Lending Institutions, Health Care, and Human Capital

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Use the Internet to research one (1) developing nation of your choice. Your research should include an examination of lending institutions, health care, and human capital, as well as the material covered by the Webtext and lectures in Weeks 6 through 9.

Write a three to four (3-4) page research paper in which you:

  1. Explore whether or not funding from international lending institutions like the World Bank and the IMF are helping or hindering the social, economic, or political development of the country that you have selected. Support your response with examples.
  2. Discuss, with examples, at least four (4) substantive ways in which a healthy population strengthens the economy of the country that you have selected.
  3. Ascertain the degree to which the leadership of your chosen country has used foreign aid to improve its health care system. Support your response with concrete examples.
  4. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia, blogs, and other nonacademic websites do not qualify as academic resources. Approval of resources is at the instructor’s discretion. Resources must also be within the last seven (7) years.

When referencing the selected resources, please use the following format: 

  • Webtext Format:
    • Name of the author. Name of title. Retrieved from website url.
      • Example:

Soomo. Understanding Development [Webtext]. Retrieved from http://www.webtexts.com/courses/9218-cathey.

  • Lecture Format:
    • Name of the Author. Name of the lecture [lecture type]. Retrieved from lecture url.
      • Example:

Strayer University. (2013). Understanding Development [PowerPoint slides]. Retrieved from /bbcswebdav/institution/SOC/300/1136/Week1/lecture/story.html.

  • Internet Resources:
    • Author’s Name. (Date of publication). Title of the resource. Retrieved from website url.
      • Example:

Wuestewald, Eric. (2014). Portraits of people living on a dollar a day. Retrieved from http://www.motherjones.com/mixed-media/2014/04/living-on-a-dollar-a-day-photos-renee-byer-thomas-nazario.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. 
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Determine how human capital is used and what effect gender disparity has on these decisions.
  • Determine what role health plays in developing economies.
  • Examine the role that the International Monetary Fund and World Bank play in transfers and the conditions they set to effect this funding.
  • Use technology and information resources to research issues in sociology of developing countries.
  • Write clearly and concisely about sociology of developing countries using proper writing mechanics.

Situational Reactions

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Read the following three situations. Describe what you would do in EACH situation. Integrate the elements of reasoning and intellectual standards in your writing to show an understanding of the material behind your personal example.

 

Do not worry about your answers being right or wrong – your work will be evaluated on its connection to the material – not the behavior you would engage in if you found yourself in these situations.

1.) Scenario A: You are a soldier in the U.S. Military and are deployed in a foreign country during a war. A raid on a suspected military target went wrong, and your squad opened fire on several innocent people. Your commander asks you and the rest of the squad to make it look like they opened fire up on you first.

  1. How would you respond?
  2. How might your response change (or would it change) if the rest of your squad didn’t agree with you?

2.) Scenario B: As a new police officer, you pull someone over for speeding. You note some suspicious behavior and feel it is justified for you to search the offender’s vehicle. After searching the vehicle, you confiscate several ounces of marijuana, which is still illegal in the state you serve.

You realize that the computer system is down, so you cannot chronicle this bust until you return to the station. After learning this, your partner, who is a decorated officer with more than 15 years on the force, pulls you aside and tells you that his wife is sick and he could really use that marijuana at home for medicinal purposes to help her with her pain.

  1. How would you respond to your partner?
  2. Does it make a difference that he is a much more experienced officer?

3.)Scenario C: Your child, Johnny, is a senior in high school, and has, up until this year, earned very good grades in his coursework. Because of his academic achievement, he has been awarded a full academic scholarship to a good university.

Now, Johnny has a first-year teacher who assigns work that seems inappropriately difficult, and Johnny is struggling. Though his grades in his other classes are exceptional, he will need to earn a C or better for this class if he hopes to keep his scholarship, and it all hinges on his score on the last assignment in this difficult class.

The assignment is on a topic that your professor did her graduate work on, so you know there’s no way a high schooler should be expected to do well in this assignment. Still, if Johnny doesn’t ace this assignment, he will not earn a good enough course grade to keep his scholarship.

  1. Do you actively help him complete the assignment, or do you let him do it himself, knowing that without your help he will fail the assignment, not because he isn’t smart enough or dedicated enough, but because the assignment is inappropriately difficult?

