA In-Text Citation: Cite properly, according to APA guidelines ALL INFORMATION YOU WERE NOT BORN KNOWING. You must cite information whether is in your own words, or is a direct quotation. Examples of APA in-text Citation are here: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0001.html
Everything must be cited except:
a. Your topic sentence: Since this is just a statement of what you want to explore. You also may not need to cite topic sentences of each paragraph if they are just your indication of the content of the paragraph to follow (you will have to use your common sense to decide when a topic sentence needs a citation and when it doesn’t)..
b. Your thesis sentence: Since this is by definition YOUR FINDING after critically considering all information..
c. Your Conclusion: The conclusion paragraph should be a summary of your entire paper and especially your findings. NO NEW INFORMATION should appear. Therefore there should be no need to cite anything. It is your own very concise summation of the issue.
8) Conclusion: All papers should have a short concluding/summary paragraph in which you (in any order you like):
a. Re-state your thesis
b. Summarize the main arguments
c. This should be little more than a summary of information and findings that you have already presented. Somebody should be able to read it without reading the rest of the paper, and know the main points you made.
d. Keep it very short – including only the most important information.
9) List of References: All papers must contain a proper APA-format list of References. Examples of a proper APA reference list are Here: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0002.html
10) Overall Outline: Given the information above, the paper should roughly follow this outline (the number of paragraphs for the body sections are up to the discretion of the student):
a. Title page
b. Introductory paragraph
c. 4-8 body paragraphs
d. Concluding/summary paragraph
e. Proper APA Reference Page.

SAMPLE MATERIAL FOR GUIDELINES

1) Sample Essay: A sample essay has been provided for you on Web CT. This is a third-year essay of a different length and of a different topic, but will give you a very good idea of format, style, and citation requirements.
2) Grading Rubric: A rubric outlining the criteria we will use for grading this paper has been made available on Web CT, so you know exactly what we are looking for when we are marking.
3) Sample APA Citation: Samples of APA in-text citation can be found online. Here is a good one: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0001.html
4) Sample APA reference page:
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0002.html

CONTESTING/REVISION OF MARKS
If a student strongly disagrees with the mark they receive for this assignment, the procedure for re-marking is to first submit a paragraph outlining the specific reasons why you believe you deserve a higher mark. This should be submitted to whoever marked your paper (professor or TA) within one week of receiving the original mark. After a review you may end up with a mark that is higher, lower, or (more likely) the same as the original. So make sure that you are requesting a remark for a very good reason.

GRADING RUBRIC – copy and paste at end of paper before submitting
Organization
Introduction paragraph is concise with clear topic sentence, thesis statement and indication of the outline and purpose of the paper.
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Discussion of general issue: How well and thoroughly does the student explain the issue? Do they understand their own sources (film, articles, text) and convey this understanding clearly?
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Analysis: How well does student explore the issue critically?
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Use of Theory: How well does the student relate the discussion to social science theory?
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Conclusion: re-iteration of main points and thesis plus some originality and policy suggestion/s.
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Clarity of Argument: How convincing, direct, substantiated, logical, and clear is the argument as presented?
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
In-text citation used for ALL information other than thesis statement, conclusion, and perhaps some topic sentences of paragraphs.
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Paragraphs are ordered logically, have clear topic sentences, contain only relevant info, are less than one page (double-space) in length, with smooth transitions.
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
General grammar and writing style:
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
References: Does the student use proper references such as the textbook and peer-reviewed journals and avoid pure speculation, “common knowledge”, lecture notes, and non-academic sources?
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Reference page: with proper sources, and proper format
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent
Formatting: Pages are numbered and the paper is generally well formatted.
0 Very Poor 0 Needs Work 0 Good (average) 0 Very Good 0 Excellent

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An organization connected in some way to film

