Describe your cultural views of pregnancy. Describe how a pregnant woman is viewed and treated by society Discuss what beliefs are held about the biological processes occurring with regards to her body.

 
escribe your cultural views of pregnancy.

Describe how a pregnant woman is viewed and treated by society
Discuss what beliefs are held about the biological processes occurring with regards to her body.
Include what the perception of the developing fetus may be.
Discuss what preparations are made for the upcoming labor, delivery, and birth.
Include how impending parenthood is anticipated.

Discussion Expectations:  
The minimum requirements for class discussions are to respond directly to the discussion prompt and to respond to at least two other posts, by other students or the instructor, by the end of the week. The discussion will close on the due date and will NOT be reopened for a late submission. 

Submit one main post responding directly to each part of the discussion prompt(s) by Thursday at 11:59 PM ET.

   2.  Reply to at least two posts  Responses can be made to students or to your instructor.
   3.  Responses to other individuals’ posts should:

Expand on their ideas.
Discuss the differences between your thoughts and theirs.
Explain why you agree or disagree.
Always remain respectful.

Create a graphic organizer outlining five placement settings inside and outside of the school setting. For each placement setting, describe how that placement can support students with mild to moderate disabilities. Include the possible benefits and drawbacks of each placement setting as well.

 
Part 1: Graphic Organizer
Create a graphic organizer outlining five placement settings inside and outside of the school setting. For each placement setting, describe how that placement can support students with mild to moderate disabilities. Include the possible benefits and drawbacks of each placement setting as well.
Part 2: write a response.
Write a response regarding the FAPE requirement of IDEA. Based on FAPE, discuss how the LRE should be appropriate in meeting student needs and following legislative guidelines. In addition, discuss the factors that should be used to determine the appropriate placement in the LRE for students with disabilities to ensure they receive a free and appropriate public education. Discuss how a student might move through a continuum of placements (e.g., inclusion, resource, self-contained) to best meet his or her needs and level of support.

You will write and submit a position paper on the topic of the usage of animals in the context of vaccine development. A position paper presents an arguable opinion that is held by the writer (you), and should include data-driven facts cited by scientific sources. For this paper, you can write in first person, since portions of it are opinions you hold.

BIOL 4431L—Human Physiology Lab
“Animals in Vaccine Development” position paper

What is it?

You will write and submit a position paper on the topic of the usage of animals in the context of vaccine development. A position paper presents an arguable opinion that is held by the writer (you), and should include data-driven facts cited by scientific sources. For this paper, you can write in first person, since portions of it are opinions you hold.

Am I “pro” or “con”?

Most of us already have some pre-conceived notions regarding this topic that may or may not include some mixed opinions (likely a majority!). I would encourage you to have an open mind throughout this assignment and research
both sides of the issue. This is an opportunity to research and justify any and all of your opinions, so it is completely acceptable (and encouraged) to include arguments for both sides in your paper.

Assignment:

You will submit a typed paper (12 pt font, double-spaced, 1 in. margins) of your research representing your stance to the D2L Assignment folder titled “Animals in Vaccine Development”. The paper should be 2-3 pages long (no cover page necessary) and it should contain in-text documentation of your sources. You should also submit a Works Cited page (see below) with no fewer than 3 scientific resources (feel free to include more). Your Works Cited page will not count towards the page limit of your paper.

Scientific resources:

Scientific resources traditionally refer to peer-reviewed journals, but I will also accept published national policies (NIH, USDA, etc). Please do not use online sources such as Wikipedia, PETA, Humane Society, etc as one of your 3 minimum sources as these websites are not peer-reviewed and typically not seen as credible by the scientific community. Any “blog post” found online, even from a credible source, is not peer-reviewed and will not count as a “scientific source”. Feel free to peruse those websites during your research, but please find more scientific sources to cite during your arguments.
In-text documentation is required. Your citations should be of scientific format as indicated by APA or MLA guidelines. You may visit the following website for documentation guidelines:
Purdue Online Writing Lab

Please note: it is NOT customary in a scientific paper to use direct quotes. You should paraphrase any information you use in your paper that you learned from any outside source, but that information should still be cited in-text!

