HHS paper
Health Care and the Law HHS 456/556 Term Paper
Overview
Your term paper is a required submission for your completion of this course. It is to be submitted, by CANVAS in WORD format:
NO LATER THAN WEDNESDAY, DECEMBER 18th, 2019 by 6:30 PM However, you are welcome to submit this early. The term paper is worth 150 points (120 for paper and 30 pts for presentation) (grading rubric to follow) and is worth 50% of your grade. This also includes a 5-7-minute presentation given by you to the entire class on the date chosen. Papers should be AT minimum 12 substantive pages in length (18 for graduate students) EXCLUDING cover page, abstract and works cited. Papers should be double-spaced, 12pt font and traditional margins. Guidelines for Topic
The student shall have broad discretion in choosing a topic to PERSUASIVELY, or ANALYTICALLY write about. Persuasive writing is also known as an argument essay. It utilizes, evidence, logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The topic should be health care related; however, this can be interpreted on many fronts. It can be based upon a health care law, policy, regulation, guideline, protocol etc. It does not have to necessarily be a controversial topic, however, there must be some controversy surrounding the argument. Alternatively, you may choose to write an analysis about a specific health care policy or policies in action. This ANALYTICAL paper should break down an issue or idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience. In essence, if you are demonstrating a problem, you must provide a solution. Examples: This list is NOT exhaustive
-Privacy/Confidentiality/Disclosure; -Commodification of Organ transplantation -Analyzing/Compare/Contrast Natural Disaster Response etc. -Privatizing Human Organ Transplantation -Healthcare in Prisons; -Communicable diseases/infectious diseases prevention/protocols for dealing with outbreaks; -Single Payer System vs. ACA -Human trafficking as a public health concern
Upon choosing your topic, ask yourself, “What am I trying to convey?” “What is the actual issue?” “How should the law/regulation/policy be different?” and “Why?” these will be the foundational questions when formulating your argument. Additionally, you should be asking yourself, “Do I know enough about the topic, or do I need to do more research to convey my thought?”
All topics must be pre-approved by the Professor.
Key areas throughout your paper you should be focusing on: Thesis: At the conclusion of the introduction of your paper, it should end with a clear, specific thesis statement, which will tell the reader exactly what your paper will be arguing. Each Body Paragraph will directly support your thesis. Body Paragraphs: These are the core of your paper where the reader will find your arguments, evidence, data, etc. that support your thesis Topic Sentences: Each body paragraph will begin with a topic sentence which introduces its topic. ALL of the information in that paragraph will be clearly and logically related to the topic sentence Support: This is where you get to use arguments, data, facts, analysis, examples, laws, regulations, etc., AT MINIMUM you should have at LEAST three points to support each topic sentence. Transitions: A well-thought and effective essay will show the connection between paragraphs with transitions. These can be the final sentence of each body paragraph or can be integrated into the next topic sentence with transition words Conclusion: A conclusion tells your reader that this is where you are going to wrap-up your essay. IT SHOULD NOT introduce new information or arguments. Sometime these can begin with a sentence that looks very similar to your thesis to summarize the general points of the paper as a whole, and draw your paper NEATLY to a close. Sources/Citations
CITE YOUR WORK! All unoriginal thoughts and examples shall be credited to its original author. All papers should be in standard APA format, and it MUST remain consistent throughout the entirety of your paper.
As this is an EVIDENCE based paper, all sources should credible/scholarly and
recognized as such. NOTE: If you are using case law and citing it as relevant and binding make sure that it actually is (has it been over-turned?).
Presentation
Each student will be required to conduct a 5-7 minute presentation with the option
to utilize a 1-page PowerPoint that essentially provides the class with your abstract and allows for questions to be asked. This should not be taken lightly, and you should approach it as a “Thesis Defense.” More on the presentations to follow in the term.
Grading
Your papers will be graded on thoughtfulness of your interpretation, the extent of your research, appropriateness of citations, and the use of class perspectives in constructing your argument. Additional broken-down point allocations will be provided to you in a rubric later in the term.
