600 word discussion post
What is an ethical belief that you feel strongly about, but you know is not shared by some people of other cultures? This can be a belief that certain things are right or good, or that certain things are wrong or bad. (Be sure to differentiate between cultures and societies – a society like that of the U.S. contains many different cultures.)
1. Reflect on yourself:
What are the reasons for your belief? Try to explain as succinctly as possible the main reason(s) why you have the belief that this is right/wrong or good/bad.
Do you consider this to be something you were merely conditioned to believe, or do you think these beliefs represent your own independent thought and reflection? Explain.
2. Reflect on the other:
If you were to try to explain and defend the contrary beliefs of some from another culture, how would you do that? (I.e., do your best to speak from their point of view about why they hold certain beliefs on this issue.)
If you had to identify an assumption, background conviction, or way of thinking that best explains why someone from another culture would have a different belief, what would that be?
3. Engage with the text:
Considering what the textbook says about moral relativism, would you consider your belief to be objective or relative? That is, do you think your belief is true (or at least stronger) in comparison to the other culture’s, or do you think it’s merely relative to your own culture?
If you think it’s true (or stronger), explain why. If you think it’s merely relative, choose one of the objections to relativism raised in the text, briefly explain it, and defend your position against that objection.
For your response posts, address the following:
- What perspectives did your peers offer that you had not considered previously regarding the value of a historically informed population?
- Share other ways being more historically informed could help your peers understand or act on the community issue they identified.
Not everyone likes to learn about history, most do not even try, but those that know about past events know about trends in humanity. They know the trial and tribulation that many minorities have gone thru and still continue to go thru today. Sometimes you have to dig deep to uncover the truth about what has happened in the past, most people only know what they learned in history class. Most of what is learned in history books are not the whole story about the events that accured. To know about those things not taught in classes or left out of the history books you must research and read into the matter yourself. By learning about the past, for yourself, you can better understand some of the problems of today, to understand what minorities are fighting for now you must understand what they have come thru and over-came.
- Citizens should have the responsibility of being historically informed as we are constantly making history and can learn from our current and past mistakes. We should be able to look at events such as political decisions and tragic social events such as lynchings and other murders and be able to dig down to the heart of the issue. We should be responsible to heal the issue from the beginning so that we learn from history, but not repeat it. We should be responsible for trying to see the other side of the story before making a judgement call and allow for the possibility of being wrong. Citizens in the U.S. do not (on average) have enough information regarding other countries and how things work there. We know our own history, but we rarely know another countries history and who told them that story. I believe by being taught how to be historically informed we could increase our understanding for cultural differences and this would help global challenges. This is the only way for us to help each other instead of trample on others beliefs and culture because we don’t understand it at first.
- A current challenge that is affects my community is the possible overturn of Roe v Wade of 1973 absorption law via the Supreme court (link below). Being historically informed about the history of abortion laws and how they differ from state to state and country to country is huge. We can look at states that have banned it and see what those consequences are and vice versa on a smaller scale. We can look back to how long this issue has been in the courts and listen to each side’s strong arguments. Since this topic can be very passionate it would be imperative for anyone advocating for or against the overturn of Roe to strip away their own bias and assumptions to hear and rationalize the opposing sides. Additionally, since the issue keeps coming back up for debate there is a chance for it to come up again in the future to appeal the overturn if it does happen. Being informed with how this kind of abortion law affects not only U.S. citizens but other countries is valuable in the debate to have the courts be apart of the personal decision. Also, how we may be able to alter the rulings or educate people to reduce the amount of unwanted pregnancies is another solution. Starting where the problem begins and continue from there.
