Categories
Writers Solution

Ethical behavior issues in handling food

Instructions:

Write an outline of your research topic paper. This outline can follow the following format as far as section headings. But you do not have to follow it. You can add more sections. But there must be at least four sections highlighted by * and section titles. Include at least 100 words per section that you use.  The outline can be narrative if format.

Abstract

Introduction*

Background

Literature Review*

Findings*

Conclusion*

Summary

Future Research Recommendation

You must describe each section of the research paper outline.  There needs to be more than just a listing of sub-headings so include at least 100 words per section title so we can understand the scope and depth of the proposed paper.  This can be any topic related to any of the Learning Objectives of the course.  Try to select a topic that is of personal interest.

 Incorporate at least one reference from articles listed within the online APUS library.

Submission Instructions:

  • (Do not use Wiki as a source).Save paper as a word doc., last nameRLMT307ASSGWK3Outlin

•  Written communication: Written communication is free of errors that detract from the overall message.•  APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting.•  Length of paper: typed, double-spaced pages with no less than a two page paper.•  Font and font size: Times New Roman, 12 point.

Instructions

Assignment – Week 3 – Paper 2

Write a two-page paper, plus the title page and a reference page on the following statement:

Describe one or more ethical behavior issues in handling food and beverage products returned to a manufacturing company and a retail store. Choose a real example.

Incorporate at least one reference from articles listed within the online APUS library.

Submission Instructions: (Do not use Wiki as a source).

•Written communication: Written communication is free of errors that detract from the overall message.•APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting.•Length of paper: typed, double-spaced pages with no less than; a two-page paper.•Font and font size: Times New Roman, 12 point.APA GUIDELINESUniversity of California Berkeley Library APA Style Citation Purdue University APA Formatting and Style Guide  

RESEARCH and WRITINGAPUS Online Library Tutorial CenterPLAGIARISMAvoiding accidental and intentional plagiarism

Order from Academic Writers Bay

Edit

Categories
Writers Solution

Multiculturalism: Ethical Perspectives of a Diverse Workforce

Unit 8.1 DB: Multiculturalism: Ethical Perspectives of a Diverse Workforce

We often focus on establishing policies and practices that codify and protect rights in the public sector. However, organizational culture also matters. Provide an example of how your workplace has addressed multiculturalism and discuss whether it was 1) the right thing to do in keeping with core societal values, 2) the needed thing to do to maintain your organization’s legitimacy and relevance, or 3) the intelligent thing to do in anticipation of societal change.

· Considering these questions, consider what you have learned about frameworks and ethical models and how they might have applied to the decisions made.

· Explain your answers to these questions and discuss what you would have done differently.

Reflection DICUSSION COURS NAME: ETHICS IN PUBLIC ADMINISTRATION

1. After having the opportunity to complete the course, what would you change and why? 

2. What topic particularly caught your interest and what do you want to know more about?

3. If you could share with the next class one piece of advice about this class, what would it be?

Participation replies are not required but encouraged!

Ethical Decision-making Models

 An ethical decision-making model is a framework that leaders use to bring ensure that managers and employees consistently act in alignment with the organization’s values. Before a model can be used, leaders need to work through a set of steps to ensure they bring a comprehensive lens to handling ethical disputes or problems. There are many different models, but in this unit, we end where we began by revisiting “ A Framework for Ethical Decision Making .” and the Ethical Roadmap in Chapter 5 of our textbook. Then, we will look more deeply into the process of developing and applying an ethical framework.

Objectives:

· Describe the key components of a working model of administrative ethics applied within a public organization.

· Present and defend your research topic in a Microsoft PowerPoint presentation.

Activities:

· Read, view, and engage with Readings and Resources.

· Actively participate in the Unit Discussions.

· Complete and submit the Unit 8 Assignment 1 – Use Grammarly to Review your Initial DB Post.

· Complete and submit the Unit 8 Assignment 2 – Cultural Diversity and Awareness.

Readings and Resources

Articles, Websites, and Videos:

This guide provides public administrators with a ready reference to use when encountering and resolving ethical dilemmas in the performance of their duties. 

· Shafroth, Frank & the Northern Virginia Public Service Fellows Fourth Cohort, George Mason University.  The ethical GPS, navigating everyday dilemmas: A local government guide . George Mason University. Fall of 2007. 

This article presents examples of “structural idealists” and extreme measures used to develop a working model of ethical behaviors. 

· Stein, C. (2019, January 25).  Ethical considerations in public administration . PA Times.

This article addresses the importance of building community trust and confidence and provides a checklist.

· ICMA. (2016, December 12).  Checklist for building trust and confidence in the community .

This article interviews U.S. Border Patrol agents to examine their legitimation work and the justificatory narratives they deploy to establish their moral authority and legitimacy of the system they represent. 

· Vega, I. I. (2018).  E mpathy, morality, and criminality: the legitimation narratives of U.S. Border Patrol agents. Journal of Ethnic & Migration Studies, 44(15), 2544–2561.

The Federal Data Strategy and Data Ethics Framework help federal agencies understand and implement better decisions involving the ethical collection, use, management, and archiving of data.

· Federal Data Strategy. (n.d.).  Data ethics framework .

The webinar presents AI models for building a diversity strategy used to attract and retain top talent.

Supplemental Resources:

Watch this interview with a business leader on the importance and embodiment of ethical leadership in private and public organizations.

You will create a voiceover presentation for your final project. Watch this video on how to create a voiceover presentation using PowerPoint.

WE HAVE DONE THIS QUESTION BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class on Multiculturalism: Ethical Perspectives of a Diverse Workforce

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

Is it ethical to create unrealistic expectations during the visualization step?