Three APA examples are seen below:
1.
Citing a textbook in Works Cited page:

Widmaier, E.P., Raff H., & Strang K.T. (2019).
Vander’s human physiology: the mechanisms of body function. 15th ed. New York: McGraw Hill Education.

2.
Citing a journal article found online in Works cited page:

Hendriksen CF. (1996). A short history of the use of animals in vaccine development and quality control.
Dev Biol Stand, 86, 3-10. PMID: 8785959

3.
Citing a journal article/textbook in-text:

The quest to eradicate diphtheria was one of the primary examples of the successful use of animal testing (Hendriksen, 1996).
A note regarding artificial intelligence software online. It is very attractive to students to use AI software to generate written assignments. Please know that the use of software such as ChatGPT without proper citation is considered plagiarism by KSU. Anyone suspected of using this software and claiming ownership of the product could be reported to
SCAI.

A few questions to get you started:

· What is considered “humane” animal research?
· Who or what organization(s) holds researchers accountable for their practices involving animals?
· What legislation is in place to protect these animals?
· Is vaccine development different than other scientific purposes?

Research an emergency incident of your choice that has occurred in the past twenty years and describe how the incident was handled in regard to incident command. Did they follow the ICS system?

EDMG230WEEK3PAPER.docx

EDMG 230
Research an emergency incident of your choice that has occurred in the past twenty years and describe how the incident was handled in regard to incident command.
Did they follow the ICS system? What were some mistakes? Make some recommendations. 
With as much detail as possible answer the following questions as they apply to that event. Be sure to include a summary of the event.
Describe the Command and Control Process.
Describe the role of the Incident Commander.
Define the term “Span of Control.”

(If you are having trouble finding an emergency incident to use, think of something like the Graniteville, South Carolina train derailment and chlorine leak, or the Howard Street Tunnel Fire in Baltimore.) PLEASE DON’T USE THIS ONE.
For this assignment,

  Compose a research proposal outline focused on a subtopic within the broader topic selected for you. You may use the articles provided as resources for the proposal outline as well as the textbook, and other scholarly source materials that you find to support your proposal.

  Compose a research proposal outline focused on a subtopic within the broader topic selected for you. You may use the articles provided as resources for the proposal outline as well as the textbook, and other scholarly source materials that you find to support your proposal.
Introduction
There is great responsibility in conducting research and handling data. Transparency is part of this ethos. Researchers or prospective researchers are responsible for ensuring that they are conducting research for the right reasons and with proper research aptitude. When considering the role of the researcher, it is helpful to reflect on what it means to conduct research. This reflexivity allows for clarity of the researcher’s positionality.
Overview
The purpose of this final assessment is to develop your own subtopic within the broader topic selected for this quarter. You will compose a research proposal outline using the resources from our course and any other articles you find to support your subtopic. You may take either a qualitative or quantitative approach.Use one of the following templates to explore the subtopic you are proposing and complete all the research characteristics that are reflected in each of the PowerPoint slides:
Please leave all subheadings in the PowerPoint slides and build your content under those subheadings. Use a sentence-style outline and be sure to explain your points clearly. Also, be sure to use cited support throughout the outline. Once completed, this template can serve as a guide for your own research proposal project in the future.
Instructions
This assessment requires that you use your accumulated knowledge about the elements of research. In this final assessment, create a proposal for how you might study the topic selected for you, either qualitatively or quantitatively.A PowerPoint template has been provided for you to outline your ideas. Each slide has a major heading that focuses on the given research component. The major headings are accompanied by subheadings that signal the main points to be addressed. As this is a PowerPoint presentation, you are not asked to provide a full narrative, but rather clear and concise bullet points in brief sentence style demonstrating your understanding of each aspect of the plan. Please use accurate APA style and format for this assessment including citations and references. Detailed instructions for this assessment are embedded in the Power Point template. Please follow the instructions and remove the instructions from the final assessment submission.You may want to use the articles provided for the first two assessments. You should also use the course textbook and any additional scholarly sources you choose to support your proposal. See Program Library Research Guides, Reviewing the Literature, and Library Help for guidance.
Competencies Measured

Competency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods.

Apply the components of the research introduction for the given topic.
Apply the components of the research procedures for the given topic.

Competency 4: Evaluate data collection and analysis strategies based on the characteristics of the research design.

