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Identify the author and title of the work and include in parentheses the publisher and publication date.

HOW TO DO A RESPONSE PAPER-THIS WILL BE A MINIMUM OF ONE TYPED PAGE AND MAXIMUM OF 2 PAGES. IN THE FIRST SENTENCE OR UNDER THE TITLE OF YOUR PAPER, MAKE SURE YOU HAVE AN MLA CITATION FOR THE STORY–THIS WILL ALLOW YOU TO QUOTE FROM IT IF NECESSARY. 

PART 1: A SUMMARY OF THE WORK

To develop the first part of a report, do the following:

  • Identify the author and title of the work and include in parentheses the publisher and publication date. For magazines, give the date of publication.
  • Write an informative summary of the material.
  • Condense the content of the work by highlighting its main points and key supporting points.
  • Use direct quotations from the work to illustrate important ideas.
  • Summarize the material so that the reader gets a general sense of all key aspects of the original work.
  • Do not discuss in great detail any single aspect of the work, and do not neglect to mention other equally important points.
  • Also, keep the summary objective and factual. Do not include in the first part of the paper your personal reaction to the work; your subjective impression will form the basis of the second part of your paper.

PART 2: YOUR REACTION TO THE WORK

To develop the second part of a report, do the following:

  • Focus on any or all of the following questions. Check with your instructor to see if s/he wants you to emphasize specific points.
  • How is the assigned work related to ideas and concerns discussed in the course for which you are preparing the paper? For example, what points made in the course textbook, class discussions, or lectures are treated more fully in the work?
  • How is the work related to problems in our present-day world?
  • How is the material related to your life, experiences, feelings and ideas? For instance, what emotions did the work arouse in you?
  • Did the work increase your understanding of a particular issue? Did it change your perspective in any way?
  • Evaluate the merit of the work: the importance of its points, its accuracy, completeness, organization, and so on.
  • You should also indicate here whether or not you would recommend the work to others, and why.

POINTS OF CONSIDERATION WHEN WRITING THE REPORT

Here are some important elements to consider as you prepare a report:

  • Apply the four basic standards of effective writing (unity, support, coherence, and clear, error-free sentences) when writing the report.
  • Make sure each major paragraph presents and then develops a single main point. For example, in the sample report that follows, the first paragraph summarizes the book, and the three paragraphs that follow detail three separate reactions of the student writer to the book. The student then closes the report with a short concluding paragraph.
  • Support any general points you make or attitudes you express with specific reasons and details. Statements such as “I agree with many ideas in this article” or “I found the book very interesting” are meaningless without specific evidence that shows why you feel as you do. Look at the sample report closely to see how the main point or topic sentence of each paragraph is developed by specific supporting evidence.
  • Organize your material. Follow the basic plan of organization explained above: a summary of one or more paragraphs, a reaction of two or more paragraphs, and a conclusion. Also, use transitions to make the relationships among ideas in the paper clear.
  • Edit the paper carefully for errors in grammar, mechanics, punctuation, word use, and spelling.
  • Cite paraphrased or quoted material from the book or article you are writing about, or from any other works, by using the appropriate documentation style. If you are unsure what documentation style is required or recommended, ask you instructor.
  • You may use quotations in the summary and reaction parts of the paper, but do not rely on them too much. Use them only to emphasize key ideas.
  • Publishing information can be incorporated parenthetically or at the bottom of the page in a footnote. Consult with your instructor to determine what publishing information is necessary and where it should be placed.

(Choose ONE discussion question and expound on it in a response paper; make sure you have a MLA citation for the story so you can quote from it.)

1. What do you think the significance of the title is? What is so “secret” about Walter Mitty’s life?

2. Is Walter Mitty an interesting person? Is his life significant? Why or why not? Why do you think his real life and his imagined lives are so different (in other words, what is the author trying to tell you about his life/lives)?

3. The phrase “He’s a real Walter Mitty” is popular among many people in America in order to describe someone who does not appear to have much skill or personality, but imagines himself or herself to be a genius in the most unexpected situations. Give an example of someone you know who you think is a “Walter Mitty” type.