Film organization profile. Write a typed, 350-500 word profile of an organization connected in some way to film (representation, production, etc.). This organization should not be a major Hollywood studio.
Some organizations you may want to profile include but are not limited to:
-Women Make Movies
-AAFCA (African American Film Critics Association)
-GLAAD
-POWER UP
-GALECA (Gay and Lesbian Entertainment Critics Association) -LACLA (Latin American Cinemateca of Los Angeles)
-WIF (Women in Film)
-CAAM (Center for Asian American Media)
-The Film Collaborative
-Outfest
-BHERC (Black Hollywood Education and Resource Center)
Your profile should be written in complete sentences and consider the following:
(1) Brief history of the organization (When? Where? Why? Who was involved? What
do they do? What is the organization’s relationship to filmmakers? To audiences?)
(2) Analyze the organization’s staff and/or board of directors from an intersectional perspective. How do the demographic make-up and experience of the executives at this studio compare to that of the staff and board of directors at the film studio you profiled?
(3) Analyze the organization’s mission and work in the context of some of the readings, themes, and/or key terms discussed in class. Would you consider this organization to be feminist or committed to feminist work? Why or why not?
(4) Include a word count at the end of the paper.

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Chaos Theory: The chaos theory that uses statistics and mathematical equations and the control balance theory that deals in probabilities, rather than causes

The chaos theory that uses statistics and mathematical equations and the control balance theory that deals in probabilities, rather than causes. Although it may be difficult, mathematics can lead to some surprising solutions. It’s no wonder the chaos theory is slow to develop – most of us criminal justice students don’t do a lot of math! I am just learning the impact of preset formulas and combat ratios on the battlefield. In the Civil War especially, combat ratios were used extensively by the South, which had a huge disadvantage in personnel, equipment and money to historically great success. The North finally figured out how to do math and the war ended shortly after. Unfortunately, math has another obstacle – when people want something to be true, like “economic justice”, crime analysis based on math would not support their cause. Blaming slavery for crimes committed today is much easier than creating a formula that identified the probability of criminal activity and discouraging that activity (or other avenues to reduce crime). Finally, in any society, people can think up the most heinous crimes. In a free society, those thoughts are not crimes until some action is taken to further those ideas – probability versus certainty or control balance theory.

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Interview with Dr. Kathy LaFavor

Listen to the audio file of the interview of Dr. Kathy LaFavor by Dr. Haddad. Read the articles by Litrop, et al., Ahmuda and Shweder, and Londono Sulkin that are on e-reserve for this session to provide background information on female genital cutting. Discuss how the observations of Dr. LaFavor regarding a troubling trend in her clinical practice could lead to involvement of the ethics committee and in what ways. How could or should the ethics committee assist Dr. LaFavor and her colleagues?

Instructions

Examples of criteria are completeness, correctness, clarity, and lack of ambiguity. During the week, reply to at least two other posts. Review criteria for citations and quotations when these are appropriate for the initial post or responses. Generally, keep quotations to a minimum. Emphasize using your own words.

275 words. State word count (citations excluded). Cite sources for comments and quotations with abbreviated forms for the text and other assigned readings. Use full citations for other sources (You must use APA format).

Required text book

REQUIRED TEXTS:​Post, L.F., Blustein, J., & Dubler, N.N. (2007). Handbook for Health Care Ethics Committees. Johns Hopkins University Press, Baltimore, MD.

​Hester, D.M. & Schonfeld, T. (Eds.) (2012). Guidance for Healthcare Ethics Committees. Cambridge University Press, New York, New York.

Read and answer questions.

TRANSCRIPT: Haddad/LaFavor

Haddad: Alright. This is Dr. Amy Haddad, and I’m director of the center for health policy and ethics. And I have a wonderful opportunity of talking to Dr. Cathy LaFavor, who is a fourth-year medical resident in obstetrics and gynecology, in school of Medicine here at Creighton University And we’re gonna be talking today about a roundtable presentation that we’re gonna be doing late this afternoon. And I thought I would try and go back and re-create the first time that we had the opportunity to talk about the topic that you’re gonna discuss. And, I started my question by saying when did you first encounter a patient who had a genital mutilation? And I don’t know if that’s the place to start the story, if it was a clinical encounter. But maybe you can just take it back to the first time that you encountered this in clinical practice or why you became interested in taking care of patients with this.

LaFavor: I probably encountered it a lot earlier than when I discovered what it was. We have a high Somalian population here at Creighton, and so we do often see them in our clinics. And it took me probably several months before I knew. I’ve never heard of the procedure, even during medical school, before I’d heard. And we refer to it as female genital cutting or circumcision in our clinics. And it was probably at least half way through my 1st year residency, when I became familiar with it, and would be able to identify patients who would have the procedures. I was asked to do a grand rounds about a year ago, and had e-mailed the Ethics department to see if there is any policy in regards to re- infibulation at the time of delivery for a hospital. And that’s kind of where we made the first contact, and, speaking with the department, there really was nothing in place of, how do we deal with these patients as physicians when they want a re- infibulation And so that’s kind of where all of this round table has spurred from.