Explain the expected findings for the given topic.

Competency 5: Examine the appropriate application of scientific research methodology.

Create a complete and appropriate research proposal outline.

Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.

Describe What is Product Design?  What are the most common steps in defining product design?

1. What is Product Design?  What are the most common steps in defining product design?
3. What objectives should process design have?
4. What is Process Selection?
5. Categories and types of process selection?
 
All sources should be cited according to APA guidelines and no plagiarism. Make sure all the articles you refer from should be  peer-reviewed articles not older than 6 years.
I’ve also attached the textbook below for reference from chapter 4. 

Thinking of our own traditions, what traditions to you participate in? Do you understand why the tradition happens?  Do you even like the tradition?  What does this tradition represent to you?

 
We all have traditions.  Many of our traditions honor our cultural beliefs or national identities.  Some have become tradition because it is simply how we do things.  When we read the text “The Ones That Walked Away From Omelas” by Ursula K. Le Guin and watch the short film based on Shirley Jackson’s short story “The Lottery, we are presented with traditions that are very unsettling.  While each story offers a simple reason on why those discussions are kept, as the audience, we are left to question if not outright refuse to accept those traditions.
Thinking of our own traditions, what traditions to you participate in? Do you understand why the tradition happens?  Do you even like the tradition?  What does this tradition represent to you?
3 page MLA structured, discuss a tradition you honor, what it represents, and why you like or do not like that tradition.  Will you carry on this tradition when it is your turn?

Analyze the relationship between application security and system development.

SEC 3301, Security Application Development 1

Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Analyze the relationship between application security and system development.
1.1 Differentiate the information areas that monitor the security maintenance management.
1.2 Define the processes related to the digital forensics and traditional forensics investigation.

3. Explain the best practices for securing an application and database.

4. Outline potential application security vulnerabilities.

4.1 Summarize the domains that support the recommended maintenance model that provides
monitoring as well as risk and vulnerability assessments.

5. Analyze the information technology (IT) physical security considerations for an organization.

Required Unit Resources
Module 12: Information Security Maintenance
Unit Lesson
The new or upgraded system is now in place and working like a charm. Whatever implementation phase was
used to install and replace the legacy systems seems to have been a success. Now, the question is, “Are we
done with the project?” The answer is no! The maintenance phase is the last phase of the project and
consists primarily of making sure the new or upgraded system is maintained and monitored daily during its life
cycle until such time the system is replaced by another new or upgraded system. Maintaining the system
includes the review of recommended security management models, which aid in the establishment of a full
maintenance program. Also in the maintenance program, we must identify the key factors that may influence
internal and external environments and how they affect system monitoring.
Most individuals believe that once the project has been completed, it is the end of the project. Earlier in the
course, we mentioned that all projects have a start date and an end date. The end date is not the completion
of the system development but, rather, is the end of the project, which includes the maintenance phase. To
easily clarify the project, allow us to consider National Aeronautical Space Administration (NASA) space
mission projects. NASA developed the Mercury, Apollo, and Shuttle programs. Once the space capsules and
shuttle were completed, the project did not end; these vehicles were maintained for the next space mission.
In the information security world, once a system is implemented, it is maintained to make sure the security is
always updated based on the current and future vulnerability risks. This includes periodic updates and
patches to ensure the system is protected and updated according to the current competitive market outlook.
The successful implementation and testing should include a new and improved security profile, but this may
provide a false sense of security for an organization. The security profile may provide a sense of confidence
about protection level, but the organization should always be on guard!
Another area in planning is to ensure that the system always remains online. Since this may not always be
feasible, it is important to develop disaster planning, risk assessment, vulnerability, assessment, and
remediation for a system’s outage. Also, once the system is implemented, there may have been upgrades
over time, which mandates that the environment and security should encompass additional refinements.
UNIT VIII STUDY GUIDE
Implementing Information Security,
Part 2