Your completed assignment should be written primarily in first person. If you use sources in your writing, be sure to identify them. If you use any direct language from a source, be sure to place those words in quotation marks.

Nursing Assignment #4: 1 page only

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Question to be addressed in my 1 page assignment:

  • 1. Critically appraise the design of the team’s curriculum (below) by providing feedback on the structure, sequence, and design of the curriculum or program. 

Reminder: Pls put citation and at least one reference (2011 – 2016) by using APA format … Thanks 

 

Team Project

           

            The Midwest team was assigned the development of an educational program through a public health agency in a rural Midwest area. After our initial research, we decided to focus on the development of a primary prevention program for the Jackson County Health Department (JCHD) in Jackson County, Ohio. Our needs assessment uncovered a larger than average mortality rate from heart disease in Jackson County, compared to the state of Ohio (Ohio Department of Health, 2014).

Our target population is families in Jackson County, Ohio. We are using behavioral, cognitive, and social learning theories to describe the importance of changing adults’ habits as well as modeling these for the children to maintain lifelong healthy lifestyles. Nakano, Kasuga, Murase, and Suzuki (2013) showed how healthy lifestyle habits decrease as children get older, and reiterated the importance of continuous focus on a healthy lifestyle.

The JCHD mission is “To promote and implement wellness through health programs, both mandated and self-initiated, that fall within the department’s financial constraints and that continually improve community health and well-being” (JCHD (n.d), “Mission,” para. 1). The JCHD vision is that “Every member of the community is healthy and lives in a safe environment” (JCHD, (n.d.), para. 2). The mission and vision of the JCHD were instrumental in the development of the program as it paved the way for the development of a primary prevention program focusing on the improvement of community health as well as the individual, with the idea that it could be a long-term program.

When developing a framework for our program, four principles are kept at the forefront: The compatibility of the program to the organization’s mission and vision, relevancy, major concepts, and desired outcome (Sullivan, 2016). We consider the main concepts of our program (healthier lifestyle, heart disease, nutrition, exercise, behavior, empowerment, families, children, etc.) to ensure these are a good fit for the organization’s goals and values. Our desired outcome to decrease the number of deaths from heart disease by increased number of families reporting healthy lifestyles and decrease childhood obesity needs to be in congruence with the mission and vision of JCHD.

Curriculum

Session 1: Healthy Heart for the Family

 

Description: Discussion during patient visits to the clinic or community events: Risks of heart disease, what we can and what we cannot change. A written self-assessment of risk factors. A general discussion of the family’s habits (nutrition, exercise, adult smoking, and alcohol intake). Introduction to creating healthy living habits for the family through nutrition and exercise.

 

Learning Objectives:

 

At the end of the session, the learner will be able to:

 

  • Describe two risk factors for heart disease that cannot be changed.
  • Describe two risk factors for heart disease that people have control over.
  • Discuss how adult habits are observed and copied by their children.

 

Session 2: Weight Loss and Nutrition

 

Description: Discussion of strategies to modify weight and eating a balanced and healthy diet. Risk factors that people have control of includes their diet and the foods the diet consist of. When parents eat healthy, they can set an example for their children. Parents and children should eat together for meals. Parents and children can keep a journal of their diet and weight.

 

Learning Objectives:

 

At the end of the session, the learner will be able to:

 

  • Describe healthy weight
  • Use a journal or log of their diet, exercise and weight.
  • Identify foods that accompany a balanced meal.
  • Prepare and cook a healthy meal.

 

Session 3: Lifestyle Modification: Incorporation of exercise into daily routine to prevent heart disease and other predisposing factors.

 

Description: Discussion during patient/family visits to the clinic regarding how to incorporate exercise/physical activity into ones daily routine. Discussion will include how regular physical activity has the potential to promote health, fitness, and decrease the likelihood of developing risk factors associated with heart disease later in life (Physical Activity Guideline for Americans, 2015).

 

Learning Objectives:

 

At the end of the session, the learner will be able to:

 

  • Identify two ways in which physical activity can be incorporated into their daily routine.
  • Describe two benefits of incorporating physical activity into their daily routine.