Doreen is delivering a speech on the topic of donating money to help feed the children of AIDS victims in Africa. She set up her speech using Monroe’s motivated sequence. She sails through attention, needs, and satisfaction. She starts delivering her visualization step, and she goes a little crazy. She claims that if more people would donate to this cause, the world would be devoid of hunger, children in Africa could all get an education, and we could establish world peace. She then makes claims that not feeding the children of AIDS victims in Africa could lead to world chaos and nuclear war.1. Is it ethical to create unrealistic expectations during the visualization step?2. Should you try to exaggerate the visualization stage if you know, realistically, that the possible outcomes are not that impressive?3. If Doreen was your friend, how would you respond to this section of her speech? Should you point out that her argument is unethical? Virginia is asked to roast one of her bosses at the annual company meeting. Virginia collects a range of stories from people about her boss and a few of them are definitely quite embarrassing. She finds out about her boss ex-husband and some of the marital difficulties they had that are quite funny. She also finds out that when her boss broke her leg, it actually happened while sliding down a slide and not on a ski trip as she had told her office. As Virginia prepares her speech, she starts questioning what information she should use and what information is going too far.1. How should a roaster ethically go about collecting funny stories for his or her roast?2. What type of information would be ethical for a roaster to use? What type of information would be unethical for a roaster to use?3. At what point does a roast go from being good-natured to being meanspirited?

WE HAVE DONE THIS QUESTION BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class on

Is it ethical to create unrealistic expectations during the visualization step?

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

moral-ethical dilemmas you yourself faced

Please complete the following essay and PowerPoint.

Read/review the following resources for this activity:

  • Textbook: Chapter 13
  • Lesson
  • Narrated PowerPoint TutorialLinks to an external site. (Make sure to review this tutorial before you begin recording.)

Introduction

In this session, you have been considering moral-ethical dilemmas you yourself faced or that you know of that you either resolved or failed to resolve, but hopefully learned from. You may never have given much thought to ethical theory nor what ethical premises/paradigms you have unconsciously held.

You will be focusing on this case for this assignment:

Jane Doe is a nursing student at University X. Jane is in week eight of a course entitled: “Introduction to Ethics”.

For the week one discussion, Jane copied work done by her friend John Doe in the same class two months ago (with a different professor). John told Jane it was okay to use his work as John’s professor never checked any work in the class using Turnitin.com. John claimed to have earned an A on the work also.

In week two, Jane went to StudentPapering.com and paid ten dollars for a week two essay done by a student (not John Doe) who took the same course four months ago. StudentPapering promises that all its archived work is of excellent quality and cannot be detected as copied. Jane then uploaded an exact copy of the work for the week two assignment.

In week three, Jane paid a worker at PaperingStudent.com ten dollars to write for Jane a brand new essay after Jane shared with the worker the essay assignment instructions.In week four, Jane relied on her knowledge of Esperanto. She felt pressed for time and found an article by a professor from Esperanto on the week four topic. She translated Esperanto into English using Moogle Translate, and the translated text served as her week four paper.

In week five, Jane was running late again. Jane purposely uploaded a blank paper hoping that she would later claim it was an innocent mistake and not be assessed a late penalty. In a previous course on History, she had done the same (with an earlier paper from the History class rather than simply a blank) and had not seen any late penalty assessed.In week six, Jane took work she did in a nursing course from a year ago and submitted that for her discussion posting in her current class. She simply copied and pasted the work she had labored intensively on a year ago (even though University X forbids this practice as ‘self-plagiarism’). Jane was confident her Nursing instructor never checked that work using Turnitin.com or another method.In week seven, Jane copied work found at ChatGPT for the paper. Jane did not use any quotation marks or other documentation to show the text was from artificial intelligence and not by Jane.

Since Jane’s Ethics professor did not check papers and posting for any issues by using Turnitin.com or another method, the professor graded all of Jane’s work unaware of Jane’s actions throughout the weeks of the class. Jane feels her actions are morally justified both because her economic situation requires her to work too much to devote time to school (although other students are well-off enough to have such time) and her religion forbids cheating, but Jane ignores her religion’s teachings.

Instructions

Now that you have had an opportunity to explore ethics formally, create a reflective assessment of your learning experience and the collaborations you engaged in throughout this session. You will submit both of the following:

  • A written reflection
  • An oral presentation using a PowerPoint narrated slide show.

For the written reflection, address Jane Doe’s and respond to the following:

  • Articulate again your moral theory from week eight discussion (You can revise it if you wish). What two ethical theories best apply to it? Why those two?
  • Apply to Jane Doe’s case your personal moral philosophy as developed in week eight discussion and now. Use it to determine if what Jane Doe did was ethical or unethical per your own moral philosophy.
  • Propose a course of social action and a solution by using the ethics of egoism, utilitarianism, the “veil of ignorance” method, deontological principles, and/or a theory of justice to deal with students like  Jane. Consider social values such as those concerning ways of life while appraising the interests of diverse populations (for instance, those of differing religions and economic status).

For the oral presentation, briefly summarize your feelings about taking a course in Ethics and explore your process of transformation in this course.

  • Discuss your experiences of the course, your beginnings, and where you are now. Consider your interaction in discussions.
  • Should health care workers be required to take a course in Ethics? Why or why not

Requirements

Writing Requirements

  • Length: 2-3 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (minimum of 2 scholarly sources)

Presentation Requirements- For this part, complete only the speaker notes and I will go back and add the voiceover. Thank you

  • Length: 2-3 minutes (speaker notes only)

WE HAVE DONE THIS QUESTION BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class on moral-ethical dilemmas you yourself faced

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

Ethical problems related to patients and prescription drug use

Write a 2-3 page essay with the following instructions

Required Resources

Read/review the following resources for this activity:

  • Textbook: Chapter 11- Rachels, S., & Rachels, J. (2019). The elements of moral philosophy (9th ed.). Mcgraw-Hill Education.
  • Lesson
  • Minimum of 2 scholarly sources

Instructions

Develop, in detail, a situation in which a health care worker might be confronted with ethical problems related to patients and prescription drug use OR patients in a state of poverty.

  • Your scenario must be original to you and this assignment. It cannot be from the discussion boards in this class or any other previous forum.
  • Articulate (and then assess) the ethical solutions that can found using “care” (care-based ethics) and “rights” ethics to those problems.
  • Assessment must ask if the solutions are flawed, practicable, persuasive, etc.
  • What health care technology is involved in the situation? What moral guidelines for using that kind of healthcare technology should be used there? Explore such guidelines also using utilitarianism, Kantian deontology, ethical egoism, or social contract ethics.
  • Say how social technologies such as blogs, crowdfunding, online encyclopedias can be used in either case. What moral guidelines for using that kind of healthcare technology should be used there? Develop such guidelines also using utilitarianism, Kantian deontology, ethical egoism, or social contract ethics.