SEC 3301, Security Application Development 2

UNIT x STUDY GUIDE
Title
Within the security environment, there are well-established security management maintenance models that
managers can use to maintain the security of the systems. “The National Institute of Standards and
Technology’s (NIST) Information Security Handbook: A Guide for Managers (SP 800-100) has been produced
for managers to implement 13 information areas to monitor the security management of the systems. This
document is a guide that provides managerial guidance for the establishment and implementation of an
information security program, including information security governance. Whitman and Mattord (2022)
describe the 13 core areas that address the expected tasks of an information security manager after the
program is working and day-to-day operations are established; see below.
1. Information Security Governance
2. Systems Development Life Cycle
3. Awareness and Training
4. Capital Planning and Investment Control
5. Interconnecting Systems
6. Performance Management
7. Security Planning
8. Information Technology Contingency Planning
9. Risk Management

10. Certification, Accreditation, and Security Assessments
11. Security Systems and Products Acquisition
12. Incident Response
13. Configuration and Change Management

An organization should adopt the management maintenance model for its information security systems that
provides continuous improvements. Continuous improvements are essential to ensuring that the system is
most up-to-date to protect the information it has within it. Management models are frameworks that structure
the tasks of managing a particular set of activities or business functions. How to manage maintenance models
can be found in the International Standards Organization (ISO) 2700 series of standards and NIST’s
Information Security Handbook: A Guide for Managers (SP 800-100); however, Whitman and Mattord (2022)
also illustrate the maintenance model that depicts changes to information security maintenance (see Figure 1
below).

Figure 1. Maintenance Model Changes to Security Information Systems
(Whitman & Mattord, 2022)

SEC 3301, Security Application Development 3

UNIT x STUDY GUIDE
Title
These changes are reflected in the configuration and change management and the monitoring of the security
management of the systems. We know there are constant changes from the external monitoring, planning
and risk assessment, vulnerability assessment and remediation, readiness and review, and internal
monitoring. It is a must that the two databases shown in Figure 1 be updated continually to ensure the
security framework of the organization as a whole is protected from all threats and has knowledgeable facts
on the risks involved within the information system’s assets.
A recommended security maintenance model is dependent on external monitoring, internal monitoring,
planning and risk assessment, vulnerability assessment, remediation, and readiness and review. The security
maintenance model is an aid to focus an organization’s efforts to successfully maintain the system.
Let’s take a look at these in order. First up is the external monitoring domain. The objective of the external
monitoring domain process in the maintenance model is to provide early awareness of new and emerging
threats, threat agents, vulnerabilities, and attacks that are needed to mount an effective and timely defense.
The external monitoring entails collecting intelligence from data sources and using that intelligence context
and meaning for use by decision makers within the organization.
The internal monitoring domain is an informed awareness of the state of the organization’s networks,
information systems, and information security defenses. Internal monitoring domain builds and maintains an
inventory of network devices and channels, information technology (IT) infrastructure and applications, and
information security infrastructure elements monitoring the internal state of the organization’s networks and
systems.
The planning and risk assessment objective is to keep an eye on the entire information security program, in
part by identifying and planning ongoing information security activities to reduce risk over time. Here, the risk
assessment group also identifies and documents risks introduced by both IT projects and information security
projects. The group also identifies and documents risks that may be latent in the present environment.
The vulnerability assessment and remediation domain use document vulnerability assessment procedures to
safely collect intelligence about internal and public networks; platforms including servers, desktops, and
process control; and wireless network systems ensuring that the proper level of management is involved in
deciding to accept the risk of loss associated with unrepaired vulnerabilities.
An organization must also complete readiness and reviews to keep information security programs functioning
as they are designed over time. There are three tasks of policy reviews, program reviews, and rehearsals that
can accomplish the goal of keeping a domain ready and reviewed.
Physical access controls are additional protection efforts that define the concept of facility management and
its role in maintaining a secure facility where information is stored, housed, and transmitted. A secure facility
must implement multiple layers of defense should an attack occur.
Fire safety and security are used to recognize that fires account for more property damage, personal injury,
and death than any other threat to physical security. Physical security plans must implement strong measures
to detect and respond to fires and fire hazards.
Heating, ventilation, and air conditioning (HVAC) systems can have a dramatic impact on information,
information systems, and their protection. High temperature and improper filtration, humidity, and static
electricity can have a significant impact on information systems and security systems in place.
Power management and conditioning must be properly grounded when used to maintain an organization’s
physical environment. In areas where water accumulation is possible, computing and other electrical
equipment must be uniquely grounded using ground fault circuit interruption (GFCI) equipment. Also, backup
systems should be tested frequently, and documenting the facility’s configuration, operation, and function
should be integrated into disaster recovery plans and standard operating procedures.
Mobile and portable systems can have a cause-and-effect on an information security network, and, due to
their portability, they must have stronger levels of security than stationary counterparts, such as desktops. An
organization should review different software and hardware techniques that can be used to protect devices