4. Do you think there are a lot of people in the world who have real lives like Walter Mitty, and imagine alternative lives like he does? If so, why do you think there are so many people like this? What does this say about society in the present day?

Here below is the example she gave

A SAMPLE RESPONSE OR REACTION PAPER

Here is a report written by a student in an introductory psychology course. Look at the paper closely to see how it follows the guidelines for report writing described above.

Part 1: Summary

 Part 1: SummaryTopic sentence for summary paragraph

A Report on Man’s Search for Meaning

Dr. Viktor Frankl’s book Man’s Search for Meaning (New York: Washington Square Press, 1966) is both an autobiographical account of his years as a prisoner in Nazi concentration camps and a presentation of his ideas about the meaning of life. The three years of deprivation and suffering he spent at Auschwitz and other Nazi camps led to the development of his theory of Logotherapy, which, very briefly, states that the primary force in human beings is “a striving to find a meaning in one’s life” (154). Without a meaning in life, Frankl feels, we experience emptiness and loneliness that lead to apathy and despair. This need for meaning was demonstrated to Frankl time and again with both himself and other prisoners who were faced with the horrors of camp existence. Frankl was able to sustain himself partly through the love he felt for his wife. In a moment of spiritual insight, he realized that his love was stronger and more meaningful than death, and would be a real and sustaining force within him even if he knew his wife was dead. Frankl’s comrades also had reasons to live that gave them strength. One had a child waiting for him; another was a scientist who was working on a series of books that needed to be finished. Finally, Frankl and his friends found meaning through their decision to accept and bear their fate with courage. He says that the words of Dostoevsky came frequently to mind: “There is one thing that I dread: not to be worthy of my suffering.”  When Frankl’s prison experience was over and he returned to his profession of psychiatry, he found that his theory of meaning held true not only for the prisoners but for all people. He has since had great success in working with patients by helping them locate in their own lives meanings of love, work, and suffering.

Part 2: ReactionTopic sentence for first reaction paragraph 

One of my reactions to the book was the relationship I saw between the “Capos” and ideas about anxiety, standards, and aggression discussed in our psychology class. The Capos were prisoners who acted as trustees, and Frankl says they acted more cruelly toward the prisoners than the guards or the SS men. Several psychological factors help explain this cruelty. The Capos must have been suppressing intense anxiety about “selling themselves out” to the Nazis in return for small favors. Frankl and other prisoners must have been a constant reminder to the Capos of the courage and integrity they themselves lacked. When our behaviors and values are threatened by someone else acting in a different way, one way we may react is with anger and aggression. The Capos are an extreme example of how, if the situation is right, we may be capable of great cruelty to those whose actions threaten our standards.       

Topic sentence for second reaction paragraph

I think that Frankl’s idea that meaning is the most important force in human beings helps explain some of the disorder and discontent in the world today. Many people are unhappy because they are caught in jobs where they have no responsibility and creativity; their work lacks meaning. Many are also unhappy because our culture seems to stress sexual technique in social relationships rather than human caring. People buy popular books that may help them become better partners in bed, but that may not make them more sensitive to each other’s human needs. Where there is no real care, there is no meaning. To hide the inner emptiness that results from impersonal work and sex, people busy themselves with the accumulation of material things. With television sets, stereos, cars, expensive clothes, and the like, they try to forget that their lives lack true meaning instead of working or going to school to get a meaningful job, or trying to be decent human beings.

Topic sentence for third reaction paragraph

I have also found that Frankl’s idea that suffering can have meaning helps me understand the behavior of people I know. I have a friend named Jim who was always poor and did not have much of a family—only a stepmother who never cared for him as much as for her own children. What Jim did have, though, was determination. He worked two jobs to save money to go to school, and then worked and went to school at the same time. The fact that his life was hard seemed to make him bear down all the more. On the other hand, I can think of a man in my neighborhood who for all the years I’ve known him has done nothing with his life. He spends whole days smoking and looking at cars going by. He is a burned-out case. Somewhere in the past his problems must have become too much for him, and he gave up. He could have found meaning in his life by deciding to fight his troubles like Jim, but he didn’t, and now he is a sad shadow of a man. Without determination and the desire to face his hardships, he lost his chance to make his life meaningful.