You should not be using any text you used in a discussion board or assignment for this class or any previous class.

Cite the textbook and incorporate outside sources, including citations.

Requirements

  • Length: 2-3 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (minimum of 2 scholarly sources)

WE HAVE DONE THIS QUESTION BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class on Ethical problems related to patients and prescription drug use

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?

Write a 4-6 page paper with the following instructions

Read/review the following resources for this activity:

  • Textbook: Chapters 9, 10  (RACHELS & RACHELS TEXTBOOK)
  • Lesson
  • Minimum of 5 scholarly sources (in addition to the textbook)

Instructions

First, return to your topic chosen in the week three assignment.

  • Answer this question: What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?
  • Next, articulate and then evaluate the ethical positions  using Kantian ethics (that is, the categorical imperative) relative to the long standing debate (that is your topic chosen in the week three assignment).
  • Finally, create a complete annotated bibliography for 5 academic scholarly sources. You will annotate each source. The sources should be relevant to your topic chosen in the week three assignment.

consist of the following:

Publication information

• Annotation, which is a thorough reading of the source

The following should be included in each annotation section:

• Summarize the most important ideas and terminology (using quote marks and parenthetical page references).

• Describe any debates or “problems” that the articles have brought up.

• Specify whether you agree or disagree, and explain why.

• Track down one or two quotes for the last study project.

• Consider how this article has shaped your understanding and how it is significant.

Use this example as a guide:

Reference: APAJ. Mezirow (2003). Learning that transforms as a conversation. 1(1), 58–63. Journal of Transformative Education.

Example of an annotationMezirow (2003) draws a contrast between “communicative” and “instrumental” learning in this article. The term “instrumental learning” refers to procedures used to evaluate and assess learning, including exams, grades, remarks, quizzes, attendance logs, and the like. On the other hand, “communicative learning” describes the knowledge that develops through time between people in what Mezirow refers to as “critical-dialectical-discourse” (p. 59), which is a fancy way of expressing a significant dialogue between two or more speakers. Mezirow also touches on the concept of “transformative learning,” which alters people’s minds, hearts, values, and beliefs to enable them to behave better in society (p. 61). According to Mezirow, “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (p. 59). On the one hand, he is correct in that some individuals are barred from participating completely because their crisis is so severe and prolonged. But I don’t believe Mezirow should assume that everyone who finds themselves in a difficult situation is unable to contribute effectively to the conversation. The non-instrumental forms of intelligence, such as goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, and other non-measured forms of intelligence, would receive just as much attention in our school curricula, and the students who graduate from high school would be better actors in the world and enthusiastic researchers.

Requirements

Without the title page or references page, the document should be between four and seven pages long, with one-inch margins, double spacing, and a 12-point Times New Roman font.

THIS IS THE TOPIC CHOSEN WITH SOURCES FOR WEEK 3

Ethics of Euthanasia Debate

Moral debate and ethical debate surround the purposeful taking of a terminally ill or suffering person’s life to stop their agony and suffering. There are two main points of view in the ethical debate surrounding euthanasia: those who support it (pro-euthanasia) and those who oppose it (anti-euthanasia).

i. Euthanasia-supporting Opinion

There are two main moral justifications for euthanasia. First, proponents argue that euthanasia is an act of love and compassion for individuals who are in extreme pain and suffering as a result of terminal illnesses (Njoku, 2022). This viewpoint sees euthanasia as a compassionate alternative to prolonging their suffering through intrusive medical procedures. Advocates argue that allowing individuals to pass away with dignity reduces their suffering and offers solace in the final hours.

Second, the pro-euthanasia perspective places a high emphasis on the importance of personal autonomy and the right to make decisions. Supporters contend that capable terminally ill individuals should have the freedom to choose the time and manner of their deaths. According to this point of view, as personal autonomy is a crucial aspect of human dignity, it should be protected in the face of terminal illnesses. Euthanasia supporters say that giving individuals the option to use it offers them control over their lives and deaths, especially at their most vulnerable moments.

ii. Opposition to assisted suicide

Euthanasia is morally wrong for two main reasons. First and foremost, opponents fervently uphold the notion of the sanctity of life, arguing that each and every human life has intrinsic value and should never be willfully terminated. According to this point of view, allowing euthanasia would devalue life by lowering the intrinsic worth and dignity of human existence. The “slippery slope” defense is the second defense put out by euthanasia opponents. They express worry that legalizing euthanasia will encourage misuse and the incorrect use of procedures (Buturovic, 2021). This might manifest as coerced euthanasia or undue pressure on helpless individuals to choose death over life. Once the practice is permitted, they fear that it may inspire less restrictive attitudes and practices over time, putting the welfare of those who most desperately need care and protection in peril.

How Social Contract Ethics and Ethical Egoism View the Euthanasia Issue

i. The Ethical Egoist’s Point of View

            People should act in their own best interests to advance their own enjoyment and well-being, according to the ethical egoism moral theory (Rachels & Rachels, 2012). Ethical egoists would likely adopt this viewpoint if they believed that permitting euthanasia would enhance their own or their loved ones’ well-being. They might use the argument that euthanasia would be their choice to eliminate unnecessary suffering in the same situation to support their position. However, under this circumstance, loyalty to oneself and society could clash. The demands of the individual are prioritized over those of society at large or those who value the sanctity of life under ethical egoism (Manuel & Herron, 2020). The best course of action from the perspective of an ethical egoist would be to embrace euthanasia if it is in their best interests.

Ethicist of the Social Contract Perspective

According to the central tenet of social contract ethics, moral norms derive from an unspoken social arrangement or agreement that society’s members accept for the good of everyone (Korn et al., 2020). A Social Contract Ethicist would be skeptical of the practice since it has murky moral implications and societal repercussions. They may oppose euthanasia because they believe it might undermine the social contract’s credibility and durability. Some individuals might be concerned that making intentional killing lawful will weaken society’s desire to protect and preserve life. However, since the social contract allows for liberty and personal choice, some social contract ethicists may support euthanasia if done so in accordance with strict regulations and safeguards. There is a contradiction between personal and national obligations when a person’s desire for euthanasia conflicts with more broad cultural norms and legal responsibilities. The best course of action, according to social contract ethicists, would be to carefully assess the repercussions of euthanasia on society and try to strike a compromise between supporting individual freedom and maintaining the social contract.