SEC 3301, Security Application Development 4

UNIT x STUDY GUIDE
Title
that move in and out of an office. For instance, laptops must always remain secure and measure inaction to
help reduce the risk that a mobile computing device is stolen or damaged.
Ending this discussion, we should address the three types of data interception: direct observations,
interception of data transmissions, and electromagnetic interception (Whitman and Mattord, 2022).
• Direct observations require that a person be close enough to the information to breach confidentiality.
• Interception of data transmissions can occur from anywhere, as they are not restricted to a location

with the exception of tapping into a local area network (LAN), eavesdropping on a secure network, or
wiretapping.

• Electromagnetic interception is another type of interception, although it is unlikely to occur. Though
possible, it is difficult, impractical, and expensive to carry out.

Reference
Whitman, M. E., & Mattord, H. J. (2022). Principles of information security (7th ed.). Cengage Learning.
Suggested Unit Resources
In order to access the following resources, click the links below.
The following PowerPoint presentation will summarize and reinforce the information from Module 12 in your
textbook.
Module 12 PowerPoint presentation (PDF version of the Module 12 PowerPoint presentation)
The video below discusses system development, maintenance, and support of an entire IT system. The video
also discusses the importance of teamwork.
ClickView Pty Limited (Producer). (2009, November 2). System development, maintenance, and support

(Segment 7 of 7) [Video]. In Roles and responsibilities in IT. Films on Demand.
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
aylists.aspx?wID=273866&xtid=40210&loid=65571

To view a transcript of this video, click on the “Transcript” tab near the bottom of the video.
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.
Conducting your own research to further your learning and understanding can help you become a stronger
student and can help you to see what areas interest you. Additionally, you may find resources that can help
you complete your assignments.
Consider searching the Academic OneFile database of the CSU Online Library using a combination of the
following keywords or phrases: “InfoSec performance management,” “metric, planning, and risk assessment
domain,” “penetration testing,” “war driving,” “tailgating,” and “mantrap.” Please note: When searching,
remove the commas and capitalization, and use the top search box with “Subject” selected from the
dropdown. Once the results generate, use these search options to refine the results: “Peer Reviewed
Journals” and “Custom Date Range” between 2022 and the present to ensure that articles are scholarly and if
possible, less than 5 years old. Then, select and read two articles.
Access the Academic OneFile database.

SEC 3301, Security Application Development 5

UNIT x STUDY GUIDE
Title
Check Your Knowledge
Answer the review questions and exercises for the Module 12 Review Questions and Exercises. These
questions and exercises will help you assess whether or not you have mastered the unit content. Can you
answer them without looking back in the textbook?
After you have answered the questions and exercises, you can find out how well you did by checking the
answers.
Answers for Module 12 Review Questions and Exercises

Course Learning Outcomes for Unit VIII
Required Unit Resources
Unit Lesson
Suggested Unit Resources
Learning Activities (Nongraded)

Public school sex education has long been debated for its importance, efficacy, and potential downsides. This report carefully examines both proponents and opponents of sex education in public schools. Should sex education be a part of the public school curriculum? This inquiry requires thoroughly examining the pros and cons of integrating sex education into the curriculum. The goal is to understand the far-reaching effects of sex education in public schools by systematically exploring varied viewpoints and carefully assessing academic arguments. This analysis will illuminate this difficult issue and contribute to the current discussion on a holistic educational approach for the growing young population.work help

2

Should sex education be taught in public schools?

DeShawn Virgil
The University of Arizona Global Campus
PHI 103
Sarah Babbitt
12 Aug 2023

Introduction

Public school sex education has long been debated for its importance, efficacy, and potential downsides. This report carefully examines both proponents and opponents of sex education in public schools. Should sex education be a part of the public school curriculum? This inquiry requires thoroughly examining the pros and cons of integrating sex education into the curriculum. The goal is to understand the far-reaching effects of sex education in public schools by systematically exploring varied viewpoints and carefully assessing academic arguments. This analysis will illuminate this difficult issue and contribute to the current discussion on a holistic educational approach for the growing young population.