Haddad: Alright, so that you, so, I’m gonna back up. Because there’s probably terms that people are not through familiar with. So, and even when you improperly corrected me with how this is referred to in the literature, even using the word mutilation and circumcision makes a difference in how we even talk about this. So could you kinda take that umbrella term of female genital circumcision, and say what different things might be in there, and then, of course, one of those is the term re-infibulation. So maybe you could take us through what that might entail.

LaFavor: The way that most literature likes to refer to it is female genital cutting, just because female genital mutilation has kind of a poor connotation, where many women don’t feel that their genitalia is mutilated. it’s just part of their culture. And so, the female genital cutting is just a more friendlier way to phrase the procedure. Most women don’t have any problems with it referred to as circumcision, but they also wanna know that it is something different than a circumcision because many will think that it’s analogous to a male circumcision. So that’s kind of why we use the topic female genital cutting. And basically it refers to any destruction to the tissue of female genitalia. And we’ll go over, there’s 4 different types. Some is just removing the skin around the genitalia called the prepuce. Some is destroying the clitoris, which is the orgasmic organ in females, and some involved removing more extensive part of the genitalia, like the labia. And then sewing that tissue together and basically creating a very small hole, through which urine and menstrual flow pass through, and then also, intercourse, is done through this opening.

Haddad: So that’s the infibulation part?

LaFavor: Right. And so defibulation is just removing that. Some women will want that procedure reversed if they’re having problems. And then re- infibulation is actually, where we see it is after delivery, if they would have torn along that scar, or if we had to cut the scar during labor. Typically, some women may want that sewn back together because that’s what they are used to. Whereas, some women will just leave it. After you’ve, so there’s some studies that show that when the people are educated about the harmful effects of the procedure, then they are more likely to just leave it open and not have it re-infibulated.

Haddad: So just, ’cause anatomically, I’m trying to understand, could you deliver a baby with an intact, or would it have to be open..?

LaFavor: It all depends on what type of cutting that they have. There are more mild ones like type 1 and 2, a lot of times, they can deliver without having any problems. Usually, at type 3,which causes a very small opening, will either tear or need to be cut during the labor process.

Haddad: And so this specific question was regarding the re-infibulation .So, after delivery, if this is put back together or not. And your initial question was do we have a policy at the hospital that says one way or the other about it. Again, I’m gonna backup a little bit, because I think the medical and health implications of this, you mentioned, if a woman is educated and understands what sort of health implications there are. Is there any medical reason to do any of this to begin with?

LaFavor: No. There’s no medical justification for this procedure at all. It’s all based on culture and religious beliefs.

Haddad: And then are some of the health problems that can result by having this done. And then maybe additionally, what re-infibulation, what might result from that?

LaFavor: The most common complication, long-term complication, anyway, would be just chronic infection, whether that’s chronic urinary tract infection, chronic vaginal infection, sometimes when the procedure is performed, it’s not performed in a surgical and sterile environment, and so there may be holes that communicate between the vagina and the bladder, and so urine can pass to the vagina or through the vagina and the rectum. And so feces can pass through the vagina .Acutely, after this procedure is done, you may have infections, sepsis, those are the most common, acute, hemorrhage also because this isn’t done sterilel ,they don’t have the right instruments or equipment to prevent the bleeding. So those are probably the most common. But then, long-term, you’re also gonna have psychological problems, like some have evidence of post-traumatic stress disorder. Some may have keloid formation, which is large scarring, which can cause problem like obstruction, and discomfort just simply with walking.

Haddad: That was, I have read something about that, and I thought, well, if it’s done under conditions because very often lay people not medical professionals perform these procedures initially. And that the scarring would be so bad that it might affect someone’s gait. It was kind of surprising, thinking how badly someone might heal after something like this. And you mentioned a little bit at the beginning that that you encountered this in Omaha with refugee populations that, Somali, and Sunnis too, or..?

LaFavor: Yes, both.