Professional Ethics Code

In the medical community, euthanasia is a contentious issue, and professional codes of ethics regularly touch on it. For instance, the AMA’s Code of Medical Ethics instructs physicians to address and make judgments on end-of-life situations. The AMA Code specifically outlaws euthanasia and physician-assisted suicide while acknowledging that eligible patients have the right to refuse life-sustaining therapy. The moral principle of preserving life while supporting the patient’s autonomy in making decisions is highly valued by the code.

There may be a conflict between a healthcare practitioner’s professional and familial commitments if they are asked to carry out euthanasia on behalf of terminally ill patients or their families. Maintaining the professional code of ethics while balancing the desire to relieve pain and respect for patient autonomy may be difficult. When this occurs, healthcare professionals might need to engage in candid dialogue with patients and their families while also providing alternative palliative care and support.

Conclusion

 Numerous moral concerns and ethical perspectives are raised by euthanasia. While social contract ethics may place more of a focus on the more salient societal repercussions, ethical egoism may highlight the individual liberty and well-being of the individual. Given the conflict between personal preferences and society standards, choosing the best course of action requires careful thought and respect for several points of view. Healthcare professionals must also address complex ethical dilemmas while maintaining the required professional standards of ethics and ensuring patient-centered care.

References

Buturovic, Z. (2021). Embracing slippery slope on physician-assisted suicide and euthanasia could have significant unintended consequences. Journal of medical ethics, 47(4), 257-258.

Manuel, T., & Herron, T. L. (2020). An ethical perspective of business CSR and the COVID-19 pandemic. Society and Business Review, 15(3), 235-253.

Njoku, N. (2022). Contextualizing Paediatric Euthanasia within the Framework of Children’s Right. The Nigerian Juridical Review, 17, 168-192.

Korn, L., Böhm, R., Meier, N. W., & Betsch, C. (2020). Vaccination as a social contract. Proceedings of the National Academy of Sciences, 117(26), 14890-14899.

Rachels, J., & Rachels, S. (2012). The Elements of Moral Philosophy 7e. McGraw Hill.

WE HAVE DONE THIS QUESTION BEFORE, WE CAN ALSO DO IT FOR YOU

GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class on What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?

TO BE RE-WRITTEN FROM THE SCRATCH

Categories
Writers Solution

Ethical Marketing: The New Health Care Economics

Assignment Content

  1. Top of Form

Using Microsoft® Word, prepare an evaluation of your potential academic skill sets to be gained through the MHA program in a minimum of 500 words.

Access and complete the ACHE Self-Assessment to identify your competence level with various health care concepts and tasks.

Analyze your strengths and weaknesses in relation to the skill sets required for your current position and a position you would like to attain.

Describe your current position – Clinical Research Associateand the position to which you aspire.Clinical Director

List the skill sets required for these positions. – Google

Explore the courses you will be taking within the MHA program.

Core Coursework 

The Master of Health Services Administration has twelve core courses: 

  • MHA/505 – Systems Thinking in Health Care Environments 
  • MHA/506 – Ethical Marketing: The New Health Care Economics 
  • MHA/507 – Leveraging Informatics in the Health Sector 
  • MHA/508 – Navigating the Regulatory Environment in Health Care 
  • MHA/598 – Leveraging Results to Build Brand in the Health Sector 
  • MHA/515 – Scanning the Health Sector as an Industry Expert 
  • MHA/516 – Operating in Structure: Health Sector Policy and Governance 
  • MHA/520 – Sector Stakeholders: Identifying and Cultivating Alliances 
  • MHA/542 – Leading With Authenticity in the Health Sector 
  • MHA/543 – Tackling the Talent War in the Health Sector 
  • MHA/560 – Creating a Sustainable Legacy: Healthy Communities 
  • MHA/599 – Capstone: Leading the Organization Through Change 

Choose 3 courses that you believe will provide additional skill sets to help you be more successful in your current position as well as prepare you for your desired position.SELECTED

Describe how you believe those courses will help you add those skill sets to help perform more successfully in your current position and prepare you for a position with more responsibility.

Submit your assignment.

Bottom of Form

GET THE COMPLETED ASSIGNMENT

ASSIGNMENT COMPLETED AT CapitalEssayWriting.com

MAKE YOUR ORDER AND GET THE COMPLETED ORDER

CLICK HERE TO ORDER THIS PAPER AT CapitalEssayWriting.com on Ethical Marketing: The New Health Care Economics

NO PLAGIARISM, Get impressive Grades in Your Academic Work

Categories
Writers Solution

identify the ethical implications of classifying costs correctly

Purpose: The purpose of this assignment is to allow you to identify the ethical implications of classifying costs correctly and following the appropriate rules of the accrual process.

Parameters: For this assignment, you will write a 3-4 page paper, not including the Title and Reference pages. The paper must include at least 2 references, including the Bible. Your paper should follow current APA format. You should compose your paper in a professional format, including complete, coherent sentences.

Prompt: After reviewing the Reading & Study materials for the week, identify the ethical implications of classifying costs correctly and following the appropriate rules of the accrual process. The paper must also include a discussion on how your personal faith should guide your ethical behavior in your career.  

GET THE COMPLETED ASSIGNMENT

ASSIGNMENT COMPLETED AT CapitalEssayWriting.com

MAKE YOUR ORDER AND GET THE COMPLETED ORDER

CLICK HERE TO ORDER THIS PAPER AT CapitalEssayWriting.com on identify the ethical implications of classifying costs correctly

NO PLAGIARISM, Get impressive Grades in Your Academic Work

Categories
Writers Solution

What are specific ethical pitfalls that underlie the French mitigation strategies?

  1. Write an initial response to the following key question(s) or prompt(s):
    As the quotation below from the French AFD reveals, an example of a group of labors in low-cost countries who have long been deprived of equal pay for equal work are women.

    The figures speak for themselves: 70% of people living on less than a dollar a day are women, as are two-thirds of illiterates. In certain countries, 50% of women are victims of violence. Women produce 50% of food and two-thirds of global labor, but only earn 10% of incomes. Women are discriminated against in all areas of society: employment, education, health, and governance. Yet they contribute to the development of countries through their work. A number of studies have demonstrated that reducing gender inequalities contributes to the equitable and sustainable development of countries.