 Concluding paragraph

In conclusion, I would strongly recommend Frankl’s book to persons who care about why they are alive, and who want to truly think about the purpose and meaning of their lives

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What is the definition of data mining that the author mentions? 

After reviewing the case study this week by Krizanic (2020),write a paper:-

  1. What is the definition of data mining that the author mentions?  How is this different from our current understanding of data mining?
  2. What is the premise of the use case and findings?
  3. What type of tools are used in the data mining aspect of the use case and how are they used?
  4. Were the tools used appropriate for the use case?  Why or why not?
  5. Create the three clusters in Rapidminer or python and screenshot the result. 

 In an APA7 formatted and answer all questions above.  There should be headings to each of the questions above as well.  Ensure there are at least two-peer reviewed sources to support your work. The paper should be at least two pages of content (this does not include the cover page or reference page). 

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1 paragraph discussing how the author could expand on the results, what the information means in the big picture

Peer Review Article Summary Unit 4

For your Final Project, you will have to find four (4) peer reviewed articles that will be supportive of your topic that you introduced in Week 2.

For this paper you must include:

· 1-2 paragraph summary of each peer review article.

· Include the relevancy to your topic;

· The meaning or implication of the results of the study that the article is about.

· 1 paragraph discussing how the author could expand on the results, what the information means in the big picture, what future research should focus on or how future research could move the topic forward.

· Discuss your data source as it relates to your topic.

· Include how these peer review articles add to your data source and influence the research of your topic.

Peer Review Article Summary Rubric

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State the name of the article you found and that is being evaluated and who the author(s) is/are

By far, the type of writing that we encounter, both in secular and academic settings, fall in the category of being “informational/Observatory”. The intent of research writing is different – research writing is usually centered around advancing understanding of a topical problem/issue, and for a “community”. Research writings, therefore, leverage the work of prior research or it opens a discussion around a current topic. In either case, such writings follow a streamlined format that is familiar to researchers. This format, typically, contain components such as: Title, Abstract, Introduction, Method, Results, Future Works, etc. (see example research paper under this week’s Learning Materials section). The purpose of your assignment this week is for you to examine components of a research article and to identify guidelines for conducting critical analyses of published works. The knowledge gain here should be applied when completing your Week 14 research writing assignment.  As you complete any writing assignment it is a good idea to proof read your work or use the University Writing Center to help with APA formatting; both will assist in minimizing grammatical errors and improve conducting research. 

Your Assignment:

Find a research article – Mobile technology preferred; but any technology topic is acceptable. A research effort is usually placed in the context of a “business problem” that can be understood in terms of carefully designed research questions; this allows for maximum research, understanding, and participation around resolving the problem.

Write a four – six (4-6) page paper that evaluates the research article that you found – your paper should 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. See hand-outs provided on graduate and APA style research papers. 

Evaluation criteria – notice what specific research components (Title, Abstract, Method, etc.) are found in the article

  • State the name of the article you found and that is being evaluated and who the author(s) is/are.
  • What is this article about – talk about its context (what is the topic; its purpose, and significance to what/whom)?
  • What components of a research format is included in this article?
  • How does this format contribute to the purpose of the writing?
  • Do the author(s) use this format in a way that furthers research – what other component(s), if any, might be helpful to that purpose?
  • What makes research writing different than ordinary information/observation writing?
  • Identify and explain major components of a research paper format.
  • Why use peer-reviewed journals in research?
  • Why are keywords used in the Abstract and during the Literature Review process?
  • Why use/apply APA basic citation style in these writing assignments?
  • Why is academic integrity important (see syllabus)?

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Jacobs is the author of Incidents in the Life of a Slave Girl (1862).

