Ethical Viewpoint

timer Asked: Oct 15th, 2018
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Question Description

I have attached handouts which have all instructions. Also their is an example paper.

Research Question

See Step 1: Find it! (The research question for your topic goes here.)

Viewpoint 1

See Step 1: Find it! (The first viewpoint for your topic goes here.)

Direct Quotations

See Step 2: Quote it! (Your direct quotes from the Viewpoint 1 article go here. Include quotation marks.)

T.R.A.P. Evaluation

See Step 3: Evaluate it! (Answer the TRAP questions to evaluate your article.)

MLA Citation

See Step 4: Cite it! (Your MLA citation for the Viewpoint 1 article goes here.)

Viewpoint 2

See Step 1: Find it! (The second viewpoint for your topic goes here.)

Direct Quotations

See Step 2: Quote it! (Your direct quotes from the Viewpoint 2 article go here. Include quotation marks.)

T.R.A.P. Evaluation

See Step 3: Evaluate it! (Answer the TRAP questions to evaluate your article.)

MLA Citation

See Step 4: Cite it! (Your MLA citation for the Viewpoint 2 article goes here.)


See Step 5: Reflect on it! (Your assignment reflection goes here.)

Unformatted Attachment Preview

Ethical Viewpoints Assignment - Worksheet Research Question See Step 1: Find it! (The research question for your topic goes here.) Viewpoint 1 See Step 1: Find it! (The first viewpoint for your topic goes here.) Direct Quotations See Step 2: Quote it! (Your direct quotes from the Viewpoint 1 article go here. Include quotation marks.) T.R.A.P. Evaluation See Step 3: Evaluate it! (Answer the TRAP questions to evaluate your article.) MLA Citation See Step 4: Cite it! (Your MLA citation for the Viewpoint 1 article goes here.) Viewpoint 2 See Step 1: Find it! (The second viewpoint for your topic goes here.) Direct Quotations See Step 2: Quote it! (Your direct quotes from the Viewpoint 1 article go here. Include quotation marks.) T.R.A.P. Evaluation See Step 3: Evaluate it! (Answer the TRAP questions to evaluate your article.) MLA Citation See Step 4: Cite it! (Your MLA citation for the Viewpoint 2 article goes here.) Reflection See Step 5: Reflect on it! (Your assignment reflection goes here.) Ethical Viewpoints Assignment Research Question Should schools screen children and teenagers for signs of mental illness and suicidal tendencies? Viewpoint 1 Mental health screening can help professionals and parents identify children at risk for depression and suicidal urges. Direct Quotations • “An estimated 11.4% of the U.S. adolescents, or about 2.8 million people, had at least one “major depressive episode” in a 12-month period, according to the 2014 National Survey on Drug Use and Health.” • “Worrisome symptoms may be attributed to normal stresses of adolescence or “typical” teen mood swings, when in reality they signify suffering that is neither normal nor typical. As a result, many depressed teens struggle with suffering that can lead to poorer physical health, school failure, social difficulties and, for some, suicide.” • “Opponents of screening are wary of over diagnosis and overtreatment. We must carefully distinguish clinical depression from normal sadness and avoid medicalizing and medicating the turbulence of adolescence. Not all depressed teens need medication. Parents and providers must be guided by the specific experiences of each teen, not by media messages or overly simplistic conceptualizations of sadness and stress.” • “Adolescents often have difficulty articulating suffering, particularly if it involves fear and stigmatization. Even in clinical settings they may feel incapable of broaching the subject themselves. It is up to clinicians to ask the right questions, and routine screening can pave the way for these crucial conversations.” • “We have integrated medical and mental-health care more closely and have moved away from the artificial segmentation of emotional and physical health. Fewer teens suffer in silence, and the care they receive is continually improving, all because we started asking these important questions.” T.R.A.P. Evaluation T: This article was published on April 11, 2016 in the Wall Street Journal, which is within the past three years. R: There is a lot of stigma surrounding the issue of mental health but in this article, the research presented encourages universal screening for early signs of depression in order to start treatment in adolescents that would greatly benefit from it. The number of people who encounter impactful depressive incidents is only increasing with time according to the Substance Abuse and Mental Health Services Administration. Within the number of adolescents who go through the effects of depression, less than 50% are correctly diagnosed since most of their symptoms are thought to be typical behavior for a moody teen thus, it leads to some teenagers’ symptoms to progress and sometimes even lead to suicide. There is the fear of over diagnosing and over treatment, but it is believed that differentiating clinical depression from typical sorrow will help avoid resorting to medicalizing the anguish of these teens since not all instances of depression require medication. Most adolescents struggle with communicating their suffering effectively and that is why asking the right questions and establishing routine screening is up to the clinicians in order to start having clear communication that leads to crucial consultations. Less and less teens are suffering in solitary and the care they receive is only going to continue to improve just because people started asking these critical questions. A: The experts in this article are Richard