    Go to the ADF site to see the French government’s gender and development strategies. Reflect on the data in the quote above and on France’s strategies to combat these violations of compensatory justice as you respond to the Key Questions.
    1. What are specific ethical pitfalls that underlie the French mitigation strategies?
    2. How can your company leverage concessions from offshore providers to ensure progress in mitigating these pitfalls?
    3. Which virtues would your company’s leadership need to demonstrate in order to accept responsibility to better these workers’ situations and to implement mitigation strategies for the ethical inequities?
    4. Do not muzzle an ox while it is treading out the grain,” and “The worker deserves his wages.”. Verse 17, preceding this one, discussed the Elders in the church who do their work and should be well paid for that, since they are teaching and preaching. “Faithful church leaders should be supported and appreciated” (Tyndale, 2007, p. 1934). 
  2. Need at least 4 references for each one point.
  3. Total words 450 -500

GET THE COMPLETED ASSIGNMENT

ASSIGNMENT COMPLETED AT CapitalEssayWriting.com

MAKE YOUR ORDER AND GET THE COMPLETED ORDER

CLICK HERE TO ORDER THIS PAPER AT CapitalEssayWriting.com on What are specific ethical pitfalls that underlie the French mitigation strategies?

NO PLAGIARISM, Get impressive Grades in Your Academic Work

Categories
Writers Solution

An ethical analysis of solitary confinement in U.S. prisons

For this assignment, you’ll read ‘an ethical analysis of solitary confinement in U.S. prisons’.   Write the one page single spaced focusing on the following 

 a) In an introductory paragraph, provide an overview of your topic.

b) What are the pros and cons of either solitary confinement? Think about not only the inmates but the institutions and the larger community. 

c) From either a deontological or utilitarian perspective, argue whether this practice (i.e., solitiary confinement or using second chance pell grants) should continue. 

GET THE COMPLETED ASSIGNMENT

ASSIGNMENT COMPLETED AT CapitalEssayWriting.com

MAKE YOUR ORDER AND GET THE COMPLETED ORDER

CLICK HERE TO ORDER THIS PAPER AT CapitalEssayWriting.com on An ethical analysis of solitary confinement in U.S. prisons

NO PLAGIARISM, Get impressive Grades in Your Academic Work

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING|Vol. 2|Spring 2020

Scaffold is a digital collection of first-year writing curated by the Vanderbilt Writing Studio. By pairing each piece in the collection with a recorded reflection from the author, Scaffold aims to highlight the developing writing processes and learning experiences so central to the growth of undergraduate writers. We hope it acts as a future learning resource for students and instructors alike. Visit Scaffold’s website to listen to the authors reflect and learn more about our review process. The copyright to this work rests with the author. Proper attribution required. Vanderbilt retains a non- exclusive right to distribute the work as part of this collection.

An Ethical Analysis of Solitary Confinement in U.S. Prisons

By Riya Doshi

INTRODUCTION

Solitary confinement, also known as segregation, is used in the American prison system as the harshest sentence an inmate can receive short of capital punishment. According to Beck (2015), the practice is fairly common, with nearly 20% of all inmates having been placed in restrictive housing or solitary confinement within a year of placement. Confinement generally takes place for extended periods of time, as Beck states that nearly half of these inmates had spent no fewer than 30 days in their sentenced restrictive housing or solitary confinement. Apart from the ethics of solitary confinement from a humanitarian standpoint, as the American Civil Liberties Union has deemed the practice a violation of human rights, the psychological effects of confinement also call into question its widespread use in the prison system, both nationally and globally. Grassian (1983) reported that, by 1830, medical evidence began to show an increase of “insanity” among prisoners exposed to “especially rigid forms of solitary confinement.” Since then, numerous studies have been conducted internationally linking segregation and the onset of mental illness, ranging in severity from anxiety and depression

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 2

to schizophrenia and psychosis. Solitary confinement’s ability to induce hallucinations and cause the onset of psychosis poses the question of whether the practice is ethical and should be continued. Due to the wide scope of international prison systems, this investigation will specifically focus on the American prison system; however, the practice of solitary confinement is used globally. Three main ethical perspectives and frameworks (medical, legal, and prison) will be used to assess the ethics of this practice. BACKGROUND

There are multiple ways that a prisoner may be placed in solitary confinement, the first of which is a court-ordered sentence. In these cases, the justification for confinement is not only for punishment purposes, but also for the protection of other inmates from physical harm. However, prisoners who are not sentenced to solitary confinement can still be placed in it as a punishment for unruly behavior, referred to as disciplinary confinement. Despite the severity of solitary confinement, Shames (2015) found that, in Illinois, 85% of prisoners who were released from disciplinary solitary confinement were placed there for relatively minor infractions, such as not following orders and using vulgar language. The same report discussed an inmate in South Carolina who was placed in segregation for 37 years for posting to Facebook on 38 different days. Prisoners who are part of minority groups, such as people of color and members of the LGBT community, can also be placed in segregation, commonly known as protective custody, as a form of protection from other inmates. The physical conditions of confinement vary greatly by prison, including the size and features of cells, as well as time allotted to spend outside of the cell or socializing. In one study, Metzner (2010) reports the conditions of a supermax prison,

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 3

describing “tens of thousands of prisoners spend[ing] years locked up 23 to 24 hours a day in small cells.” He outlines their daily routines as having little to no social interaction, environmental stimuli, or “purposeful” activities. At the Maine State Prison, Benjamin (1975) highlights that inmates have absolutely no human contact for the first 15 days of their sentence, then have restricted visitation at the warden’s discretion. Apart from these visits, the Maine inmates were “deprived of all human contact.” The cells themselves are barren, according to Grassian (1983), with little lighting and plain steel furniture in a cell about 50 square feet large. While some prisons do have programs in place to increase the mental stimulation and socialization of inmates held in segregation, these programs are uncommon in the American prison system. The lack of stimulation that arises from these physical conditions has a detrimental effect upon the mental health of inmates. Sensory deprivation has a direct link to derealization, perceptual distortions, and hallucinations, as reported by Burnett (1994), eventually causing the onset of illnesses such as schizophrenia and Ganser syndrome (Andersen 2001). This is attributable to a similar phenomenon as the origin of Charles Bonnet Syndrome, in which individuals with vision or hearing impairments begin to experience hallucinations through their impaired senses. As the brain requires constant stimulation to form perception, the absence of new input, which prisoners in solitary confinement experience, can cause the brain to fill in gaps with auditory, visual, and bodily hallucinations. According to Illingworth (2014), prisoners are already at a “substantially higher risk” for depression and psychotic illnesses than the general population, reporting an average 12.3 percent prevalence for depression and a 3.8 percent prevalence for psychotic illness. Placing these at-risk individuals under the harsh conditions of isolation, which Metzner (2010) claims is