Presentation of an Argument

The International Journal of Environmental Research and Public Health study by Lameiras-Fernández et al. (2021) illustrates the benefits of sex education in schools. Sex education helps pupils get reliable information, according to the study. This facilitates sexual issues discussions. The study shows that sex education may teach pupils about sexual health in depth, which helps them make sexual health decisions. The research further indicates that sex education in schools helps students understand their bodies, relationships, and responsibilities, making them safer and healthier.
Lameiras-Fernández et al. (2021) make the following main arguments:
· Premise 1: Comprehensive sex education programs in schools offer students a structured and guided environment to learn about sexual health, relationships, and communication.
· Premise 2: These programs are designed by experts and educators who utilize evidence-based approaches to provide accurate and up-to-date information.
· Premise 3: Adolescents often encounter challenges related to sexual health and relationships, and having a reliable source of information can empower them to communicate their concerns effectively.
· Premise 4: Effective communication about sexual matters contributes to healthier relationships and informed decision-making.
· Conclusion: Therefore, sex education in schools is a proper source of information, equipping students with the knowledge and skills needed to communicate openly and responsibly about their sexual problems.
Their findings show that comprehensive sex education programs teach pupils about sexual health and communication skills. Such programs address adolescents’ needs and challenges. Sex education helps kids understand their bodies, create healthy relationships, and express their concerns. Lameiras-Fernández et al. (2021) also note that sex education programs help break down sexuality-related barriers. Due to social taboos or insufficient advice, adolescents may hesitate to seek information or communicate their concerns. Open conversations are safe in a regulated educational atmosphere. Interactive sessions help students learn and practice communication skills to discuss sexual issues, seek assistance, and make educated decisions.

Evaluation of the Quality of the Reasoning in this Source

Lameiras-Fernández et al. (2021) make a persuasive case for sex education as a resource of information for students to address sexual issues. Systematic literature and empirical evidence support the article’s premises. The authors explain how specialists use evidence-based methods to create and administer comprehensive sex education programs (Premise 2). They show that such programs include several sexual health and communication topics, supporting Premise 1.
The premises support the conclusion. Effective sexual communication promotes healthier relationships and informed decision-making (Premise 4). They demonstrate how comprehensive sex education equips students with both factual knowledge and the ability to have open and responsible sexual interactions. The logical path from the premises to the conclusion is well-structured and coherent, strengthening the argument.
However, the argument could be strengthened by adding some missing premises. For instance, the article could benefit from empirical data showing that comprehensive sex education improves student communication abilities. The authors present adequate evidence for the relevance of sex education and its impact on communication, but more direct evidence would strengthen the argument. Additionally, the article implies that comprehensive sex education programs are widely adopted and effective. It would be useful to address potential differences in program quality and delivery across educational contexts and problems in establishing successful sex education initiatives. Include these missing premises to strengthen your case.
Presentation of an Opposing Argument
Sell (2019) takes a contrasting view on how sex education may affect younger pupils’ religious perspectives. This source discusses the possibility that religious students may be concerned about sex education in public schools. It may conflict with their core ideals. According to the text, such teaching may collide with students’ religious beliefs. According to this opinion, addressing these ideas in classrooms could conflict with some students’ religious beliefs. The article raises worries about sex education’s potential to create a barrier between what is taught in schools and what is vital to certain students’ religious views, which could cause problems for educators and students.
Sell (2019)’s major argument is as follows:
· Premise 1: Sex education programs often cover topics that may contradict or challenge certain religious teachings and values.
· Premise 2: Younger students, particularly those from conservative religious backgrounds, may find it difficult to reconcile the information presented in sex education with their religious beliefs.
· Premise 3: Exposure to conflicting information about sexual practices and relationships could lead to moral and emotional distress among students.
· Conclusion: Therefore, sex education can risk hurting younger students’ religious beliefs and emotional well-being.
The article emphasizes that discussing contraception, premarital sex, and LGBTQ+ partnerships may contradict religious and ethical norms. According to the author, exposing pupils to material that conflicts with their religious beliefs might cause bewilderment, guilt, and inner turmoil. Sex education programs should also incorporate students’ religious beliefs and values, according to Sell (2019). Students may feel ostracized or excluded if the method isn’t attentive to other faith viewpoints. The paper stresses the importance of educators being aware of potential conflicts between sex education curricula and religious teachings and creating an environment that respects and accommodates different beliefs.
Evaluation of the Quality of the Reasoning in this Source
Sell (2019) makes a compelling case that sex education may impair younger students’ religious convictions. The source addresses real concerns. However, some parts of the argument need further examination to assess its validity. Premise 1 is supported by examples of sex education curriculum that conflicts with religious principles. It recognizes conservative religious opposition to contraception and non-heteronormative pairings. The source supports its claim by highlighting apparent discrepancies.
However, the premises may not entirely support the conclusion. While some students may struggle to reconcile sex education content with their religious views (Premise 2), the essay focuses on the emotional distress this conflict may create. The article would be more substantial if it provided empirical evidence or case studies showing how conflicting information in sex education has harmed students’ religious beliefs or emotional well-being. A deeper examination of how educators might reconcile faith and sex education is missing. The argument would be strengthened if the article provided actual answers or instances of how sex education programs have been altered to accommodate varied religious beliefs. The article also implies students’ religious beliefs are constant and unchangeable. It could benefit from embracing religious plurality, where teachings are interpreted differently. Recognizing that not all religious students perceive the same tension between sex education and their values could enhance the argument.