Harriet Jacobs (1813-1897)[footnoteRef:1] [1: “Jacobs, Harriet.” Benet’s Reader’s Encyclopedia, Oct. 1996, p. 517]

Born into slavery in North Carolina, Jacobs is the author of Incidents in the Life of a Slave Girl (1862). As a teenager, Jacobs was repeatedly subjected to the unwanted sexual advances of her master. In 1829, she began a sexual relationship with a white neighbor for protection. She bore him a son within a year and a daughter in 1833. In an effort to save her children from becoming plantation slaves, Jacobs hid in a small attic space for nearly seven years. Aided by friends and relatives, she escaped to the North, where she became active in the abolitionist and feminist movements. Her freedom was purchased in 1852. Jacobs later worked as a representative of the Quakers in several Southern states. Her last years were spent with her daughter in Boston and Washington.

Intro to Incidents in the Life of a Slave Girl (1862)[footnoteRef:2] [2: Carson, Sharon. “Incidents in the Life of a Slave Girl.” Masterplots II: African American Literature, Revised Edition, Dec. 2008, pp. 1–3. ]

First published: 1861 Type of work: Slave narrative Time of work: 1818-1861

Locale: North Carolina; Philadelphia, Pennsylvania; New York, New York

Principal Personages [for our excerpts]:

Linda Brent , a slave and the narrator; “Linda Brent” is a pseudonym for the author

Dr. Flint, the pseudonym for Dr. James Norcom, Jacobs’s “master” and tormentor

Mr. Sands, a white man with whom Linda has her two children

Overview Incidents in the Life of a Slave Girl  was long believed to be a fictional account of slavery. Through extensive research, however, scholars have documented its authenticity as an autobiography by Harriet Jacobs, and it is now considered one of the most important antebellum slave narratives. The issue of authenticity is, in fact, central to the whole tradition of African American slave narrative. Incidents in the Life of a Slave Girl, like other narratives, was written as testimony on behalf of and documentation for the antislavery cause. As such, it represents a highly activist literature, one in which the express purpose was political. Jacobs participated in the abolitionist movement and was assisted in her literary efforts by other abolitionists.

Incidents in the Life of a Slave Girl recounts the early childhood through middle adulthood of Linda, the pseudonym of author Harriet Jacobs. Born into slavery in North Carolina in approximately 1818, Linda loses both parents at an early age and forms a primary and essentially maternal bond with her grandmother, Aunt Martha, a free black. Linda’s life is controlled, however, by her master and mistress, Dr. and Mrs. Flint. In fact, Linda’s life story is structured as a response to Dr. Flint’s predatory sexual pursuit, which begins in her early adolescence and continues, in varied forms, until his death. In response to Flint’s constant harassment and Linda’s fear that he will eventually rape her, she chooses to bear two children with another white man in the community, Mr. Sands. She agonizes over this decision, believing that she has compromised her own morality. She also subsequently suffers her grandmother’s wrath and judgment in response to this decision, which threatens her emotional security. Linda’s hope is that Flint will see her relationship with Sands as a break from his influence and will abandon his pursuit. When this strategy fails, Linda decides to escape, hoping that in his exasperation over losing her Flint will sell her children to their father and thus allow them a measure of protection from the evils of slavery. Linda escapes but is unable to flee the area, and she is hidden in the homes of sympathetic neighbors until the risk in doing so becomes too great. She is then compelled to hide in a tiny space above her grandmother’s shed. Incredibly, Linda spends seven years cramped away in this room, watching the world and her children from a small peephole cut in the wood.

Eventually, arrangements are made for her escape to the North, first to Philadelphia and then to New York. Still enraged at Linda’s refusal of his advances and obsessively unwilling to relinquish his legal authority over her, Flint pursues her, both through letters and expeditions north. Before her own escape, Linda had arranged for her young daughter, Ellen, to be sent north to live with her father’s family. Once in New York, she also sends for her son, Benny. Protected by her sympathetic white employer, Mrs. Bruce, Linda is able to elude capture for several years, even after the notorious Fugitive Slave Law of 1850 makes the North perilous for escaped slaves. Flint dies, and his heirs continue to pursue their “property.” In the closing chapter of the autobiography, the second Mrs. Bruce buys Linda’s freedom from Flint’s family. Although ambivalent about having to receive a purchased freedom, Jacobs closes her story with Linda’s celebration of her liberation from slavery

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What lesson, moral, or universal truth is the author leading readers to?