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 4

“as clinically distressing as physical torture,” essentially guarantees the individual’s likelihood to develop such an illness. Prisoners who are placed in solitary confinement for only a short period of time can still experience severe psychological effects from the lack of social engagement and sensory deprivation, such as “anxiety, depression, anger, cognitive disturbances, perceptual distortions, obsessive thoughts, paranoia, and psychosis” (Metzner 2010). Grassian (1983) notes that the speed of onset varies by patient, which is partially attributed to the conditions of the cell, such as light exposure and soundproofing. A study by Mason (2009) found that “an anechoic chamber produced a high incidence of auditory and visual hallucinations even within an hour.” Illingworth (2014) found that, after three months in prison, inmates held in solitary confinement experienced visual hallucinations, changed perception, derealization, and depersonalization, while non-solitary confinement inmates displayed none of these symptoms. As prisoners are kept in segregation for a long period of time, these short-term effects can manifest into full-blown psychosis. According to Andersen (2000), the incidence of psychiatric disorders among inmates kept in solitary confinement (28%) was nearly double that of non-solitary confinement inmates. The differences in psychosis prevalence rates based on the confinement status of an inmate are clearly linked to the conditions of segregation. A study by Grassian (1983) highlighted that, in a 55-year period, 37 articles were published in German journals analyzing hundreds of cases of psychosis that were reactive to prison conditions. Over half of the articles in this group specifically reported solitary confinement as responsible for causing the psychosis, noting that prisoners showed quick improvement once removed from

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 5

solitude. The mental illnesses that inmates develop from segregation are then further worsened by its conditions, as stated by Metzner (2010), with continued sensory deprivation causing severe psychotic symptoms and significant functional impairments. Thus, not only does solitary confinement have definitive links with sparking the onset of hallucinations and psychotic disorders, but the nature of the practice also worsens the symptoms of these conditions. CASE STUDIES

Several existing studies about the psychiatric effects of solitary confinement include case studies and anecdotes to provide examples of how isolation has varied detriments. Benjamin (1975) includes quotes from inmates at the Maine State Prison who describe difficulty with maintaining a sustained train of thought and frequent daydreaming. These symptoms, clinically referred to as thought disorder and delusions, are common positive symptoms of schizophrenia. He also discusses several inmates reporting vivid hallucinations, with one insisting “‘that a tiny spaceship had got into the chamber and was buzzing around shooting pellets at him.’” The following two case studies provide an in-depth illustration of the spectrum of symptoms that inmates can experience, such as bodily hallucinations and delusions. PATIENT FROM BURNETT ET AL. 1994

In his 1994 study, Burnett discusses the case of a patient imprisoned at age 14 for the murder of his mother’s boyfriend, who was noted to have abusive tendencies towards both the patient and his mother. By age 21, the patient was moved to an adult prison and placed in solitary confinement at age 24. He was kept in his segregation unit for at least 23 hours a day for

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 6

over a year. During this time, the patient began to experience bodily hallucinations associated with masturbation, believing that his body would physically deteriorate with each instance of him masturbating. His concerns about his physical state led to prison doctors performing multiple medical tests upon him, each of which indicated no physical ailment or change in the patient’s physical wellbeing. He was prescribed antipsychotic medications, but refused to comply with treatment because he was convinced that his condition was purely physical. The patient was eventually admitted to the hospital, but still would not comply with any treatment plans involving medication. The end of Burnett’s report states that the patient continued to suffer from his delusions and bodily hallucinations, despite his placement in therapy. FRANK DEPALMA

In a 2019 interview published by The Marshall Project, former Ely Maximum Security Prison inmate, Frank DePalma, discusses his experiences with solitary confinement. He was initially placed in a segregation unit as a form of protective custody to be separated from imprisoned gang members, but was later kept there because of a violent outburst. DePalma was kept in solitary confinement for over 22 years, during which his human contact was limited to only interactions with the guards stationed outside his cell. He soon developed agoraphobia, a fear of crowded or enclosed public spaces, and was physically unable to leave his unit without having a mental break. DePalma recounted bodily hallucinations with feelings of being “between two pillars of concrete that were moving and crushing [him].” The severity of DePalma’s agoraphobia caused him to refuse to set foot outside his cell for the last five years of his sentence.

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 7

DePalma also experienced strong delusions and fantasies while he was kept in solitary confinement, a coping mechanism to detach himself from the reality of long-term segregation. He recounted:

Little by little I started divorcing myself from everyone I had known in my life before solitary. I would live in fantasies. I would create relationships with imaginary people, and I’d fall in love with them, sometimes for months… Even that got to be so painful because there’s nothing so miserable as unrequited love.

DePalma considers these delusions to be a natural neurological response to the conditions of isolation, writing that, “Being in a cell like that with nothing, all you got is your mind, and it’s already warped from years of fighting to stay alive, it’s not right. It’s not human, it’s not normal.” After more than twenty years in confinement, DePalma was sent to a psychiatric hospital with extremely limited speech capabilities and an unwillingness to be outside of his cell. He was in the ward for ten months before being reintegrated into the general population of the prison. Four years later, DePalma was released altogether, after a total of 42 years served in prison, but still suffers from frequent mental breaks due to his agoraphobia. ETHICAL DISCUSSION

An analysis of the ethics of solitary confinement cannot be conducted without a clearly established ethical framework to compare the practice and its effects. There are three critical perspectives, each of which has their own ethical frameworks, to consider: medical, legal, and prison perspectives. While these perspectives may conflict with one another, they are important to consider in conjunction because of the intersectionality of the issue.

