Ethics Discussion

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Ethics Discussion. Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 13
  • Lesson
  • Minimum of 1 scholarly source (in addition to the textbook)

Introduction
Some people believe that you can tell who a person is by what they do when no one is looking. Let’s look at the following case. John Doe, a nurse, has downloaded an application to her phone that allows him to download copyrighted textbooks for a nursing course (that Doe is going to take) without his Internet Service Provider knowing it. The application is called “Cloak” as in cloak of invisibility (a hooded coat one wears to make it so others cannot see you). The application disguises his phone and makes it so the information on it is inaccessible. John is aware that other people who are of a lower socio-economic status (like him) also use this software program for the same reason (and to save money). John Doe knows that his religion forbids him from using this application to download in this manner. John Doe is focused on his own economic situation and does not consider the publisher, author, and others involved in the books. Think about a course of social action; what social values should be used to address this moral issue and conflict.

  • Initial Post Instructions
    Create a personal ethical philosophy and explain from which philosophy or philosophies (it must include at least one of the following: virtue ethics, Kantian ethics, utilitarianism, virtue ethics, or social contract ethics) you created it and why the contents are important and meaningful for you. List its precepts.
  • Take your personal ethical philosophy statement and use it to work through John Doe’s case. What is moral and immoral per your theory?
  • How would the veil of ignorance or a different theory of justice address John Doe’s case?

Follow-Up Post Instructions
Respond to at least one peer. When possible, respond to a peer who chose a different ethical theory than you did in your posting. Further the dialogue by providing more information and clarification.

Writing Requirements

  • Minimum of 2 posts (1 initial & 1 follow-up)
  • Minimum of 2 sources cited (assigned readings/online lessons and an outside scholarly source)
  • APA format for in-text citations and list of references

Answers1:

Hello Professor and Class, 

My personal philosophy is that I always make sure people are happy and put people before myself because in the long run when I am in need of help, they will remember the time I helped them and gave them happiness. “Kantian ethics provide a human-centric ethical framework placing human existence and capacity at the centre of a norm-creating philosophy that guides our understanding of moral conduct” (Ulgen, 2017). I believe Kantians ethics follows this philosophy I have because it is the moral thing to do in my mind to put people first and make sure happiness is covered all around. Helping and ensuring a person is a way of making that person the center and making sure they know they are existing. 

John Doe in my personal philosophy wouldn’t work out. Knowing it is against his religion, he went ahead and downloaded the app because he cant afford the books by himself. He cared more about himself and passing his classes than his religion and that I believe is morally right. The morally wrong thing to do is knowing other low income people have it and it works, then not downloading the help that he needs and failing his classes. Although downloading an app that disguises a phone is wrong, it’ll help John Doe in the long run. 

“The political philosopher John Rawls is well known for his thought experiment of the “veil of ignorance.” The thought experiment goes something like this: when designing rules for your society, you should be ignorant of what social position you yourself will occupy” (Gobry, 2015). This addressed John Doe’s case by doing what is best for himself. He knows he is low income and needs these books to be able to get through the classes but cant afford them. He knows other people have the same app and it works well for them. John Doe knows he needs this to succeed so he got the app so he won;t fail.

Ethics Discussion

 
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BIO In The News Assignment

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BIO In The News Assignment. Biology in the News Assignment

The biology concepts presented in this course encourage you to make the connection between textbook biology and biology that appears in newspapers, periodicals, and the Internet. This Biology in the News (BITN) assignment enables you to focus on the connection between the textbook and the world you live in and to recognize how science and technology influence and contribute to modern culture.

Select an article from a recent newspaper, periodical, or the Internet which correlates with the content of one or more concepts of instruction covered in the course. Select an article that is written for the general public. Avoid scientific publications.

Choose an article that is:

· related to content presented in a lesson.

· of appropriate length, not just an announcement and not ten pages.

· less than three months old.

· From current news, not encyclopedic reference.

· Written for the general public, not a scholarly scientific publication.

Your BITN paper should contain three parts:

1. The title page includes the date, your name, course, section, and instructor name in the upper right corner. The title of the article should be centered on the page. Position the article reference citation on the bottom.