Instructions are attached to the word document below.

Read the story in the links attached below and write a (4 pages maximum,  Arial 12 font, double spaced, MLA style) explaining the below questions:

  • I want you to delve deeper into the story. What lesson, moral, or universal truth is the author leading readers to?
  • What I really want you to show me is that you have an understanding of, and can give examples by name, (without re-telling the story)
  • Foreshadowing?
  • What kinds of Conflicts do you see? in other words, what’s driving the narrative (antagonist vs protagonist)?
  • Is there heavy use of Symbolism?
  • How many kinds of Irony can you identify (in its different forms)?
  • Is there heavy use of Motif?
  • Themes (what are the main ideas driving the narrative)?
  • Read “between the lines” and interpret what you think the story really means, or what philosophical ideas or universal truths the author is using the story to discuss.

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The Author’s neighbour Brian lives authentically as he happens to fully enjoy his current job.

 You will prepare and submit a term paper on There Are No Ideal leaders, Only Real Leaders. Your paper should be a minimum of 250 words in length.

The Author’s neighbour Brian lives authentically as he happens to fully enjoy his current job. People who are naturally authentic attract and draw people to themselves due to their sense of honesty and comfort. They tend not to exaggerate any of their stories in an effort to look better and never put any effort into attempts to imitate others. Genuine leadership is not an imitation of what other leaders have done or are trying to do. it is the end product of our being free and fully ourselves. Life is short, and we should try and spend time doing the things that we love though it might not always be easy and trouble-free to do this.

We all end up skinning our knees but what ultimately counts is how after all that we pick up ourselves, strive to learn from our mistakes and strive to move on forward.

Knowing your Own Story

Before there can ever be me and you, there must be me. When one learns how to tell their own story, they are able to perceive the stories of other individuals in such a manner that they are able to cause for there be to us in the place of me.

Will the Real Candidate Please Stand Up

When making advances towards stepping into who you innately truly are, people start perceiving you as being real and build levels of both confidence and trust in you that no amount of PR or spin could ever possibly manufacture. People mostly tend to respond to a person if they are authentically and down rightly themselves.

Taking Time to Listen to Ourselves

The development of the relationship with ourselves takes time. An integral part of living authentically is, learning how to trust our internal compasses and has absolute clarity on who we genuinely are. We should try and return to our life’s main passion and focus on being who we genuinely are.

Giving Ourselves the Permission to Change our Direction

Our attempts to find our place in the world are not a one-time affair. they are an ongoing process that carries on throughout our lives. It is imperative at times for us to learn how to grant ourselves the permission to change our direction

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state whether there is factual evidence in the author(s)’ claims about mental health treatment

  • Summarize  the Applebaum  article.  Based on ethical theories we have considered this semester, state whether there is factual evidence in the author(s)’ claims about mental health treatment or not.
  • Articulate one thing you learned about the history of institutionalization you were not aware of before this week’s lesson.  Why is that important ethically?

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state whether there is factual evidence in the author(s)’ claims about mental health treatment or not

  • Summarize  the Applebaum  article.  Based on ethical theories we have considered this semester, state whether there is factual evidence in the author(s)’ claims about mental health treatment or not.
  • Articulate one thing you learned about the history of institutionalization you were not aware of before this week’s lesson.  Why is that important ethically?

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PSYCHIATRIC SERVICES ♦http://ps.psychiatryonline.org ♦July 2004 Vol. 55 No. 7 7 75 51 1 A dvance directives have been one of the more promising innova- tions in recent years to give patients a greater voice in their psychiatric treatment (1). Completed when pa- tients are competent, advance direc- tives allow patients to appoint proxy decision makers and to make choices about particular treatments, all to take effect should patients later be- come incompetent to make decisions for themselves. Advance directives have been hailed as a way of encour- aging patients and treaters to discuss future contingencies and to negotiate mutually acceptable approaches to care (2,3). All states have statutes that govern the use of advance directives, which can be applied to general med- ical and psychiatric care, and many states now have special provisions for advance directives for psychiatric care per se.