Students are required to complete original work product and are not allowed to have peer review, with the exception of the writing center, and library personnel. If you utilize the writing center resource or library personnel, denote the dates and with whom you met with in your final submission.
You cannot use a paper that you have previously submitted from a prior class. If you are choosing a topic that you have used from a previous class, you will need permission from me and I will need to review a copy of that prior paper before I make the determination.
There are two benchmark writing assignments throughout the term, a description of each, including due dates are described below: 1 Examples taken from Purdue OWL, available at https://owl.english.purdue.edu/owl/resource/545/01/ 2 Examples taken from Purdue OWL, available at https://owl.english.purdue.edu/owl/resource/545
ASSIGNMENT #1
THESIS PLUS EXPANSION
DUE: FRIDAY, OCTOBER 11th, 2019 BY 6:30 PM
All submissions are via canvas in a WORD document format
Every paper, whether Persuasive or Analytical has a main point, a main idea or a central message. The argument(s) you make in your paper should reflect this main idea. The sentence(s) that captures your position on this main idea is what is known as the thesis statement.
A thesis statement focuses your ideas into two or more sentences. It should present the topic of your paper and make evidence-based comments relating to your position on the topic. Your thesis statement should tell your reader what the paper is about and also help guide your writing and keep your argument focused—essentially, it is your papers Road Map.
Your thesis statement should be as clear and specific as possible. It should also be limited to what can be accomplished in the specified number of pages. Being specific in your paper will be much more successful than being general about your chosen idea. It should also reveal what position you are trying to argue/analyze in your paper. Instead of merely stating a general fact or resorting to a simple pro/con statement, YOU MUST DECIDE WHAT THE PAPER IS GOING TO SAY.
Thesis Statement(s)
Your thesis statement should:
(1) Make an argumentative assertion about a topic and the conclusion that you
have reached about your topic; (2) Make a promise to the reader about the scope, purpose, and direction of your
paper i.e., the Roadmap of your paper; (3) Be focused and specific enough to be “proven” within the boundaries of your paper; (4) Be generally located near the end of the introduction—however, it may
be expressed in several sentences or in an entire paragraph; (5) It anticipates and refutes the counter-arguments; (6) It avoids vague language, and avoids the first person; (7) Identify the relationship between the pieces of evidence that you are using to
support your argument
Examples:
Persuasive/Argumentative Thesis Statement Example (not exhaustive):1
High School graduates should be required to take a year off to pursue community service projects before entering college in order to increase their maturity and global awareness because….
The Persuasive/Argumentative paper that follows should: present an argument and
give evidence to support the claim that students should pursue community projects before entering college
Analytical Thesis Statement Example (not exhaustive)2:
An analysis of the college admission process reveals one challenge facing counselors: accepting students with high test score or students with strong extracurricular backgrounds…this is problematic because…
The Analytical paper that follows should: explain the analysis of the
college admission process and explain the challenge facing admissions counselors In order to create a cohesive thesis statement, each of you are required to submit a Thesis Plus Expansion. This expansion should in essence explain to your reader the broad nature of your topic. It will allow you as the author to garner a 360 degree view of your topic. It should at minimum include: a brief overview of your topic, discusses what the central framework is, the at-issue laws/regulations, premise of your arguments etc.