2. The body of the essay will include three carefully written paragraphs. Each paragraph should contain a minimum of four sentences.

Paragraph one: Summarize the who, what, when, where, why, and how of the article content.

Paragraph two: Correlate the content of the article with the subject matter of a lesson covered in the course. Explain how the textbook helped you understand the article. Did the article agree with or contradict the textbook?

Paragraph three: Give your opinion on the content of the article. Explain how the content of the article impacts you, your family and friends. Relate the content of the article to real life by answering two or more of the following questions:

  • Did the article make you aware       of things you had not thought of before?
  • Did the article change your mind       about the topic?
  • Was the article about something       you have experienced personally?
  • Did the article address ethical       or public policy issues?
  • Do you agree or disagree with       information presented in your article?
  1. Attach      a copy of the article to your paper. 

This assignment counts 20 points. Late work will count half credit. Points are earned as follows:

Format, Presentation, and Citation (4 points)

  1. Cover sheet contains:
    • Name, course, section number,       date, and name of instructor
    • Article title
    • Article citation in a standard       format such as APA or MLA
  2. Three Paragraphs:
    • Minimum of four sentences per       paragraph
    • Article relates to content of a       Lesson presented in class
  3. Attach a copy of the article to      the BITN assignment:
    • Article is less than three       months old
    • Article is news, not reference       material

Accurate Written Communication Skills (4 points)

  • Assignment includes coherent      paragraphs with proper sentence structure, spelling, grammar, punctuation      and use of scientific terminology.
  • Paragraphs should be written in your      own words from information in the article and textbook. No parts of the      article, textbook, or other sources may be copied. Plagiarism will not be      tolerated. Papers the instructor determines contain plagiarism will be      given a zero. See http://www.plagiarism.org/      for additional information on what constitutes plagiarism.

Summary Paragraph (4 points)

  • Demonstrate your understanding by      identifying main points of the article and summarizing into one coherent      paragraph.

Correlation Paragraph (4 points)

  • Discuss how the main ideas of      your article relate to the textbook, lab or lecture material.
  • Specifically reference textbook      and lab materials to provide a clear connection between the main ideas in      the article and your biology course.

Personal Reaction Paragraph (4 points)

  • Explain why you chose this article      and why it is important to you, your family and friends by answering two      or more of the following questions:
    • Did the article make you aware       of things you had not thought of before?
    • Did the article change your mind       or feelings about the topic?
    • Was the article about something       you have experienced personally?
    • Did the article address ethical       or public policy issues?
    • Do you agree or disagree with       information presented in your article?

BIO In The News Assignment

 
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Crazy About Cryptids Part 2

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Crazy About Cryptids Part 2.

Page 1“Crazy About Cryptids!” by Matthew P. Rowe

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Part I – Introduction Victoria adored her older brother Travis. She had good reason: their father had died when they were kids, leaving them and their younger twin sisters to be raised by their mother and grandmother. Growing up was tough; their mother’s salary as a social worker was meager, and their grandmother suff ered from a chronic medical condition that took much of the family’s income. As the oldest, Travis started working early to help support the family, a sacrifi ce not lost on Victoria and her sisters. Victoria so respected her brother that she couldn’t help comparing her high school and now her college suitors to Travis, and the admirers always fell short. Travis was kind, courageous, generous to a fault, and oh so smart—he even, while helping raise his siblings, put himself through law school and was now working as a public defender in Chicago. But he had a weakness that worried Victoria. Outside of the courtroom, Travis was gullible. He had a fondness for all things extraordinary—from ghosts to alien abductions to new-age therapies. His true passion, however, was cryptids. He was simply crazy about cryptids.

Victoria was majoring in Integrative Biology at Michigan State. Her training, including courses in ecology, wildlife biology, and the philosophy of science, made her appropriately skeptical of chupacabras, yetis, bigfoot, the Loch Ness monster, and other storied beasts. Th e fact that her brother, a lawyer whose career depended on the critical examination of evidence, could be so credulous was unsettling to her. While sensitive to his feelings, she hoped she could use her growing understanding of science in general, and ecology in particular, to empower her brother. A “just touching base” phone call from Travis presented Victoria with an opportunity.

