PHI1635 Biomedical Ethics Course Paper
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
PHI1635 Biomedical Ethics Course Paper
PHI1635, Biomedical, Ethics, Course, Paper
Discussion Exercise: Chapter 11
Objective: The students will complete a Virtual Classroom Discussion Exercise that will Extend your knowledge beyond the core required materials for this class, engage in collaborative learning with other students to improve the quality of the learning experience for all students and apply the higher cognitive skills associated with critical thinking to your academic and professional work.
ASSIGNMENT GUIDELINES (10%):
Students will judgmentally amount the readings from Chapter assign on your textbook. This assignment is prearranged to help you to learning in all disciplines because it helps student’s process information rather than simply receive it. You need to read the PowerPoint Presentation assigned for week 6 and develop a 2–3-page paper replicating your appreciative and competence to apply the readings to your ethics knowledge.
Each paper must be typewritten with 12-point font and double-spaced with standard margins. Follow APA style 7th edition format when referring to the selected articles and include a reference page.
EACH PAPER SHOULD INCLUDE THE FOLLOWING: |
- Introduction (25%) Provide a brief synopsis of the meaning (not a description) of each Chapter and articles you read, in your own words that will apply to the case study presented.
- Discussion Challenge (65%)
Imagine an event of catastrophic proportion involving mass casualties, disrupted or non-existent services (power, transportation, and communications), scarce food and water, limited emergency personnel and medical supplies, overwhelmed hospitals, perhaps contamination from biohazard materials or nuclear fallout, etc.
Now imagine that a new set of rules has been established to guide first responders in the field whenever a “catastrophe” occurs. A system of “response triage” is required, whereby precious and limited resources will be directed to those who could most probably contribute to continued survival and eventual recovery of the community.
Those who would require a disproportionate share of resources to live, and those who will most likely not survive the event, are given lower priority for distribution of assistance, including food supplies and medical treatment.
Without any formal discussion of what ethics are and how ethical decisions might be made in the field, we can see that the ethical problems are endless, but are basically summed up by asking:
- IS EVERY HUMAN LIFE OF THE SAME VALUE AS OTHERS?
- If decision-makers were to set criteria for determining the “fittest” for survival, upon what criteria would those decisions be based?
- The richest and most powerful men?
- Young men and women with the highest sperm and ova counts?
- Mature thinkers who might carry forward lessons that are likely to help humans survive in changing circumstances?
- How would these criteria be measured?
- How would we “value” people who work in health care, education and food production, as opposed to sanitation workers, truck drivers and musicians?
- How would we account for discrimination based on race, ethnicity, religion, sexual orientation, etc.?
- How would we deal with the sick, aged, institutionalized, and immobilized? The poor? Illegal immigrants? Orphans? AIDS patients? Others?
Would we leave these more vulnerable segments of society behind, so to speak, instead of giving them preferential treatment? Is this approach “ethical”? Is this approach “moral”? Is this approach legal?
Health Care Reform in the U.S.
HR 3590 and HR 4872 signed into law in 2010 (PPACA) by President Obama.
PPACA represents a century of efforts to provide access to high quality, affordable health care.
Access, cost, and quality are the triumvirate mantra of health care reform.
3
Health Care Reform in the U.S.
There are three ways to provide universal coverage for populations:
The Bismarck Model.
The Beveridge or National Health Service Model.
The National Health Insurance Model.
4
A Bit of History
Otto von Bismarck introduced universal healthcare insurance in Germany in 1883.
Other European countries provided universal health care for a variety of variations and reasons.
European plans evolved from wage protection motives to providing medical and hospital coverage.
5
A Bit of History for the U.S.
Theodore Roosevelt was the first to support universal health care insurance.
His ideas were not supported by labor, medical societies, the insurance business, and business interests.
Universal coverage was excluded from the Social Security Act of 1935.
6
A Bit of History for the U.S.
In 1939-1943, attempts were made to create national health insurance, but they were not successful.
In 1948, President Truman campaigned strongly for national health insurance.
71% of Americans were in favor of universal coverage, but it never passed in Congress.
7
A Bit of History for the U.S.
In 1960, there was a new effort to address the healthcare coverage of the elderly through Medicare.
President Johnson’s political skills assisted in the passage of Medicare in 1965.
Medicaid, designed to provide care for needy children, was also passed in 1965.
8
A Bit of History for the U.S.
In 1971, President Nixon proposed a plan for compulsory employment-based health insurance that died a quick death.
The Clinton administration attempted health care reform with the Clinton National Health Security Plan.
This plan died in committee.
Health policy legislation is not easy.
9
What contributed to PPACA?
The percentage of the population without insurance reached 16%
Shortages of professionals lead to compromised access to care.
Costs for health care continued to rise and quality lapses continued.
Health care reform sought to: increase access, improve quality, and control costs.
10
Key Areas of PPACA
All Americans and legal immigrants must have health insurance or pay a penalty. Exceptions exist.
Businesses must provide health insurance.
Medicaid eligibility was extended.
Medicare benefits were improved.
11
Key Areas of PPACA
Insurance reform was extensive.
No lifetime limits were allowed.
Preventive care must be provided with no copays.
Minimum loss ratios were required.
States received assistance to set up insurance exchanges.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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