1. What, where, and when was The Axial Age? 2. Many scholars believe the “perennial philosophy” of the Axial Age is an indicator that most if not all cultures originally shared a common monotheistic outlook of religion before the emergence of the various outlooks that exist today. What do you think of this theory? 3. All religious worldviews boil down to either Henotheism/Monotheism, Polytheism, Pantheism, or Atheism. Define these terms. 4. (Have read by Day 1 of Week 7): Read through the various excerpts from the sacred texts of Hinduism and answer the following questions: a. What is the riddle-like dialogue which the sages engaged in about the origin and meaning of the universe called? b. Define atman and brahman. c. How did the story of Shvetaketu and Uddalaka illustrate the concepts of atman and brahman? d. What is karma? What is karma-yoga and how is it different than the earlier understanding of karma? 5. (Have read by Day 2 of Week 7): Read through the various excerpts from the sacred texts of Buddhism and answer the following questions: a. What are the Four Noble Truths? b. What is the Eightfold Path? c. What are the Three Poisons? d. What is samsara? e. What are the Three Marks of Existence? f. What is anatta? g. What is Nibbana? Type up #’s 1-5 by end of Week 7 6. (Have read by Day 1 of Week 8): Read through the various excerpts from The Analects of Confucius and answer the following questions: a. What is Li? b. What are the 5 Relationships? c. What is Hsiao? Jen? 7. (Have read by Day 1 of Week 8): Read through the excerpts from the Daodejing and answer the following question: a. Describe the Dao. What is it exactly? 8. Summarize the various Hellenistic Philosophies’ perspectives on the human condition here. 9. What is the Ancient Happiness Hypothesis? What are its flaws? 10. (Have read by Day 2 of Week 8): Read the various excerpts from the Stoic philosophers in the Unit 3 Readings Document and then answer the following question: How do the Stoic philosophers’ views reflect a belief in the Happiness Hypothesis? 11. (Have read by Day 2 of Week 8): Read the story “The Choice of Heracles” story in the Unit 3 Readings Document and then answer the following question: How would you have chosen? 12. In the Book of Ecclesiastes in the Old Testament, there is a remarkably nuanced “happiness hypothesis.” How is this view different from that of the Stoics?
Discussion on video
Step 1: Review or re-watch https://www.youtube.com/watch?v=zQHx45CQWFE and answer the following questions: What are the three different types of first-hand evidence mentioned in the video? What are the different places one can find second-hand evidence mentioned in the video? Give one example each of expert, historical, and quantitative evidence. Pick one example of a logical fallacy (i.e., incorrect reasoning) that can affect your use of evidence and explain why the fallacy doesn’t give useful conclusions from the evidence.
Please respond to two peers’ post regarding their differential
diagnosis list and/or plan.
What did you find interesting about their response?
How did their differential diagnosis list or plan compare to yours?
Do you agree with their plan and recommendations?
Responses need to address all components of the question, demonstrate
critical thinking and analysis and include peer-reviewed journal
evidence to support the student’s position.
Please be sure to validate your opinions and ideas with citations and
references in APA format.
**RESPONSE 1 TO N.B.***
Three-day old with poor feeding habits, weak suck
Appears lethargic, sunken eyes, pale skin, Laying on table in “fencing” pose
Poor tone and muscle strength
Tip of otoscope sweet smell once removed from ear
Very few sweet-smelling wet diapers
PE findings: mildly elevated temp (99.7 F), tachycardic
Vaginal birth at home
5th percentile in weight
Infant and siblings not vaccinated
Faint murmur detected
Born 38 weeks vaginally at home with no complications at birth or
Infant is breastfed
Normal-length and head circumference
Mother denies tobacco, drug, and alcohol use during pregnancy.
Lives with parents, siblings, and maternal grandparents
No significant family, personal, social history
No tobacco exposure in home
All other PE findings unremarkable
Is there any family history of metabolic disorder? Has the infant
tolerated breastfeedings? Was a newborn screening performed at birth?
Maple syrup urine disorder (primary) – Maple syrup urine disorder
(MSUD) is a rare, inborn error of metabolism that can result in fatal
irreversible neurocognitive deficits (Hassan, 2021). Classic
presentation includes poor feeding and unusually sweet (maple syrup)
odor to urine and cerumen.
Neonatal Diabetes Mellitus – is a rare metabolic disorder diagnosed
within the first 6 months of life and presents as dehydration and
uncontrolled hyperglycemia (Lemelman et al., 2018).
Inborn Errors of Metabolism – Inborn errors of metabolism are rare
genetic (inherited) disorders in which the body cannot properly turn
food into energy (U.S. National Library of Medicine, n.d.).