“Hi sis, how are classes?” Travis asked supportively when Victoria picked up the phone.

“Great,” she replied, “in my wildlife techniques course, we’re studying all the cool things you can learn about an animal just by analyzing a tiny drop of its feces, or a hair or two snagged on a scratching post. It’s pretty amazing.”

“Yeah,” Travis replied with unrestrained enthusiasm, “did you hear about the recent study of hair samples collected from a bunch of diff erent sites in the U.S. and Canada that proved the existence of bigfoot, and showed they were interbreeding with humans?”

Victoria, remembering one of the principles she learned in her philosophy course, responded: “Travis, science isn’t about ‘proving’ an idea or explanation, it’s about marshaling all of the evidence you can to determine which of various competing explanations is best supported.” She continued, “I don’t mean to sound scientifi cally snobbish or anything, but the study you mention by Melba Ketchum and her coauthors lacks credibility. A team led by Bryan Sykes published a more rigorous analysis of hair sent in by bigfoot and yeti enthusiasts from around the world; the results showed that the hair belonged to bears and raccoons and other mammals one would expect to be wandering around in the woods, not to bigfoot or a bigfoot-human hybrid.”

by Matthew P. Rowe Department of Integrative Biology Michigan State University, East Lansing, MI

Crazy About Cryptids! An Ecological Hunt for Nessie and Other Legendary Creatures

 

 

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Page 2“Crazy About Cryptids!” by Matthew P. Rowe

“You’re breaking my heart here kiddo, you know I’m a true believer in Sasquatch,” Travis replied with feigned sadness. “Besides, isn’t it possible that a species of giant man-ape unknown to science exists somewhere on the planet?”

“Sure,” Victoria chimed encouragingly, “species unknown to science are occasionally discovered, like the mega-mouth shark or the saola. And creatures that scientists thought went extinct millions of years ago like the coelacanth are rediscovered. So I’m not saying that bigfoot doesn’t exist, only that the evidence presented so far is insuffi cient for me to accept that it does.”

After a short pause, Travis responded thoughtfully, “Ok, little sister, I think I see where you are coming from; in a jury trial, which is something I know about, the guilt or innocence of a suspect is determined by the preponderance of the evidence. Th e jury has to determine whether the accused is guilty beyond a reasonable doubt, not beyond any shadow of a doubt. Absolute certainty is unlikely. What matters is that the jurists, before reaching a verdict, carefully examine each of the explanations and all of the evidence off ered by both the prosecution and the defense. I guess it’s the same thing in science.”

Sensing an opening, Victoria slyly suggested, “Didn’t you say you wanted to see a Spartan football game? Well, homecoming is in two weeks; why don’t you come for a visit. We can catch the game, and then afterwards we’ll go hunting for the Loch Ness Monster.”

Nessie was Travis’s favorite cryptid, so his sister’s off er aroused his curiosity. “How can we go hunting for a population of aquatic monsters in Scotland from your apartment in the middle of Michigan?” Travis asked inquisitively.

“We’ll track her down using the science of ecology,” Victoria answered.

Questions 1. Two articles were mentioned in the story. Th e fi rst, titled “Novel North American Hominins, Next Generation

Sequencing of Th ree Whole Genomes and Associated Studies” by lead author Melba Ketchum and her co- authors, was published in the journal DeNovo. Th e second, titled “Genetic Analysis of Hair Samples Attributed To Yeti, Bigfoot, and Other Anomalous Primates” by Bryan Sykes and his team, was published in the journal Proceedings of the Royal Society B: Biological Sciences. Th e two reports apply similar techniques using similarly obtained samples but reach diff erent conclusions. Summarize the main conclusions of each.

2. Credibility is an important concept both in science and in courts-of-law. Which of the two publications is more credible, and why?

3. Occam’s Razor, also known as the Principle of Parsimony, can be useful when trying to determine which explanation, among two or more, is most likely to be correct. What is the Principle of Parsimony? Apply the principle to the diff erent explanations off ered by Ketchum’s team and Syke’s team. Which of the competing explanations best passes the razor test, and why?