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 8

MEDICAL PERSPECTIVE

The medical perspective provides the most direct answer to the ethics of confinement. Placing individuals, especially those deemed high risk for developing psychiatric illnesses, in an environment which is clinically associated with the onset of serious psychotic conditions essentially guarantees them the contraction of later mental illness. A medical endorsement of solitary confinement in the American prison system would be an approval of the intentional allowance of patients to become ill, a violation of the core goals of the medical community to heal. While offering mental health resources to inmates in solitary confinement is preferable to providing none, the most medically ethical path would be to discontinue the practice altogether, especially for prisoners who are diagnosed with an existing major mental disorder or those considered high risk due to family history. LEGAL PERSPECTIVE

The most important clause to consider in the legal perspective is the 8th Constitutional Amendment, which prohibits “cruel and unusual punishment.” A number of American court cases have taken place over the matter of solitary confinement, most of which do not deem confinement a cruel and unusual punishment in itself. However, according to Benjamin (1975), the effects of isolation do potentially qualify as unconstitutional. An article on a prisoner’s constitutional rights published by the University of Washington’s Law Review states that, in 1910, the phrase “cruel and unusual punishment” was deemed as a fluid definition and not solely applicable to torture and violence. The article highlights that, in the case Sostre v. McGinnis, solitary confinement itself is not

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 9

unconstitutional unless the conditions threaten the health of the inmates or the sentence is disproportionate to the crime.

As solitary confinement has been proven to have detrimental mental health effects, this interpretation is consistent with the medical perspective, as both concur that it is unethical to place inmates in conditions which actively compromise their health. Similarly, the ruling from Wright v. McMann argues that the conditions of solitary confinement are intolerable and threaten the sanity of inmates. Thus, while the physical act of solitary confinement may seem ethical from a legal standpoint, the psychological effects of isolation are what make the practice unconstitutional.

Additionally, the ruling from Sostre v. McGinnis states that a sentence to segregation is unconstitutional if it is “disproportionate” to the crime, calling the use of disciplinary isolation and protective custody into question. As Shames (2015) reports, a majority of inmates released from disciplinary solitary confinement were originally placed there for minor infractions. In an interview with Slate, Terrence Slater recalled being sent to a segregation unit for refusing to level scoops of food because he deemed them too small of food portions for the inmates. Benjamin (1975) attributes the tendency of guards to readily sentence inmates to solitary confinement to the power complex of prisons. Furthermore, those placed in segregation for protective custody did not commit any infractions to justify their punishment, especially considering that these inmates are subject to the same conditions as all others held in solitary confinement (Shames 2015). Thus, according to this perspective, confinement is not a legally ethical or constitutional practice for inmates who commit minor infractions while in prison or those in protective custody. PRISON PERSPECTIVE

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 10

The ethics of solitary confinement from a prison perspective rest largely upon the question of whether the justice system exists to punish law-breakers or rehabilitate them. DeLuca (1991) lists the four objectives of the criminal justice system: deterrence, punishment, incapacitation, and rehabilitation. The court case Lollis v. New York ruled that “isolation as a ‘treatment’ is punitive, destructive, defeats the purpose of any kind of rehabilitation efforts and harkens back to medieval times” (Benjamin 1975). With its harsh psychological effects upon inmates, segregation is exclusively a punishment to inmates, offering little opportunity to prisoners for rehabilitation if there is no supplemental programming. Shames (2015) states that tens of thousands of inmates are released annually directly from solitary confinement into the community without any restorative or rehabilitative programming. Regardless, when inmates are released from confinement, they may still suffer from mental illnesses from their time in segregation, a result that would continue to punish them mentally and prevent them from being fully rehabilitated. Another ethical grey area within this perspective is when confinement is used as a protective measure for inmates who may experience violence when integrated in the prison’s entire population, known as protective custody. While solitary confinement is too harsh of a punishment for inmates who are only placed in it for protective reasons, it would also not be ethical to knowingly place prisoners in an environment where they may be physically harmed or even killed by other inmates. Therefore, it is ethical to separate minorities who require protective custody, but not to subject them to the harsh punishment of solitary confinement with no provocation. ALTERNATIVE PRACTICES

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 11

Bearing these various perspectives in mind, solitary confinement is a largely unethical practice, especially when it is disproportionate to the crime that an inmate committed or the cause of serious psychological damage. Therefore, it is vital to consider alternative practices to create a more ethical justice system within all of these frameworks.

One of the largest areas for reform is in implementing a pre-screening process to assess inmates for their risk of psychosis. According to Beck (2015), 29% of inmates with symptoms of “serious psychological distress” spent time in confinement within the past 12 months. Staying in isolation with a serious psychiatric illness only worsens the severity of the symptoms; thus, preventing at-risk individuals from ever entering confinement would be the most ethical choice for American prisons. Pre-screenings could be designed to analyze the inmate’s family history and schizotypal behaviors. Not only would these pre-screenings be used to prohibit certain inmates from being placed in solitary confinement, but they would also highlight which prisoners need additional support from mental health resources during their sentence.

For inmates who are sentenced to solitary confinement, an important reform measure would be to reduce the sensory deprivation they are subjected to. This could include simple measures such as increasing time spent outside cells, implementing regular social interaction with other inmates, or providing menial tasks for inmates to complete. A more advanced version of this concept is the Bard Prison Initiative, one of two dozen selective programs in which prisoners are permitted to take college-level classes during their sentence and earn a degree upon release. This privately-funded program appeals to the perspective that prisons exist to rehabilitate inmates alongside their punishment rather than exclusively punish them for their crimes.

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 12

Although Metzner (2010) states that many elected officials are hesitant to provide more restorative practices due to “scant public support for investments in the treatment (as opposed to punishment) of prisoners,” the positive outcomes of a rehabilitatory approach emphasize the importance of implementing such programs. Hardiman (2019) highlights that the reincarceration rate among participants in the Bard Prison Initiative is four percent, compared to national averages between 40 and 60 percent. She also mentions the disproportionate incarceration of African Americans and low- income Americans, many of whom are raised in communities with a poor education system, which creates a cyclical effect of these groups not having proper access to education, thus resorting to crime. Gerard Robinson, scholar at the American Enterprise Institute, commented that, “The right thing to do is not only give them a second chance, but to also admit the fact that many of them didn’t receive a first chance.”