J. Chung, the Substance Abuse and Mental Health Services Administration, and the U.S. Preventive Services Task Force and the American Academy of Pediatrics P: According to a 2014 survey, the number of teenagers who experience major depressive incidents has been increasing in these past years. There are two methods for screening that have been proven effective in not over diagnosing and making sure to catch overlooked symptoms as well as recognizing false alarms. MLA Citation: Chung, Richard J., and Allen Frances. "Should all Teens be Screened for Depression?" Wall Street Journal, 11 Apr, 2016, pp. R.5, SIRS Issues Researcher, Viewpoint 2 No: Misdiagnoses Are All Too Common--And All Too Damaging Direct Quotations: • “For one thing, no screening method is discriminating enough to distinguish between normal sadness, which is very common in teens, and clinical depression, which is very rare” • “Many (probably most) teens deemed depressed by general screening will have normal sadness or transient and self-limited mild depression, not requiring diagnosis or treatment” • “Mislabeling a teen as mentally ill can carry huge consequences. It changes the way he sees himself and how others see him. An accurate diagnosis provides enough treatment benefit to counterbalance the harms of stigma, but an inaccurate one harms without helping.” • “Routine screening also puts pressure on primary-care doctors, who don't have the time or training to distinguish depression from other possible diagnoses. As a result, they are quick to overprescribe antidepressants” • “Screening would worsen the already-existing cruel paradox that we massively over treat people who are essentially well, while we shamefully neglect the people who are really sick (600,000 of whom are homeless or in jail for lack of adequate community services).” T.R.A.P. Evaluation T: This article was published on April 11, 2016 in the Wall Street Journal, which is within the past three years. R: It is believed that in teens, clinical depression is harder to tell apart from the normal sadness teenagers experience. Most adolescents go through mild depression which does not require a diagnosis or medical treatment. Teenagers symptoms differ week to week which is why it is tough to accurately diagnose them and misdiagnosing them can lead to scrutiny in how they view themselves or how others view them. Having to regularly screen so many adolescents may lead primary-care doctors to over prescribe antidepressants since they don’t have the extensive training in telling apart depression from other mental health diagnosis. A: The experts mentioned in this article include Allen Frances, a professor and chairman of the department of psychiatry and behavioral sciences of Duke School of Medicine. P: According to this article, after an update of the Diagnostic and Statistical Manual of Mental Disorders, which combined two very different types of depression, the amount of people on antidepressants have significantly increased. The amount of Americans on antidepressants has increased which has been influenced by the pharmaceutical companies exploiting the new updated loose definition of what depression is. MLA Citation: Chung, R. J., & Frances, A. (2016, 11 Apr). Should all teens be screened for depression? Wall Street Journal Retrieved from Reflection: Having gone through many years of depression, I started out agreeing with the topic that schools should help in the screening of mental health tendencies in teenagers because I felt that I could have been helped sooner in my journey. After completing this assignment, my opinions have definitely shifted. I still agree that teens who suffer with mental and emotional health should be helped but screening all teenagers in school, who moods change daily and adapt to situations, would lead to tremendous amounts of misdiagnoses and would lead to further stigma of being diagnosed with depression, anxiety, or other mental health diagnosis. What I learned about myself through this research is, although it sounded amazing to try to help everyone, I didn’t stop to think about the negative repercussions that may come about so I learned that sometimes it is best to slow down and not just be driven by the “big picture”. I completely understand the opposing side because I now understand how misdiagnosing teenagers could have severe consequences and that screening teenagers in school would only make things worse since our mental health department is already well under funded and would make screening less affective. I agree with them that we should focus on bettering the teenagers who have already been properly diagnosed and their care before we can think about the big picture of helping screen all teenagers. I think a question that would generate deeper thinking about this subject would be, “Should parents be screened before having children and take mental/emotional health courses?” because I feel like it is unfair to leave it up to teenagers to deal with repercussions of horrible communications between parents. If parents were educated in mental and emotional health, I feel that we could avoid a lot of the events that lead to teenagers being depressed. EDUC 1300 Aug 2018 ETHICAL VIEWPOINTS ASSIGNMENT EL CENTRO COLLEGE "Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction...The function of education, therefore, is to teach one to think intensively and to think critically." Martin Luther King, Jr., The Purpose of Education What will you learn? • • • • how to find credible, reliable sources of information using a library database how to critically review scholarly articles to determine suitability