 

Session 4: Healthy Children

 

Description: During patient/family visit education will be provided to parents and children on how to maintain healthy lifestyles to decrease the risk factors of developing heart disease at a young age. This relies on the teaching given to parents to instill healthy behaviors in children to decrease the risks of heart disease later in life. Some children are born with congenital heart defects and others may develop them from a poor lifestyle. Children who have cardiovascular disease risk factors at age 13 or younger can develop heart disease as young adults (AHA, 2016).  The learning method shall be tailored to teaching young children, using colorful pictures.

 

Learning Objectives:

Upon completion of the class, parents and children will be able to:

 

  • Describe two ways to decrease the risk for heart disease.
  • Describe three healthy habits to reduce the risk of heart disease that develops at a young age such as regular exercise daily, teaching the food pyramid and how to choose heart healthy foods, maintaining a healthy weight, and methods to keep blood pressure within normal limits for each age group.

 

Session 5: The Effects of Stress Reduction and Relaxation

 

Description: It is thought that patients with many disease states, including cardiovascular disease, might benefit from increased stress reduction and relaxation and quality sleep.

 

Task #1: Discussing how rest and relaxation, and getting the correct amount of quality sleep to help restore the body’s energy, repair muscle tissue and triggers the release of hormones that effect growth and appetite. Have patient identify strategies that are relaxing to them.

 

Task #2: Presenting to patients how deep relaxation, like meditation, when practiced regularly not only relieves stress and anxiety, but also is shown to improve mood. Educating patients on how deep relaxation has many other potential benefits such as decreasing blood pressure, relieves pain, and improve the immune and cardiovascular systems.

 

Learning Objectives:

 

After the completion of this session, participants will:

 

  • Describe the impact of stress on health.
  • Identify common stress indicators and stress related disease.
  • Assess their own stress levels.
  • Review strategies to help cope with stressors more effectively.

 

Session 6: High Blood Pressure and Diabetes; Hazards of the Heart

 

Description: Final session of the series to held at the JCHD’s education room.

 

Task #1: Education on normal and abnormal values for hypertension. Discussion of the risks of high blood pressure. The importance of consistent monitoring of their blood pressure and taking medications as prescribed. 

 

Task #2: Educate on normal and abnormal levels for glucose. Explain the effects of hyperglycemia on the vascular system. Discuss the importance of Hgb A1c monitoring.

 

Learning Objectives:

 

At the conclusion of the session, the learner will:

 

  • Describe normal and abnormal values for blood pressure and glucose.
  • Report two modifications in their lifestyle that will help change their blood pressure. (diet and exercise etc.).
  • Describe two foods that spike glucose and two foods that are on the lower glycemic index.

 

References

American Heart Association. (2016). Life’s simple 7 for kids. Retrieved on October 25, 2016 fromhttps://www.heart.org/HEARTORG/HealthyLiving/HealthyKids/LifesSimple7forKids/Lifes-Simple-7-for-Kids_UCM_466610_SubHomePage.jsp

Jackson County Health Department. (n.d.). Mission. Retrieved from http://www.jacksoncountyhealthdepartment.org/about-us

Nakano, T., Kasuga, K., Murase, T., & Suzuki, K. (2013). Changes in healthy childhood lifestyle behaviors in Japanese rural areas. Journal of School Health, 83(4), 231-238.

Ohio Department of Health. (2014). Heart disease and stroke prevention. Retrieved September 9, 2016, fromhttp://www.healthy.ohio.gov/hdsp/hdsp.aspx

Physical Activity Guideline for Americans. (2015). Retrieved from: http://www.health.gov/paguidelines/guidelines/

Relaxation techniques for stress relief: Finding the relaxation exercises that work for you. (n.d.). Retrieved fromhttp://www.helpguide.org/articles/stress/relaxation-techniques-for-stress-relief.htm

Robert-McComb, J., Tacon, A., Randolph, P., & Caldera, Y. (2004). A pilot study to examine the effects of a mindfulness-based stress-reduction and relaxation program on levels of stress hormones, physical functioning, and submaximal exercise responses. Journal of Alternative & Complementary Medicine, 10(5), 819-827. doi: 107555304247672210.1089/acm.2004.10.819

Sullivan, D. T. (2016). An introduction to curriculum development. In D. M. Billings & J. A. Halstead (Eds.),Teaching in nursing: A guide for faculty (5th ed., pp. 89-117). St. Louis, MO: Elsevier. 

social phenomena

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Choose one of the following social phenomena and use one of the sociological perspectives to describe it.