Crazy About Cryptids Part 2

 
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Infections of the Skin, Eyes, and Underlying Tissues

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Infections of the Skin, Eyes, and Underlying Tissues. MICROBIOLOGY Case Study

A. Infections of the Skin, Eyes, and Underlying Tissues

It was so exciting! Caitlyn was the only freshman girl selected for Varsity Singers, her high school’s touring show choir. Their summer “retreat” was a six-day mega-rehearsal to learn all of the choreography for their upcoming show season. Monday through Saturday the week before school resumed, the 28 performers danced from 8 A M to 8 P M in their un-air-conditioned gymnasium. Caitlyn didn’t particularly mind the hot, humid rehearsal conditions, but sweating profusely in dance leotards every day was really starting to aggravate the acne on her shoulders and back. After a special preliminary performance for their families on Saturday night, Caitlyn showered and dressed to go home. It was then she discovered a very large, angry “pimple” that rubbed uncomfortably on the back waistband of her jeans. By morning, it was raised and the size of a dime. Caitlyn’s mother washed the affected area, cleansed it with hydrogen peroxide, and applied an antibiotic ointment, telling her they

would call the doctor tomorrow if it didn’t improve.

1.     What possible infections might Caitlyn have?

2.     What microbes would normally cause these infections? Are these microorganisms normal skin

flora, pathogens, or both? Explain.

Monday morning, the first day of school, Caitlyn’s back was sore. “A great way to start high school,” she thought. Caitlyn’s mother took her to the pediatrician’s office right after school. The PA examined her back and was alarmed to see a lesion almost two inches in diameter. It was tender to the touch with poorly demarcated margins. The region was raised, warm, and Erythematous (reddened) with several smaller red lines radiating outward.

3. What is your diagnosis? Describe the nature of this condition.

After consulting with the pediatrician, Keflex was prescribed for Caitlyn. She was sent home with instructions to monitor the infection. If it was not obviously improved by the next day, she was to return for reevaluation.

4. To what class of antibiotics does Keflex belong? How does this drug work? What group of microbes is especially susceptible to it?

On Tuesday morning, Caitlyn went immediately to see her pediatrician. The lesion was the size of an egg and quite sore. Caitlyn also presented with a temperature of 38.4°C (101.2°F). Motrin and compresses were advised as comfort measures. The Keflex was continued and the lesion cultured for laboratory analysis. Again, she was told to return if she didn’t notice improvement.

5. How would you collect a specimen from Caitlyn’s lesion? Name several types of transport media commonly used. Why is it so important to appropriately transport a specimen to the microbiology laboratory?

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6.     What media will likely be inoculated when this sample arrives in the laboratory? State your reason(s) for choosing the media you’ve indicated.

7.     In addition to media inoculation, what other procedure will be performed immediately using the specimen?

The preliminary Gram stain of the specimen showed many Gram-positive cocci in clusters. After 24 hours, the TSA with 5% sheep blood plate demonstrated pure growth of small, round, smooth, white, gamma-hemolytic colonies. The same colony morphology was observed on the PEA (or CNA) plate with zero growth on the EMB (or MacConkey) plate. Colonies were also observed on the MSA plate, which was completely pink in color.

8.     What is meant by the term “pure growth”? What does it say regarding the quality of your specimen collection?

9.     Based upon these laboratory results, what microbe do you predict is causing Caitlyn’s infection? Explain. What two chemical tests would you perform next to verify your answer?

Colonies from the TSA plate were suspended in sterile saline and introduced into the Vitek II analyzer. It confirmed Staphylococcus epidermidis was the pathogen involved and indicated Keflex sensitivity.

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HATS Off to MRSA

They had toyed with the idea for years, and now, Jacob, Tony, and Tom had finally made their dream of a family business a reality. With Jacob’s computer expertise, Tom’s experience from his marketing internship, and Tony’s apprenticeship with a master painter, the three brothers were confident that “Color Your World Painters, Inc.” would be a successful business venture. After only six months, their Internet and local TV advertising had made them a household name in their community. Tony had to hire additional painters to handle their burgeoning workload. The brothers moved to a larger office, purchased improved equipment, and issued all employees uniforms and painter’s caps with their flashy new logo.