Haddad: So, would you say that it is a common incidence with refugees from those countries?

LaFavor: I’d say it’s very common. A lot of times, you may be to tell in an exam that they’ve had a procedure, and you’ll ask the patient about it. I was at first thought it was uncomfortable and how to ask your patient if they had a female genital cutting and a lot of times, they don’t understand that, and so I would ask have you had any surgery down here? And a lot of them would say no, but you know that they did. I think some are scared that they’ll be repercussions because they are now here in another country.
But, you know, I don’t press on. I just note it and know that there could be complications with delivery and whatnot.

Haddad: And that would be, I mean, I’m sure you’re dealing with all the issues, not only in being worried about this, but language issues and just, I was wondering if you’d had to deal with this on delivery if people didn’t come in for prenatal care and you didn’t have the opportunity to see, you know, what sort of issues this would mean for delivery. It’ll be kind of hard to encounter this in the delivery room.

LaFavor: A lot of our patients, they may come in just for delivery, and so you don’t have that opportunity during their prenatal care to discuss what their wishes are at delivery. So, in reading a lot of the literature, the biggest thing you could do is educate your patient on complications from this procedure. And whether or not they are going to want to have a re-infibulation at the time of delivery. So just educating, and sometimes that means not only your patient, but maybe their spouse, or even the mother-in-law or the mothers in their culture, because sometimes they are the strongest proponents of it because they see as the introduction into womanhood. And, to be a woman, you have to have this done, whereas the man, you know, it’s, sometimes it’s not as important for them. But just educating the patient, telling them that, you know, we don’t typically repair this at the time of delivery, what are your thoughts on it. I personally have not had anyone that was adamant about having the procedure done at the time of delivery, but I think it’s just a matter time before that.

Haddad: So you’re being a little bit proactive about what, in these circumstances, and if you don’t have the benefit of any kind of relationship where someone ahead of time to doing any teaching at all,that is probably most difficult situation. You answered a lot of the other questions that I had, but one of those was, as you did your research on this, is there a position statement that the American College of Obstetrics and gynecology has on this? Or anything to say, here is where we stand or here’s how you should approach this?

LaFavor: I haven’t found anything clear cut, and that’s kind of why I’ve been searching out different avenues for guidance, but I think, as a physician, with any procedure that you perform or any request that a patient makes to you, you have to kind of kind of have your stance as to I’m absolutely not going to do this, but I will provide you physicians that will. Or maybe, OK I feel comfortable may be re-infibulating part of the genitalia, but not to a point where it can cause chronic long-term effects like the chronic infections, blocking of the urethra or the vagina. But it also still, the debate is, even though it is not medically indicated, you’re still doing harm. Whereas you’re kind of allowing this, you’re saying it’s okay to continue the procedure. So there’s nothing clear-cut as far as the college states, and it’s just something that you have to develop on your own.

Haddad: And I’m sure you’ve encountered in your reading, people who have very strong feelings about this. About what kind of position OB/GYN physicians should take on this. And not only to do what you’re saying, but saying maybe I personally would not feel that I could participate in this. But there may be colleagues who would. That would be one place, but then, I’ve read a few things where it’s like, no, it should be even stronger that we work to try and prevent this.

LaFavor: And that’s what, they do encourage not preventing, not continuing on the procedure, because it is harmful in trying to put an end to it. But I think, in some special situations where, by not re-infibulating, you may cause more harm to the patient being exiled from their community, or being sent home or divorced, things like that, that maybe, and you have to weigh that in each different situation.

Haddad: And you’d be weighing this in the delivery room? I mean, would you do this at the time of delivery?

LaFavor: Well, yes, it would, that’s really the only time that it would be okay to do it is at after delivery. So that’s what a lot of other people will run into, the physicians that haven’t been faced with this, and this patient come in, didn’t know they had a circumcision, and they’re dealing with all of these thoughts, after delivery, what do I do?

Haddad: So this has been, and, I don’t know if this was your assignment to look at this, but the whole idea of looking at this and presenting your grand rounds, and now, presenting here with us. It does raise awareness, I think, and that’s always a nice about ethics, to have a quiet moment when you’re not in the throes of the situation, to think about what the different options might be and all of that. I think you’ve answered all the questions that I had, and I really appreciate you taking the time to do this today.

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