The infant should be hospitalized for evaluation and treatment.
Treatment should be aimed at immediate medical intervention for
metabolic crises, lifelong therapy to maintain an acceptable diet; and
life-long maintenance of normal metabolic conditions including the
levels of the branched-chain amino acids (BCAA)in the body (NORD,
2020). The patient must be placed on a protein-restricted diet that
limits the amount of BCAAs they can eat. There is narrow window to
ensure the patient continues to receive enough food and protein for
normal growth and development and maintaining a therapeutic range. The
patient may also be given thiamine to determine if the type of MSUD is
State or Federal Resources
The patient’s parents should be given information about The MSUD
Family Support Group which can provide a wealth of information
regarding testing, treatment, and resource contacts.
Health Promotion Recommendations
The patient should receive newborn screening and be referred to
emergency services. It is recommended that the children in this family
be vaccinated against preventable diseases.
***RESPONSE 2 TO C.H.***
poor feeding habits – weak suck
very few sweet-smelling wet diapers
1 bowel movements per day, dark in color
Poor tone and muscle strength
Laying on table in “fencing” pose
Tachycardic with murmur
Siblings and child not UTD on immunizations
Born at home at 38 weeks’ gestation
Vaginal birth without complications or trauma
Hypoactive bowel sounds
Negative for “hip click”
denies tobacco use, drug use, or alcohol use during pregnancy
Siblings have no significant medical history
Lives with his mother, father, siblings, and maternal grandparents
Other Information to Obtain
What was the birth weight?
How long are the feedings?
Does the baby have any GI upset symptoms like gas, belching or vomiting?
How many hours a day does the baby sleep?
Maple Syrup Urine Disease
Failure to Thrive
Priority Diagnosis Plan
Therapeutics – This patient will need to be transferred to a pediatric
emergency room. Diagnostics include a multigene panel with
deletion/duplication analysis. BCKDHA, BCKDHB, and DBT. Breast milk
should be expressed and assessed for leucine quantity (Strauss et al.,
2020). If levels are elevated, feeding can be transitioned to a
BCAA-free powder version of infant formula. 10 mg/mL solutions of
isoleucine, valine, & leucine in distilled water can be used to
maintain leucine levels in a range of 65 – 85 mg/kg/day. IV glucose
and insulin and be given to regulate blood serum levels of necessary
BCAAs. Since the baby is not feeding well an NG tube will be inserted
to deliver essential nutrients and hydration. By this point
dehydration and malnutrition are critical factors. Dialysis may be
needed to filter out toxic levels of the amino acids.
State or Federal Resources
NORD stands for National Organizations of Rare Diseases is an
organization that can help patients and their families with
information and connecting to resources to help better understand and
manage a variety of rare diseases, including MSUD. The MSUD Family
Support Group is a more specific community resource that is available.
They have information on treatments and various stages of the disease
process. More locally, the Florida Newborn Screening association can
help connect parents to research, providers, continuing education, and
more resources. This can be a useful website for parents to connect
with to look up reliable information as their needs change with the
Health Promotion Recommendations
The parents should be counseled about their vaccine beliefs. They
should receive education about the importance of completing vaccines
on the recommended schedule for their baby. Ideally, if they were able
to be swayed, their other children should be placed on an immunization
catch up schedule as well. The parents need education about the
dietary needs of their baby, ways to assess the mother’s breastmilk,
continuing monitoring that will be needed, and ways to adjust
nutrition based off the presenting signs and symptoms. Breastfeeding
teaching regarding proper latching and supplements if milk production
is an issue.
The Color of Law
- What is de jure? What is de facto?
- For whom was public housing originally created?
- Speak about the current use of public housing in terms of de jure segregation vs de facto segregation.
- After WWII, what impact did the real estate industry (lobby) have on public housing? How has that impact affected the reputation of public housing and the demographics of its residents?
- Give at least three examples of instances in which the government racially segregated cities/communities that were not racially segregated prior to public housing being built.
Space Over Time
- How does Marcuse (1998) describe the difference between a ghetto and an enclave? Between segregation and congregation?
- Do you agree? Give examples of areas that might be categorized this way.