THESIS PLUS EXPANSION EXAMPLE Topic: An analysis of the report Students for Gun Free Schools arguments against Concealed
Carry on College Campuses à
Why the arguments of the one of the largest advocacy groups are flawed, and therefore why lawful Concealed pistol owners should be able to carry on college campuses. Central Framework/Working Thesis: Students for gun free schools (SGFS) is one of the largest advocate groups to keep guns off school campuses. This organization, among several others, has centralized its arguments prefaced on 5 major notions. SGFS argues that college learning environments are endangered by the presence of concealed weapons because: (1) Concealed Handguns would detract from a healthy learning environment; (2) More guns on campus would create additional risk for students; (3) Shooters would not be deterred by concealed carry permit holders; (4) Concealed carry permit holders are not always ‘law-abiding’ citizens, and (5) Concealed carry permit holders are not required to have law enforcement
training. 1 The argument against concealed carry on college campuses has gained full steam by the media not only glorifying the shootings on college campuses but instilling that by allowing licensed students or faculty to carry, there is more of an incident likely to happen. Based on an analysis of the arguments by SGFS that there is no solid evidence to suggest that these incidents are minimized by not allowing concealed carry. One cannot suggest that something is less likely to happen because of the laws in place when it has not been prevented in the past, and therefore lawfully licensed CPL holders should be allowed to carry on campus.
-Need to introduce information ref: States handgun laws -Will need to provide slight counter of each argument in introduction
At Issue Laws/Supporting Evidence: Mich. Comp. Laws Ann. § 28.425o -M.C.L.A. 28.4250
à “…A person shall not carry a concealed pistol on the premises of any of
the following:…(a) A school or school property except that a parent or legal guardian of a student of the school is not precluded from carrying a concealed pistol while in a vehicle on school property, if he or she is dropping the student off at the school or picking up the child from the school…(h) a dormitory or classroom of a community college, college, or university.2 There was pending legislation, SB213 which would eliminate “college classrooms and dorms from the list of state ‘pistol free’ zones. -MCLA 28.425B
à In the state of Michigan, applicants for a Michigan concealed pistol license must meet
several requirements, including but not limited to: 1. Be at least 21 years of age; 2. Be a citizen of the United States or an immigrant alien lawfully admitted to the
United States; 3. Be a resident of the State of Michigan for at least 6 months prior to
application (proof and verification required); 4. Have successfully completed a pistol safety training course; 5. Not be subject to any of the following: An order requiring involuntary
hospitalization or alternative treatment, An order finding legal incapacitation, or a finding of not guilty by reason of insanity;
6. Not be subject to a conditional bond release prohibiting purchase or possession of a firearm;
7. Not be subject to a personal protection order; 8. Not be prohibited from possessing, using, transporting, selling,
carrying, shipping, receiving or distributing a firearm under MCL 750.224f; 9. Have never been convicted of a felony in Michigan or elsewhere…..
1 www.studentsforgunfreeschools.org- “Why our campuses are safer without concealed handguns”- PDF 2Mich. Comp. Laws Ann. § 28.425o (West)
MCL 28.426, a Concealed Pistol License may not be issued to a person prohibited under federal law from possessing or transporting a firearm.3 -2007 report by the Brady Campaign to Prevent Gun violence Argument 1: Concealed Handguns would detract from a healthy learning environment: SFGS Argument: The notion is that America’s colleges and universities need to foster a healthy and productive learning environment where professors, teachers, students and individuals need to feel comfortable to express themselves openly and freely in any classroom or collegiate events. “If concealed carry were allowed on America’s campuses, there is no doubt that many students would feel uncomfortable about not knowing whether their professors and/or fellow students were carrying handguns.” 4 The argument here is that free-flowing dialogue would be more inhibited if students were fearful of retaliation from a student who may or may not be carrying a handgun. **Add Evidence based Counter Argument 2: More guns on campus would create additional risk for students: SFGS Argument: “As noted in a 2007 report by the Brady Campaign to Prevent Gun violence, there are four reasons why gun violence would be likely to increase if more guns were present on college campuses: (1) The prevalence of drugs and alcohol; (2) The risk of suicide and mental health issues; (3) The likelihood of gun thefts, and; (4) An increased risk of accidental shootings.” 5 College students’ party, they live in small dorms, some of them steal and yes, some of them have mental health issues. This argument is suggesting that with all of these issues being prevalent on campus, that gun violence would increase. When individuals engage in high-risk behavior there is a threat that something violent may happen. College campuses are secluded environments, and it is possible that individuals engaging in high-risk behavior while in possession of a handgun could pose a threat of violence. However, young individuals engaged in high-risk behavior do not need a handgun to be a victim of, or the perpetrator of violence. Argument 3: Shooters would not be deterred by concealed carry permit holders