for supporting a viewpoint how to clarify and evaluate ethical viewpoints presented by various authorities how to cite sources in MLA style Assignment Format The assignment worksheet on Page 7 is the required format for this assignment. The worksheet can also be found on the Library Guide Assignment Page for Learning Framework (Handout Section). You will find an example of a completed assignment at the end of this document. Step #1 FIND IT! (Select a Topic) To start this assignment, go to El Centro’s home page and scroll to the bottom of the screen to the Quick Links section. Click on the Library link, and then Research Guides, which will take you to a list of Library resources for each course discipline. Scroll down the list and click on Learning Framework: 1 EDUC 1300 Aug 2018 Library Guide to Learning Framework From the Learning Framework Home Page, click on the link to SIRS ISSUES RESEARCHER – this is one of our best databases for offering different viewpoints on hot topics in the news! New Login Instructions! You will need to access your DCCCD Online Services ID via eConnect in order to log into the El Centro’s system (ie. databases, eCampus, eConnect). Many students will also be prompted to change their passwords through these steps. For more information, visit Your Passwords Have Received an Upgrade article on the DCCCD web site. After changing your password with the new criteria, you will be directed to the password verification process. For assistance, contact a Library or Computer lab staff member or call the eConnect/eCampus Technical Support 972.669.6402 Once you are inside the SIRS database, click View All Issues: Explore the list of topics until you find an ethical topic you are interested in researching. You might select a topic that relates to you or someone you know personally. Your instructor will let you know if your topic needs to be approved ahead of time. Very Important! You may not use the topic example from this handout (i.e. Should schools screen children and teenagers for signs of mental illness and suicidal tendencies?). For each topic in the SIRS Database, you will find a research question near the top of the page. Below the research question are two columns of articles. Each column offers different answers – presented as different viewpoints - for the question. 2 EDUC 1300 Aug 2018 Keep an open mind as you explore different viewpoints. Your goal is to select one article from VIEWPOINT 1 and a different article from VIEWPOINT 2. Choose articles that answer the research question from two, distinctly different points of view. While all of the SIRS articles are credible sources of information, some articles are older or do not offer enough proof to support an answer to the question. Step #2: QUOTE IT! For the quote section of the worksheet (page 7), you will copy/paste direct quotations from your article that are directly related to the viewpoint you have selected. These should be specific, relevant statements from the article that help to support the viewpoint. Find at least 4-8 direct quotes, and place quotation marks around them. While you should have several direct quotes from the article, you should not copy/paste the entire article. Use the attached worksheet to organize your DIRECT QUOTATIONS section. Remember, before you finalize which articles to use, evaluate the articles to make sure they are suitable. We will use what is called the T.R.A.P. Evaluation. Step #3: EVALUATE IT! (Use T.R.A.P.) The T.R.A.P. evaluation will help you to determine if the articles you found contain enough evidence to support your viewpoint. DO NOT use an article that doesn't pass the T.R.A.P. evaluation! Your T.R.A.P. results must be paraphrased. Check yourself for unintentional plagiarism by using the SafeAssign Plagiarism Checker in eCampus. See details in Step #6. TIPS for Paraphrasing Effectively: When paraphrasing, you are restating the author’s ideas in your own words. Read the article in its entirety first. Immediately free-write your ideas about what you remember. Talk about the article aloud with a friend. You are much more likely to use your own words when explaining the article verbally. Answer the questions below, and record your results on a piece of paper. Once you have decided on the two, best articles, you will record the results in the T.R.A.P. EVALUATION section of your assignment worksheet (for each article). You will find the assignment worksheet on Page 7. Time (T): When was the article written? ✓ Add a statement highlighting the date your article was written. ✓ Reminder: the article must be written within the past 3 years 3 EDUC 1300 Aug 2018 Relevance (R): How is the information relevant to the question – what is their answer to the question? ✓ Using the facts or statistics you put into the Direct Quotation box, paraphrase (re-state) the information that answers your research question - in your own words ✓ Write a minimum of 4 to 8 sentences Authority (A): Who is responsible for the evidence - are they credible organizations or individuals? ✓ List 1 - 2 credible experts or organizations - you can use the author of your article as an expert IF there is credible information about the author listed at the end of the article. Proof! (P) Proof: What evidence is given to support the viewpoint presented in the article? ✓ Find statements that include statistics, research studies, surveys, legal decisions, etc. that provide evidence to support the viewpoint. PARAPHRASE the information you find. ✓ If your article does not provide evidence, you will need to select a different article. ✓ Write a minimum of 2 to 4 sentences. Once you have found 2 articles (1 FOR, 1 AGAINST) that pass the T.R.A.P. Evaluation, email the articles to yourself. Step #4: CITE IT! (Give Credit to the Source) Giving credit to your article source is a critical step in the research process. We will use the MLA citation style to give credit to your source. For each article, you will follow these steps. Find your chosen article in the SIRS Database and open it. Click on the “Cite” button from the menu. Now, click the COPY button next to the MLA citation. 