However, mental health profes- sionals have always been concerned that advance directives could also be used in a less collaborative way. One of the earliest proponents of advance directives, Thomas Szasz—a fierce critic of psychiatric diagnosis and treatment—suggested that people with mental disorders use advance di- rectives to preclude future treatment, especially treatment with medica- tions (4). As Szasz saw it, if advance directives represented the unalter- able choices of competent patients, there would be no way to override the preferences embodied in the direc- tives. This suggestion raised theprospect of a class of patients who would be permanently untreatable, even if they later became psychotic and were hospitalized involuntarily.

Now, in the wake of a decision by the U.S. Court of Appeals for the Second Circuit, that prospect seems closer to materializing.

The case, Hargrave v. Vermont, grew out of a complaint filed in 1999 on behalf of Nancy Hargrave, a woman with a history of paranoid schizophrenia and multiple admis- sions to the Vermont State Hospital (5). Hargrave had completed an ad- vance directive—known in Vermont as a “durable power of attorney for health care,” or DPOA—in which she designated a substitute decision mak- er in case she lost competence and in which she refused “any and all anti- psychotic, neuroleptic, psychotropic, or psychoactive medications.” The major national law firm that repre- sented Hargrave immediately filed suit to block the state of Vermont from overriding her advance directive should she ever again be involuntarily committed and obtained certification to represent the entire class of pa- tients in similar situations.

Hargrave’s target was Act 114, a 1998 Vermont statute that attempted to address the dilemma inherent in psychiatric advance directives. Al- though advance directives were in- tended to facilitate patients’ partici- pation in treatment decisions, they have, as noted, the potential to pre- vent all treatment, even of patients who are ill enough to qualify for civil commitment under the prevailing dangerousness standards. To mitigate this prospect, the Vermont legislature allowed hospital (or prison) staff to petition a court for permission to treat an incompetent involuntarily committed patient, notwithstanding an advance directive to the contrary.

Before the court could authorize non- consensual administration of medica- tion, it had to allow the terms of the patient’s advance directive to be im- plemented for 45 days. So a patient like Hargrave, who had declined all medications, would be permitted to go unmedicated for a 45-day period, after which the court could supercede the patient’s refusal of treatment.

The core of Hargrave’s challenge to the statute was based on Title II of the Americans With Disabilities Act (ADA), which requires that “no qual- ified individual with a disability shall, by reason of such disability, be ex- cluded from participation in or be de- nied the benefits of the services, pro- grams, or activities of a public entity, or be subjected to discrimination by any such entity” (6). Hargrave claimed that she and other members of her class were being discriminated against on the basis of mental disor- der, given that only committed per- sons with mental illness could have their advance directives overridden under Act 114. And the public “serv- ices, programs, or activities” from which she was being excluded was the state’s durable power of attorney for health care itself.

In response, the state of Vermont offered three arguments. First, be- cause Hargrave had been involuntari- ly committed, Vermont claimed that she qualified under an exclusion to the ADA for persons who pose a “di- rect threat.” Next, the state contend- ed that the plaintiff was not being dis- criminated against on the basis of dis- ability, because anyone who complet- ed an advance directive was suscepti- ble to having his or her choices su- perceded (the state has an alterna- tive override mechanism that in- volves judicial appointment of a Psychiatric Advance Directives and the Treatment of Committed Patients P Pa au ul l S S.

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Dr. Appelbaum, who is editor of this col- umn, is A. F. Zeleznik distinguished pro- fessor and chair in the department of psy- chiatry at the University of Massachusetts Medical School, 55 Lake Avenue North, Worcester, Massachusetts 01655 (e-mail, appelbap@ummhc.org).

