The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview. Based on "Case Study: End of Life Decisions," the Christian worldview, and the worldview questions presented in the required topic study materials you will complete an ethical analysis of George's situation and his decision from the perspective of the Christian worldview. Provide a 1,500-2,000-word ethical analysis while answering the following questions: How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?Given the above, what options would be morally justified in the Christian worldview for George and why?Based on your worldview, what decision would you make if you were in George's situation? Remember to support your responses with the topic study materials. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Rubric Attempt Start Date: 23-Sep-2019 at 12:00:00 AM Due Date: 29-Sep-2019 at 11:59:59 PM Maximum Points: 200.0

Learning Goal: I'm working on a psychology project and need an explanation and answer to help me learn. *******MUST BE FAMILIAR WITH SPSS*******and know how to use it -^Instructions: A researcher is interested in studying the impact of chronic pain, biological sex, and their interaction on alcohol consumption. The researcher recruits male and female subjects with and without chronic pain. They ask the subjects to record their daily alcohol consumption over the course of 1 week and calculates their average daily consumption. The researcher also has subjects complete the Beck Depression Inventory and collects some demographic information (race, ethnicity, age^^ video explaining the project - will send data output later it is not letting me submit here attached below is an example of what the writing component should look like and the rubric https://sdsu.instructure.com/courses/73576/pages/o... the attached file is an example. 

Read Leopold's "The Land Ethic" in Sand County Almanac. (https://www.aldoleopold.org/about/the-land-ethic/) You will notice that it is organized in sections with subtitles. Read the essay one section at a time. As you conclude each section, review it and note the important concepts. This is a concept driven argument. Underline important quotes or sentences that you like. Think about how this essay, written a long time ago, long before the reality of climate change was understood, is relevant to current problems and examples. Remember, ethics provide context for our individual actions relative to larger social values. Leopold understood that ultimately the health of land, and in turn human health, would be determined by people’s values. A Sand County Almanac ends with Leopold’s challenge to individuals and communities to join in the “intellectual and emotional” evolution of a land ethic. As you read, draft answers to the questions below (copy/past into a Word doc). Then, once you have finished, carefully revise and edit your responses before submitting: Introduction 1. Explain the extended analogy to slavery. 2. What is the deeper significance or importance of these key concepts--Property and Expediency? 3. Paraphrase the suggestive claim: “During the last three thousand years which have since elapsed, ethical criteria have been extended to many fields of conduct, with corresponding shrinkages in those judged by expediency only” (202). Is there a thesis here? The Ethical Sequence 4. In what sense are ethics “a process in ecological evolution”? 5. How are ecological and philosophical ethics analogous? What is the common “tendency”? 6. Elaborate on the idea of the key concept: co-operation. Why is cooperation important to Leopold? 7. Paraphrase: “An ethic may be regarded as a mode of guidance for meeting ecological situations so new or intricate, or involving such deferred reactions, that the path of social expediency is not discernable to the average individual. Animal instincts are modes of guidance for the individual in meeting such situations. Ethics are possibly a kind of community instinct in-the-making” (203). The Community Concept 8. How exactly does Leopold redefine the concept of “community” for his argument? 9. How does Leopold anticipate an objection to his position? How does he refute it? 10. Paraphrase: “In short, the land ethic changes the role of Homo sapiensfrom conqueror of the land-community to plain member and citizen of it” (204). 11. Characterize the wrong kind of thinking—that of the conqueror, or Abraham--in this argument. 12. There are two examples from American history (205-6). Each is aimed at demonstrating a different outcome related to the idea that humans are part of a “biotic team.” The first is the story of Kentucky bluegrass; the second is about the loss of grasslands in the Southwest. Explain these examples and how they support his argument. The Ecological Conscience 13. Paraphrase: “Obligations have no meaning without conscience, and the problem we face is the extension of the social conscience from people to land. No important change in ethics was ever accomplished without an internal change in our intellectual emphasis, loyalties, affections, and convictions.” (209-10). Substitutes for a Land Ethic 14. What are some examples of substitutes—or what is NOT a land ethic? 15. What are some of the consequences of not having a real land ethic? 16. What is the conclusion to be drawn from this section? The Land Pyramid In your notebook, draw the several “mental” images “of land as a biotic mechanism. 17. How does the land pyramid— “a tangle of chains so complex as to seem disorderly” (215)—help Leopold demonstrate his key concepts of co-operation and community? 18. How have we altered the “energy circuit” or pyramid? What are the “penalties” (218)? Land Health and the A-B Cleavage 19. This section discusses the split between different points of view on land and conservation: the ecological versus the agronomical (or agricultural). In your own words, explain the differences in perspective. The Outlook 20. Leopold writes, “One of the requisites for an ecological comprehension of land is an understanding of ecology, and this is by no means co-extensive with education; in fact, most higher education seems deliberately to avoid ecological concepts” (224). Is this true? Explain. 21. He also leaves us with this memorable statement: “A thing is right when it tends to preserve the integrity, stability, and beauty of the biotic community. It is wrong when it tends otherwise” (225). How could such a seemingly simple set of measurements work? 22. One of the last words of the argument is “objective” (226). This reminds us of the claim in “Thinking Like a Mountain.” How are these two arguments—in a simple way—connected?