Social phenomena:  1. high cost of college tuition
                                 2. gang membership
                                 3. high divorce rate
                                 4. building a wall along the U.S. southern border

Sociological perspectives:  1.  functionalism
                                            2. conflict theory
                                            3. interactionist perspective
                                            4. feminist perspective

Example — I’ll explain/describe prostitution from each perspective.

Functionalism:  Prostitution creates jobs for law enforcement.  It gives otherwise unemployable women a way to support themselves.  

Conflict:  Prostitutes are typically females controlled by male pimps.  Males have power over the prostitutes, their money, and their well-being.

Interactionist:  How do you know who is a prostitute?  Prostitutes can be identified by their appearance In some cases.  The clothes they wear, their make-up and hair, and the way they posture themselves can be signs of their status.

Feminist:  Women are exploited by their pimps.  They turn over their money and are subject to the pimp.  BUT, another feminist version might go like this — Prostitution gives women the freedom to control their own bodies.  It can be a means to independence (if there is no male pimp involved).

Okay.  Now it’s your turn.  Pick one phenomena from the list and one perspective to apply.  I expect more than a sentence of two from you!
 

patho DQ.

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Use the following Case Scenario, Subjective Data, and Objective Data to answer the Critical Thinking Questions.

Case Scenario

Mrs. J. is a 63-year-old woman who has a history of hypertension, chronic heart failure, and sleep apnea. She has been smoking two packs of cigarettes a day for 40 years and has refused to quit. Three days ago, she had an onset of flu with fever, pharyngitis, and malaise. She has not taken her antihypertensive medications or her medications to control her heart failure for 4 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure.

Subjective Data

  1. Is very anxious and asks whether she is going to die.
  2. Denies pain but says she feels like she cannot get enough air.
  3. Says her heart feels like it is “running away.”
  4. Reports that she is so exhausted she cannot eat or drink by herself.

Objective Data

  1. Height 175 cm; Weight 95.5 kg
  2. Vital signs: T 37.6 C, HR 118 and irregular, RR 34, BP 90/58
  3. Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint; all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation
  4. Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%
  5. Gastrointestinal: BS present: hepatomegaly 4 cm below costal margin

Critical Thinking Questions

What nursing interventions are appropriate for Mrs. J. at the time of her admission? Drug therapy is started for Mrs. J. to control her symptoms. What is the rationale for the administration of each of the following medications?

  1. IV furosemide (Lasix)
  2. Enalapril (Vasotec)
  3. Metoprolol (Lopressor)
  4. IV morphine sulphate (Morphine)

Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.

Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide rationale for each of the interventions you recommend.

CASE STUDY 8: Habitat for Humanity of Medina: Confronting the Changing Times

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CASE STUDY 8: Habitat for Humanity of Medina: Confronting the Changing Times

 

Linking Case Study to Chapter Materials: In this case, students identify the internal and external pressures for change and then consider how they would lead an organizational change effort in a nonprofit organization. The case questions also link to Chapter 13 frameworks for change.

 

Julie Young is the executive director of the Habitat for Humanity affiliate located in Medina, Wisconsin. She oversees forty employees who work in various administrative, fundraising, and operations capacities to build fifty new homes per year in Medina and the surrounding areas. Twenty-three board members govern Habitat of Medina, including local business owners, city officials, major donors, and two Habitat homeowners.

 

Medina is characterized by high concentrations of poverty in the southern part of the city, and middle class and wealthy neighborhoods in the northern part. In an attempt to lessen high concentrations of low-income housing, Habitat’s board of directors developed a new strategic plan a few years ago that focused on building low-income homes in mixed-income developments. This mission shift came at a time when Medina’s housing market was booming, and private developers were pushing new neighborhood zoning approvals through the city council as fast as they could. With the support of donors, volunteers, and key city officials who served on its board of directors, Habitat lobbied for a requirement that new subdivisions include affordable housing. However, property values had fallen sharply nationwide over the past year, and Medina, like many other cities, was facing a high rate of foreclosures and a decrease in new home construction.

 

The foreclosure crisis prompted many private and government agency grant-makers to offer short-term loans for families in danger of defaulting, instead of providing funding to affordable housing organizations such as Habitat. In addition, banks were no longer buying Habitat mortgages, ending what had been a reliable income stream for Habitat over the past few years. Two for-profit home developers that had supported Habitat with financial and in-kind donations and volunteer labor had to lay off hundreds of employees and could no longer justify charitable donations.