Evaluation of Arguments in Non-Scholarly and Scholarly Sources

Scholarly sources like Lameiras-Fernández et al. (2021) and Sell (2019) have greater argumentation and premise support than non-scholarly ones. Scholarly sources use literature reviews and empirical data to provide thorough, evidence-based analyses. These sources articulate premises, typically using peer-reviewed studies and expert insights, creating well-structured and logically cohesive arguments. Scholarly sources provide extensive research to support their claims. On the other hand, non-scholarly sources, including online forums, opinion pieces, and sensationalist stories, lack rigor and credibility. These sources may use anecdotes, personal opinions, or emotionally charged rhetoric, weakening their arguments. Non-scholarly sources may simplify, lack analysis, and ignore counterarguments. Thus, non-scholarly sources may have poorer reasoning and less justification for premises.
Conclusion
This activity highlighted the need to source information from scholarly and respected places. Evaluating arguments in scholarly and non-scholarly sources has underlined the need for rigorous research, evidence-based reasoning, and full consideration of different perspectives. I’ll prioritize well-supported and logically coherent scholarly sources in the future. This experience underscores the importance of using trustworthy, peer-reviewed research to strengthen my claims. It also reminds me to approach complex subjects with a balanced, informed perspective and use high-quality information to facilitate well-rounded dialogues.

References

Lameiras-Fernández, M., Martínez-Román, R., Carrera-Fernández, M. V., & Rodríguez-Castro, Y. (2021). Sex Education in the Spotlight: What Is Working? Systematic Review.
International Journal of Environmental Research and Public Health,
18(5). https://doi.org/10.3390/ijerph18052555

Sell, J. E. M. (2019, April 28).
Faith, Relationships, and Sex Education: Giving voice to young people of different faiths and none in regard to faith-sensitive relationships and sex education. Discovery.ucl.ac.uk. https://discovery.ucl.ac.uk/id/eprint/10072639/

What are the unique challenges/barriers faced by diverse populations in nursing education? 

 DISSCUSION 
the authors talk about the challenge of inclusivity in nursing education.  They explain that educators believe we embrace cultural diversity and are committed to meeting the needs of all learners, but the research suggests otherwise.  Our teaching practices have not caught up with our beliefs.  For this week’s assignment, do some research on diverse populations in nursing education. In addition to presenting your research, be sure to address the following:

What are the unique challenges/barriers faced by diverse populations in nursing education?  There are many that you can address, but at a minimum, you must address racially and ethnically diverse groups and students with disabilities. 
How can mostly white and female nurse educators serve as role models and mentors for diverse populations?

Sources: You can use any of the posted articles and your books as references. Find at least two additional peer-reviewed nursing journal articles that relate to your area of focus.