L La aw w & & P Ps sy yc ch hi ia at tr ry y guardian), and in any event, it was the status of being civilly committed, not being mentally ill, that was the point of distinction here. Finally, Vermont looked to a federal regula- tory provision that allows a public entity to continue existing practices, despite an ADA challenge, if the change being called for would “fun- damentally alter the nature of the service, program, or activity” (7).

The Second Circuit, like the U.S.

District Court that had originally heard the case, failed to find any of these contentions persuasive. With regard to the claim that Hargrave and other involuntarily committed pa- tients constitute a direct threat, the three-judge panel noted that not all committed patients would be a threat to others, as required under the ADA, because many were hospital- ized for danger to self. Even persons who were found to be dangerous to others at the time of commitment, the court held, could not be pre- sumed still to be dangerous when override of their advance directives was sought. The court was similarly unpersuaded that some condition other than mental illness was the ba- sis for the differential treatment, giv- en that Act 114 applied only to per- sons with mental illness. And allow- ing advance directives to stand as written, the court decided, even when patients were committed, does not fundamentally alter the advance directive statute (although it might affect the provision of psychiatric treatment to involuntary patients), which the court held was the proper point of reference. Hence the court concluded that Act 114 violated the ADA and enjoined its enforcement.

Hargrave,then, stands for the proposition that the state, having es- tablished a statutory basis for medical advance directives, cannot exclude in- voluntarily committed psychiatric pa- tients from its coverage. Although the Second Circuit’s opinion applies di- rectly only to Vermont and New York, it is an influential court, and its opin- ion may well be echoed in other cir- cuits around the country. Advance di- rectives may now constitute an iron- clad bulwark against future involun- tary treatment with medication—ex- cept in emergencies—even for in-competent, committed patients and even when the alternative is long- term institutional care.

In many respects, Hargraverepre- sents a continuation of the battle over the right of psychiatric patients to re- fuse treatment that began in the 1970s.

Indeed, the list of amici who filed briefs in support of Hargravereflected the coalitions that were formed to push for a right to refuse treatment 30 years ago. But that battle ended ambiguous- ly. Although some states were com- pelled by the courts to permit even committed patients to refuse medica- tion unless they were found incompe- tent by a judge, other states still allow the treating physician—sometimes af- ter a second opinion has been ob- tained—or a panel of clinicians to over- ride refusal on clinical grounds (8).

Even in states that require findings of incompetence and substituted judg- ment as to whether the patient, if com- petent, would have accepted the treat- ment, the vast majority (typically more than 90 percent) of cases that are adju- dicated end with the court authorizing involuntary treatment with medication.

The sense of many experienced ob- servers is that when patients are psy- chotic and treatment seems clearly in- dicated, the courts find a way to justify administration of medication, some- times despite the legal criteria (8).

If adopted more widely, however, Hargravewould appear to provide a tool whereby patients who are deter- mined to avoid treatment with med- ications would be able (except in emergencies) to completely preclude such treatment. A reviewing court would be bound to honor the terms of the now-incompetent patient’s ad- vance directive and order that treat- ment be withheld. Judges or quasi-ju- dicial decision makers would no longer have the discretion to apply “common-sense” criteria—for exam- ple, that patients with flagrant psy- chosis should be treated if possible— to mandate medication. Today, few severely ill committed patients avoid treatment with medications, regard- less of the legal standard in their ju- risdiction. Hargravecould change that. If large numbers of patients were to complete advance directives such as Nancy Hargrave’s, declining all medication, hospitals might wellbegin to fill with patients whom they could neither treat nor discharge.

Are there legal mechanisms that could avoid this outcome without run- ning afoul of the ADA? In the Har- gravecase, the court itself noted that nothing in this decision precludes statutory revisions that do not single out persons who are disabled because of mental illness—for example, revi- sions that increase the competency threshold for executing a DPOA or that allow the override of the DPOA of any incompetent person whenever compliance with the DPOA would substantially burden the interests of the state. However, it is doubtful that raising the competence threshold would have much impact, and the court’s suggestion regarding “interests of the state” that might warrant over- riding any person’s advance directive is, frankly, enigmatic.