 

An economic downturn caused a one-third decrease in individual donations to Habitat of Medina compared to the previous year. Habitat usually receives a large grant from the local United Way, but this year United Way decreased funding for community development organizations such as Habitat in order to give more funds to food banks and homeless shelters that were facing increased demand for services as the economic situation in the city worsened.

 

Julie reviewed the organization’s financials and realized they would have to cut back the planned fifty new homes for this year to just fifteen. Even with these cuts, she didn’t know if the organization could meet its payroll. Grant money was contingent on the completion of new homes; therefore, cutting back construction meant even fewer dollars would be coming in. The board advocated for staff reductions and salary cuts, but Julie knew firing and reducing pay would result in increased burnout for the employees who did remain on staff. Her staff and volunteers, meanwhile, were pushing to keep home construction at the organization’s original target of fifty because the wait list of families in need of homes was growing.

 

In response to public pressure for home foreclosure help, the city council asked Habitat to begin rehabbing homes for families who couldn’t afford repairs and to use grant money and donations to help families facing foreclosures. While the organization had rehabbed homes in the past, they had never offered foreclosure assistance in the form of loans or counseling, as their mission was to build homes in partnership with families in need. Neither of the city council’s recommendations aligned with the organization’s five-year strategic plan, and staff members were not trained in foreclosure assistance.

 

Facing resource shortfalls and a pressure to change the organization’s mission, Julie knows the organization needs to make some changes, but isn’t sure how to retain the support of the organization’s various stakeholders.

 

Discussion Questions

 

  1. What are the external and internal pressures for change facing Habitat of Medina?

 

  1. What are the possible ways in which this organization could change? How would the organization make these changes successfully?

 

  1. What resistance to change should Julie expect?

 

  1. What steps would Quinn and Cameron recommend Julie follow as she leads the organization in change?

 

  1. How should Julie proceed if she wants to follow Greiner’s steps for successful organizational change?

 

  1. How should Julie proceed if she wants to follow Kotter’s steps for successful organizational change?

 

  1. In what ways does this case align with or differ from the distinct challenges that public organizations face when they change?

 

Source: This case was written by Sarah Schaefer, School of Public and Environmental Affairs, Indiana University Purdue University-Indianapolis.

“Rick’s New Job” Case Study

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Read the Rick’s New Job case analysis at the end of Chapter 3 of the Blanchard and Thacker (2013) text. In an 800 to 1,000 word paper (excluding the title and reference pages), respond to the following case questions:

  • Explain why Rick was let go and how reinforcement theory applies to this situation.
  • Explain Rosie and Walter’s reaction to Rick’s computer in terms of resistance to change. Use the concepts in this chapter to explain how Rick might have approached the computer situation so as to gain acceptance.
  • Explain Rick’s inability to “fit in” using social learning theory. Identify where breakdowns occurred.
  • If Val hired you to develop a management training program for the senior managers at PPP, explain how you would go about designing the program. Provide appropriate theoretical rationale to support your position.

Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. Your paper must also include citations and references for the Blanchard and Thacker (2013) text and at least two scholarly sources from the Ashford University Library. An Abstract is not required. Use APA formatted headings, rather than numbers, to delineate your response to each case question. For example, the following headings (or equivalent) can be used to identify each section of your paper:

  • Reinforcement Theory
  • Resistance to Change
  • Social Learning Theory
  • Designing a Management Training Program

The paper

  • Must be 800 to 1,000 words, double-spaced (excluding title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two scholarly sources in addition to the course text.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing

Working with Special populations.

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Required Readings

Doweiko, H. E. (2019). Concepts of chemical dependency (10th ed.). Stamford, CT: Cengage.
Chapter 19, “Hidden Faces of Substance Use Disorders” (pp. 251-259)

Coleman-Cowger, V. H. (2012). Mental health treatment need among pregnant and postpartum women/girls entering substance abuse treatment. Psychology of Addictive Behaviors, 26(2), 345–350.
Note: Retrieved from Walden Library databases.