Not only should the quality of solitary confinement be improved to make the practice more ethical for those sentenced to isolation, but the total number of people kept in isolation can also be reduced for inmates under disciplinary confinement and protective custody. The standards for what constitutes segregation must be increased beyond an inmate using vulgar language or disobeying vague commands to make the punishment proportional to the infraction. Standardizing the qualifications for disciplinary segregation on a state or federal level would reduce abuses of this practice at the jurisdiction of prison guards. Additionally, a more ethical approach to protective custody would be to create specialized housing units for minority groups who qualify for protections to live in together, rather than subjecting those inmates to the same conditions as those sentenced to solitary confinement.

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 13

These alternative programs are not only more ethical sentences than solitary confinement, but also have clear economic benefits for American prisons. Shames (2015) states that the average cost per prisoner in segregation is two to three times that of a prisoner kept integrated among the general population. Additionally, Noguchi (2017) notes that the costs of educational restorative programs are far less than those of housing inmates because of the increased likelihood of inmates finding employment post-incarceration and decrease in reincarceration rates. Thus, while the initial costs of implementing these programs are higher than those of continuing current practices, they are an investment in society that have significant returns in the mental health of inmates and the effectiveness of the American prison system. CONCLUSION

The practice of solitary confinement in the American prison system, whether punitive, disciplinary, or protective, has severe ramifications for the mental health of inmates, with links to hallucinations and psychosis from the sensory deprivation that inmates experience. These effects lead the practice to be deemed entirely unethical from a medical and legal perspective, as well as partially unethical when considering the need for prisons to have rehabilitatory programming. Alternative practices, such as implementing mental health pre- screenings, educational programs, and reducing the number of non-sentenced inmates held in solitary confinement would serve to reduce the use of this practice and create a more ethical prison system. Possible areas for further research include analyzing the long-term effects of solitary confinement after release, evaluating screening methods for inmates at risk of psychotic illness, and examining the impact of restorative programming upon inmates’ mental health.

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 14

REFERENCES

Andersen, H., Sestoft, D., Lillebaek, T., Gabrielsen, G., Hemmingsen, R., & Kramp, P. (2000). A longitudinal study of prisoners on remand: psychiatric prevalence, incidence and psychopathology in solitary vs.non-solitary confinement. Acta Psychiatrica Scandinavica., 102(1), 19–25. https://doi.org/10.1034%2Fj.1600-0447.2000.102001019.

Andersen, H., Sestoft, D., Lillebaek, T. (2001). Ganser syndrome after solitary confinement in prison: A short review and a case report. Nordic Journal of Psychiatry., 55(3), 199–201. https://doi.org/10.1080%2F08039480152036083.

Beck, A. J. (2015). Use of Restrictive Housing in U.S. Prisons and Jails, 2011-12. Bureau of Justice Statistics. Retrieved from https://www.bjs.gov/content/pub/pdf/urhuspj1112.pd f

Benjamin, T. B., Lux, K. (1975). Constitutional and Psychological Implications of the Use of Solitary Confinement: Experience at the Maine State Prison. Clearinghouse Review, 9(2), 83–90.

Burnett, F. & Humphreys, M. (1994). 4. Monosymptomatic Hypochondriacal Psychosis and Prolonged Solitary Confinement. Medicine, Science, and the Law., 34(4), 343– 346. https://doi.org/10.1177/002580249403400415.

DeLuca, H. H.; Miller, T. J.; Wiedemann, C. F. (1991). Punishment vs. rehabilitation: proposal for revising sentencing practices Federal Probation, 55(3), 37-45. Retrieved from https://heinonline.org/HOL/P?h=hein.journals/fedpro5 5&i=235

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 15

DePalma, F., Thompson, C. (2019). I Developed Agoraphobia in Prison. The Marshall Project. Retrieved from https://www.themarshallproject.org/2019/05/30/i- developed-agoraphobia-in-prison

Grassian, Stuart. Psychopathological Effects of Solitary Confinement. American Journal of Psychiatry, vol. 140, no. 11, 1983, pp. 1450–1454., doi:10.1176/ajp.140.11.1450.

Hardiman, K. (2019). Prisoners can read Shakespeare, too. The Washington Examiner. Retrieved from https://www.washingtonexaminer.com/opinion/prison ers-can-read-shakespeare-too

Illingworth, C., Canning, A., Garner, E., Woolley, J., Walker, J., Illingworth, C., … Amos, T. (2014). Changes in mental state associated with prison environments: a systematic review. Acta Psychiatrica Scandinavica., 129(6), 427–436. https://doi.org/10.1111/acps.12221.

Mason, O. J., Brady, F. (2009). The Psychotomimetic Effects of Short-Term Sensory Deprivation. The Journal of Nervous and Mental Disease.,197(10), 783–785. 10.1097/NMD.0b013e3181b9760b.

Metzner, J., & Fellner, J. (2010). Solitary confinement and mental illness in U.S. prisons: a challenge for medical ethics. Journal of the American Academy of Psychiatry and the Law Online., 38(1), 104–108. Retrieved from http://jaapl.org/content/38/1/104

Noguchi, Y. (2017). College Classes in Maximum Security: ‘It Gives You Meaning.’ National Public Radio. Retrieved from https://www.npr.org/2017/03/27/518135204/college- classes-in-maximum-security-it-gives-you-meaning

Prisoner’s Constitutional Rights: Segregated Confinement As Cruel and Unusual Punishment, Sostre v. McGinnis, 442

SCAFFOLD: A SHOWCASE OF VANDERBILT FIRST-YEAR WRITING | VOL. 2 | SPRING 2020 16

F.2d 178 (2d Cir. 1971), 1972 Wash. U. L. Q. 347 (1972). Retrieved from http://openscholarship.wustl.edu/law_lawreview/vol19 72/iss2/8,An ethical analysis of solitary confinement in U.S. prisons

Shames, A., Wilcox, J., Subramanian, R. (2015). Solitary Confinement: Common Misconceptions and Emerging Safe Alternatives. Vera Institute of Justice Center on Sentencing and Corrections. 1–34. Retrieved from http://archive.vera.org/sites/default/files/resources/d ownloads/solitary-confinement-misconceptions-safe- alternatives-report.pdf