Business that summer was booming. The hot, sweaty paint crew worked from sun up to sun down every day. Upon returning to headquarters, they hung their caps on the wall, changed out their uniforms for street clothes, and collected nice fat paychecks. Jacob boasted smugly that things couldn’t be better…until one morning Tony didn’t show up for work. Annoyed, Jacob grabbed a uniform and Tony’s hat, got the painters organized, and took his brother’s place on the work crew while Tom tried to track down Tony. Tom’s second phone call reached his five-year-old niece, who was answering her mother’s cell phone. In a small and tearful voice, she told her uncle that they were at the hospital and daddy was very sick because he had slime leaking out of his head. Confident that his niece’s imagination had run

away with her, Tom reassured the little girl and told her he would be right there. Tom left a voicemail message on Jacob’s cell phone and headed to the hospital. When he met his sister-in-law, Julia, Tom was shocked to find his brother was in surgery. Stunned, Tom listened to Julia describe the events of the last few days. Out of embarrassment, Tony never mentioned to his brothers that he periodically suffered from boils around his hairline when working under hot, humid conditions. Two days ago, when Tony noticed the first few boils appear, he assumed it was just a recurrence of his seasonal problem. But, after 24 hours, Tony was becoming concerned. This was the worst case he had ever experienced. He had at least a dozen boils on the back of his neck and into his hairline. Despite his discomfort, Tony continued work without complaint, although he secretly blamed his problem on wearing the new company cap that made him sweat more around his hairline.

That evening, Tony showed Julia his neck and asked her to help him disinfect and bandage the area. His frightened wife pleaded with him to go to the emergency room, but Tony flatly refused. Number one, they didn’t have health insurance and he certainly did want to run up a bill. But number two, Tony was not about to be humiliated by going to the hospital for something so simple. In his mind, boils could hardly be considered life-threatening. Julia gently cleansed the area for her husband, counting 13 boils the size of a dime or larger. Tony winced in pain.

1.     What microbes commonly cause boils?

1.     Staphylococcus aureus

2.     What is another name for a boil?

1.     Furuncle, Carbuncle

3.     What is the incubation time for boil development?

1.     1 to 10 days

4.     What factors are facilitating Tony’s problem?

5.     What at-home cleansing and treatment options would you have recommended Julia try?

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line. Tony found it humorous that his “gooey zits” got quick attention at an ED known for its long wait times. Dr. Bergmann, an infectious disease physician, examined Tony, noting heat, extreme erythema, folliculitis, 15 boils ~1–2 cm in diameter, some draining copious amounts of pus, and numerous seeping ulcerations. Dr. Bergmann applied a topical anesthetic before lancing several boils for culture. He ordered four sets of blood cultures drawn, started broad spectrum IV antibiotics, and immediately scheduled Tony for surgical debridement of his infection.

8. Why did the doctor lance boil to collect a specimen for culture when many others were already draining pus?

9. Why did Dr. Bergmann start Tony on antibiotics even though he didn’t know the microbe involved or its drug sensitivity?

10. Why were blood cultures ordered?
11. Why was Tony a candidate for immediate surgery?

Tom and Julia sat for about an hour in the waiting room before Dr. Bergmann arrived with an update on Tony’s condition. Preliminary Gram stain results from the lab confirmed Gram-positive clusters of cocci in Tony’s boils. Due to the extensive tissue damage, Dr. Bergmann confided to the family that he suspected community acquired-MRSA. Although Tony was “resting uncomfortably,” the surgical debridement of a 3.5 cm 10 cm area was a success. Tony would receive a three-week course of IV vancomycin before being permitted to return to work.

12. What common skin microbes demonstrate this Gram morphology and staining?

13. What does MRSA stand for?

14. What is the difference between community acquired-MRSA and hospital acquired-MRSA?

15. How does the resistance demonstrated by this organism differ from the resistance it typically shows to penicillin?

16. Why is vancomycin a good treatment choice when penicillin and methicillin are ineffective? 17. What complications are associated with IV vancomycin treatment?

18. Tony’s infection progressed rapidly and resulted in substantial soft tissue damage. Why is MRSA able to cause this problem?

 

 

Infections of the Skin, Eyes, and Underlying Tissues

 
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