But perhaps a clever legislator can find an opening here to blunt the im- pact of the decision. And there is no guarantee that other circuits, or even ultimately the U.S. Supreme Court, would necessarily agree with the Sec- ond Circuit’s analysis. Of course, were the level of concern sufficient, it would always be possible for Con- gress to amend the ADA to exclude the class of persons at issue. Con- gress, though, is typically reluctant to tinker with major legislation, and the disability rights community would likely oppose firmly any amendment of the ADA.

Because the ultimate scope and im- pact of Hargravemay not be known until a decade from now, it is worth- while to consider the possible effect of the decision on the use of advance directives for psychiatric treatment.

Current research suggests that most patients who complete advance direc- tives do not use these directives to de- cline all treatment with medication but rather to indicate preferences among alternative treatments or to in- form future treaters of particular con- cerns—for example, the care of their pets while they are hospitalized. Al- though Hargravemay stoke some en- thusiasm for advance directives among patients who are opposed to receiving any medication, it remains PSYCHIATRIC SERVICES ♦http://ps.psychiatryonline.org ♦July 2004 Vol. 55 No. 7 7 75 52 2 Continues on page 763 PSYCHIATRIC SERVICES ♦http://ps.psychiatryonline.org ♦July 2004 Vol. 55 No. 7 7 76 63 3 LAW & PSYCHIATRY Continued from page 752 to be seen how common the phenom- enon will become. Studies now under way will tell us more about the utility of advance directives in psychiatry— for example, whether, given the cur- rent state of the mental health sys- tem, advance directives actually have an impact on subsequent care (9). At a minimum, however, it seems likely that Hargrave,as it becomes more widely known, will chill enthusiasm for psychiatric advance directives among many clinicians. Because clini- cians’ suggestions that patients con- sider completing advance directives probably play an important role in en- couraging the completion of such di- rectives (10), Hargrave’s legacy may be to inhibit the use of this once- promising tool. ♦ References 1. Appelbaum PS: Advance directives for psy- chiatric treatment. Hospital and Communi- ty Psychiatry 42:983–984, 1991 2. Srebnik DS, LaFond J: Advance directives for mental health treatment. Psychiatric Services 50:919–925, 1999 3. Swanson JW, Tepper MC, Backlar P, et al:

Psychiatric advance directives: an alterna- tive to coercive treatment? Psychiatry 63:160–177, 2000 4. Szasz T: The psychiatric will: a new mecha- nism for protecting persons against “psy- chosis” and psychiatry. American Psycholo- gist 37:762–770, 1982 5. Hargrave v Vermont, 340 F. 3d 27 (2nd Cir 2003) 6. Americans With Disabilities Act, United States Code, Title 42, Section 12132 7. Code of Federal Regulations, Title 28, Sec- tion 35.130 (b)(7) 8. Appelbaum PS: Almost a Revolution: Men- tal Health Law and the Limits of Change.

New York, Oxford University Press, 1994 9. Papageorgiou A, King M, Janmohamed A, et al: Advance directives for patients com- pulsorily admitted to hospital with serious mental illness: randomised controlled trial.

British Journal of Psychiatry 181:513–519, 2002 10. Srebnik DS, Russo J, Sage J, et al: Interest in psychiatric advance directives among high users of crisis services and hospitaliza- tion. Psychiatric Services 54:981–986, 2003

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Bryan Stevenson, the founder of the Equal Justice Initiative and the author of “Just Mercy

Bryan Stevenson, the founder of the Equal Justice Initiative and the author of “Just Mercy

he documentary highlights the work of Bryan Stevenson, the founder of the Equal Justice Initiative and the author of “Just Mercy”.  After watching the documentary, discuss your impressions making sure to incorporate the factual information from the documentary.  Ultimately, answer the question, “what is justice” and then discuss whether you think we see justice in our court systems today.  If so, support that position with evidence.  If not, explain why. 

Your post should be at least 250 words.

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    Bryan Stevenson, the founder of the Equal Justice Initiative and the author of Just Mercy
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