4 EDUC 1300 Aug 2018 Open your assignment worksheet (at the end of this document) and place your cursor in the citation section for your first article. Right click your computer mouse and select PASTE from the menu. Now, repeat Steps 2-4 for your second article. Remember, you will record your work on your Assignment Worksheet (page 7). Step #5: REFLECT ON IT! The last step in your Ethical Viewpoints Assignment is to write a reflection on your topic. Remember, reflection is a key part of critically thinking things through! On your worksheet, complete the final Reflection Section. Your reflection involves metacognition – that is, evaluating how you are thinking about this topic. The purpose of this part of the assignment is to allow you to reflect on the research you found. Your reflection should be 200-500 words. Use these questions to guide your writing as you discuss BOTH sides of this ethical issue: - - What was your viewpoint before starting your research? Do you still think about the issue in the same way you did when you first selected your topic? How has your viewpoint changed? What did you learn about yourself as you researched this topic? How did you arrive at your opinion of this topic? (Your research should drive your opinion!) Imagine having the perspective of the opposing side – Consider why the issue has importance for those who feel strongly about it. Give examples from the opposing side that you think are valid or worth considering. What questions might generate deeper thinking about this topic? For an example of the entire, complete Ethical Viewpoints assignment, go to the end of this document. Step #6 Submit Assignment Worksheet to eCampus. Log into your course in eCampus. Click on ASSIGNMENTS>UNIT 2 ASSIGNMENTS>LESSON 6 AVOIDING PLAGIARISM. Ultimately, you will submit two drafts of the assignment to eCampus. The first draft will not be graded. It will be used as a practice assignment to allow you to practice summarizing and paraphrasing without penalty for accidental plagiarism. Your instructor will expect you to paraphrase the T.R.A.P. (Step #3: Evaluate it!) and Reflection (Step #5 Reflect on it!) sections of the assignment. You will submit your first draft using this assignment link in eCampus: 5 EDUC 1300 Aug 2018 Safe Assign Plagiarism Checker Please Note: Your instructor must activate the Safe Assign plagiarism checker in eCampus before you can use it. When you submit your assignment to eCampus, the SafeAssign plagiarism checker will review your document to detect possible plagiarism. After submitting the assignment, look for the Safe Assign Originality Report, which will highlight all areas of your assignment that were lifted too closely from the original source. View the SAFE ASSIGN TUTORIAL for detailed instructions on how to access and understand your Safe Assign Originality Report. If Safe Assign detects plagiarism in either your T.R.A.P. or Reflection Sections, you must make corrections by paraphrasing the author’s words into your own before resubmitting your final draft to eCampus. The final draft will be graded. You will submit your final draft to this assignment link in eCampus: To prepare your assignment for submission to eCampus: 1. Make sure your Assignment Worksheet is saved as a Microsoft Word document (.docx) or .pdf file on your computer. You will upload your ...
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Tutor Answer

School: Purdue University



Name of the Student
Ethical Viewpoints Assignment
Research Question
Should the media tell the truth even when it hurts the public interest?
Viewpoint 1
The media can sacrifice the truth sometimes to protect the public interest. Reporting the truth in
some cases may jeopardize national security and defense or even threaten the diplomatic
relations of their state with friendly nations.
Direct Quotations
• “The outcomes of public interest reporting can expose corruption, launch royal
commissions, remove improper politicians from office, and jail wrongdoers.”
• “Public interest journalism is not universally defined. One common understanding among
media practitioners and academics is that it refers to a journalist pursuing information
that the public has a right to know.”
• “These profit-oriented stories have filled certain tabloids and glossy magazines for years.
Today they serve as click bait to attract eyeballs and advertisers in the digital space, and
are often found under traditional media banners.”
• “Other social concerns might need to be weighed up alongside public interest
storytelling. These might include an individual’s right to privacy, legal considerations,
and the potential for other harms such as national security risks.”
• “The other questions for the committee broadly relate to the viral spread of
misinformation, and to saf...

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Tutor went the extra mile to help me with this essay. Citations were a bit shaky but I appreciated how well he handled APA styles and how ok he was to change them even though I didnt specify. Got a B+ which is believable and acceptable.

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