SFGS Argument: “There is no evidence that suicidal shooters would be deterred from attacks on college campuses by concealed carry permit holders. To the extent that active-carriers may provoke firefights with such individuals in crowded college classrooms and create additional mayhem, they might even seek out such confrontations.” 6 What SGFS is advocating here, is that if concealed carry permit holders were allowed to carry their guns on campuses, that if an individual is looking to attack a school, the actor would not be deterred by this knowledge, but ultimately provoked. The argument suggests that although many gun-attackers on college campuses are suicidal they may be more apt to attack a school where concealed carry permit holders are carrying their guns to create more mayhem. **Counter 3 http://michigan.gov/msp/1,1607,7-123-1591_3503_4654-10926--,00.html 4 www.studentsforgunfreeschools.org- “Why our campuses are safer without concealed handguns”- PDF 5 www.studentsforgunfreeschools.org- “Why our campuses are safer without concealed handguns”- PDF 6 www.studentsforgunfreeschools.org- “Why our campuses are safer without concealed handguns”- PDF
Argument 4: Concealed carry permit holders are not always “law-abiding” citizens SGFS Argument: “The bottom line is that even if someone passes a background check
and qualifies for a concealed carry permit (if their state requires one), that person is not necessarily a law-abiding citizen. They could have a substantial criminal record involving misdemeanor offenses, or a history of mental illness.” In addition to the Michigan State requirements, pursuant to MCL 28.426, a Concealed Pistol License may not be issued to a person prohibited under federal law from possessing or transporting a firearm.7 The argument that concealed carry permit holders are not always “law-abiding” citizens, and that the National Instant Criminal Background Check System (NICS) is not fool-proof is correct. However, the stringent requirements to obtain a concealed carry permit, especially in the state of Michigan provide for concealed carry permit holders to be more law-abiding citizens then not. If someone wants to obtain a gun for purposes beyond those of being able to conceal carry on a college campus, that individual will find a way. The debate is not about those individuals. Conclusion/Still Need:
-Need to discuss current legislation -Need to research similar advocacy/legislative arguments that support SGFS and counter -Need to develop framework behind being allowed to carry (i.e., Laws)
7 http://michigan.gov/msp/1,1607,7-123-1591_3503_4654-10926--,00.html
ASSIGNMENT #2
OUTLINE
DUE: MONDAY, NOVEMBER 4th, All submissions are via canvas in a WORD document format
For your next assignment I want you to create a detailed outline of your term paper. Following an outline format can help you keep your thoughts organized and get your essay well underway. I cannot emphasize enough, that the more work and effort that you put into this assignment, the more feedback/comments you will receive. While all people create outlines differently, I expect time and thought to you into each of yours. I will be looking at your paper structure, the research you have done to support your paper thus far, and your overall grammar and structure. While some of you may not be as far as you would like to be in your paper, NOW is the time to get caught up. I can assure you that the deadline will come sooner that you know it and it is very important for you all to stay on top of this. Outline EXAMPLE (your submission does not have to be identical to this) Introduction:
-General info about topic, reason for reader to be interested, context, etc. -Gives an overview of any issues involved with the subject -Defines key terminology needed to understand the topic -Highlights Background information on the topic needed to understand the direction of
the paper -Thesis statement: The introduction must end with your THESIS STATEMENT
Body:
Topic Sentence I. a. detail/example/data/explanation b. detail/example/data etc. c. detail/example/data etc. Transition
Topic Sentence 2: Topic Sentence 3, 4, 5..... as needed
Conclusion: -Restate your thesis from the introduction in different words -Briefly summarize each main point found in the body of the paper -Give a statement of the consequences of not embracing the position (persuasive only) - End with a strong statement: an appropriate, meaningful final sentence that ties the
whole point of the paper together.