- Peter Marcuse (1998) describes clustering in two ways. What are they? How are they distinct?
- From your personal experience, do his categorization and description ring true?
MUSI 1306 Research Project
We live in a multicultural society, and we often think that this is a uniquely modern and American condition. Our study of history shows us that this is not the case. Still, it is helpful to consider the role of cross-cultural influences in our own society.
What constitutes influence, and how do we recognize it in music?
What influences from other cultures, or ethnic groups do you see in music that you are familiar with (sacred or secular)?
Do you view such influences as positive or negative? Why?
In 1976, the mutilated body of Anna Mae Aquash, an American Indian Activist, was found on a South Dakota Ranch. It will take more than 25 years before her killer will be discovered. Anna Mae’s murder will make national news because of her involvement in the Indian Civil Rights Movement. Her goal was to improve the lives of indigenous people in America and Canada. (3)
Anna Mae was not the first or the last indigenous women to be slain after speaking out to protect her people or to gain civil rights.
Discuss the American Indian Civil Rights history and the historical processes since 1960s, and explain what events have led to indigenous people to legally fight for protection and try to legally prevent violence against Native American Women.
Additional information (optional to read)
Two volumes: Reclaiming Power and Place: The Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls
(1) MMIW. “MMIW — Native Womens Wilderness.” Native Womens Wilderness. Last modified 2021. https://www.nativewomenswilderness.org/mmiw#:~:text=MURDERED%20%26%20MISSING%20I
(2) Facing History Editors. “Universe of Obligation: Unit on Universal Declaration of Human Rights.” Facing History and Ourselves. Last modified 2021. https://www.facinghistory.org/resource-library/universal-declaration-human-rights/universe-obligation.
(3) Robert, A. “Two young Native American lawyers call for action on missing and murdered Indigenous women.” ABA Journal. n.d. https://www.abajournal.com/magazine/article/two-young-native-american-lawyers-call-for-action-on-missing-and-murdered-indigenous-women.
Image: Whetstone, Devin. “Justice for Missing and Murdered Indigenous Women Will Move Us Closer to Climate Justice.” Greenpeace USA. Last modified June 11, 2020. https://www.greenpeace.org/usa/justice-for-missing-and-murdered-indigenous-women-will-move-us-closer-to-climate-justice/.
discussion (European Old and New Worlds)
European Old and New Worlds
Purpose and Outcomes
Now that we have expanded our understanding of the terms Old and New Worlds in a Native American context, let’s examine those ideas from a European perspective.
Please provide a 150-word minimum response to the following question. Your response is worth seven (7) possible points and should only use the assigned articles, texts, and the optional documentary Guns, Germs, and Steel (Links to an external site.). Responses should include basic MLA citations when required. Example: (Merrell, 51); (American YAWP, The First Americans): (Guns, Germs, Steel). Responses are due by the deadline posted on Canvas.
- How did contact with the Americas generate New Worlds in Europe? How did Europeans maintain Old Worlds in the Americas?
You must also post a minimum 100-word substantive reply to a colleague’s post. Your reply is worth three (3) possible points.
THE AMERICAN YAWP link
((( http://www.americanyawp.com/text/01-the-new-world/#I_Introduction )))
Purpose and Outcomes
Traditionally historians employed terms like Old and New World in ways that implied the superiority of one civilization over the other. The Old World was civilized, ancient, connected, and understood. By contrast the New World was unknown, primitive, and discovered. Fortunately those understandings faded while more sophisticated ideas replaced them. James Merrell’s, The Indians’ New World Download The Indians’ New World, and Neil Salisbury’s, The Indians’ Old World, Download The Indians’ Old World,will broaden your understanding of those concepts and allow you to apply them in new and meaningful ways.
Please provide minimum 200-word responses to each of the following two questions. Your responses should only use the assigned articles. Please include specific information to support your assertions and provide basic MLA citations when required. Example: (Merrell, 47). Each response is worth ten (10) possible points for a total of twenty (20) possible points.
- How does Merrell define New Worlds and how does he illustrate his argument? What examples does he use and why?
- How does Salisbury define Old Worlds and how does he illustrate his argument? What examples does he use and why?