Center for Behavioral Health Statistics and Quality. (2012, January 12). Older adult substance abuse treatment admissions have increased; Number of special treatment programs for this population has decreased. Data Spotlight, Drug and Alcohol Information System. Retrieved from http://www.samhsa.gov/data/spotlight/WEB_SPOT_043/WEB_SPOT_043.pdf
Substance Abuse & Mental Health Services Administration , Center for Behavioral Health Statistics and Quality. (2012). Older adult substance abuse treatment admissions have increased; number of special treatment programs for this population has descreased. Retrieved from website: http://www.samhsa.gov/data/spotlight/WEB_SPOT_043/WEB_SPOT_043.pdf 

U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration. (2005). Substance abuse treatment for persons with co-occurring disorders (DHHS Publication No. SMA 05-3992). Retrieved from https://store.samhsa.gov/system/files/sma13-3992.pdf
PLEASE USE REQUIRED READINGS AND CITATIONS. THANK YOU

The challenges of working with Native Americans with Substance abuse use.

Working with Special Populations

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Required Readings

Doweiko, H. E. (2019). Concepts of chemical dependency (10th ed.). Stamford, CT: Cengage. 

Chapter 19, “Hidden Faces of Substance Use Disorders” (pp. 251-259)

Coleman-Cowger, V. H. (2012). Mental health treatment need among pregnant and postpartum women/girls entering substance abuse treatment. Psychology of Addictive Behaviors, 26(2), 345–350.

Note: Retrieved from Walden Library databases.

Center for Behavioral Health Statistics and Quality. (2012, January 12). Older adult substance abuse treatment admissions have increased; Number of special treatment programs for this population has decreased. Data Spotlight, Drug and Alcohol Information System. Retrieved from http://www.samhsa.gov/data/spotlight/WEB_SPOT_043/WEB_SPOT_043.pdf 

Substance Abuse & Mental Health Services Administration , Center for Behavioral Health Statistics and Quality. (2012). Older adult substance abuse treatment admissions have increased; number of special treatment programs for this population has descreased. Retrieved from website: http://www.samhsa.gov/data/spotlight/WEB_SPOT_043/WEB_SPOT_043.pdf 

U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration. (2005). Substance abuse treatment for persons with co-occurring disorders (DHHS Publication No. SMA 05-3992). Retrieved from https://store.samhsa.gov/system/files/sma13-3992.pdf

Document: SPP Treatment Plan Template (Word document)

PLEASE USE REQUIRED READINGS AND CITATIONS.

 Post a description of a special population that you may work with as a helping professional. Explain two challenges that you might encounter when working with this special population. Explain two potential strategies that you might use to overcome those challenges and explain why these strategies might be effective. Support your response using the resources and the current literature. 

Philosophy

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1.) Could it have been right for Abraham to sacrifice Isaac? 
The Binding of Isaac: in Genesis 22 we are told the story of a time Abraham was commanded by God to sacrifice his son, Isaac. Abraham is ready to sacrifice Isaac when an angel appears and commands him to stop. The angel elaborates and says “Now I know that you fear God, because you have not withheld from me your son, your only son” (Genesis 22:12, NIV)

Could it have been right for Abraham to sacrifice Isaac? If not, what implications do you—especially if you are of the Christian faith—think this has for the relationship between God and morality?

For a proper discussion, I recommend you read the story of the binding of Isaac in full. I have a link to Genesis 22’s account here: https://www.biblegateway.com/passage/?search=Genesis+22 (Links to an external site.)Links to an external site.. By all means, bring in any additional resources you wish for this question, too. For example, the five page article “The Link Between Morality and God” which I added as an optional reading argues from the binding of Isaac to the conclusion that the Divine Command Theory is false and should even be rejected by theists. Author Tim Kocher closes by summarizing an alternative account of the relationship between morality and God.

2.) The relationship between God and morality 

More generally, what do you think the relationship between God and morality is?

Try to focus on questions of philosophical relevance. So, some of the issues I have addressed in this lecture fit well (e.g. could we only all have a good reason to be moral if God exists? Is God necessary for moral truth?). 

By contrast, questions like “to what extent do people learn their moral beliefs from religion?” are questions for one or another empirical science. So, you won’t be penalized for discussing them, but in a philosophy class they shouldn’t be the focus—except insofar as you think the bear on a philosophical question.

 

https://www.biblegateway.com/passage/?search=Genesis+22