The template will be attached. Please use the attached form. Complete sections 1

The template will be attached. Please use the attached form. Complete sections 1.1, 1.2, 2.1 and 2.2 The topic is listed below. No sources older than  5 years. A sample has been listed as a guide for quality of work. 
1.1 Capstone Topic (2 paragraphs)
Topic:  Responding to a community crisis need: Improving and/or updating Haven’s ability to access long term housing. 
Problem: Finding adequate and appropriate housings is one of the biggest service-related challenges that the Haven faces. The Haven explores a variety of options through local resources and needs of the victims.
Clearly describe the topic of the  Capstone Project. 
This section should include: 
 FIRST PARAGRAPH:  State the topic of the capstone project. The topic   statement should include the problem or opportunity for improvement in the   project. The concepts of the topic   must be clear and focused and well supported in the literature. 
o Begin   this paragraph with, “The topic is…” 
 SECOND PARAGRAPH: Describe the significance of   this topic to Human Services AND the specialization within your program. Include   a statement about the practical implications of the project by describing the impact   of this Capstone Project on the organization or   community of interest.
Example – The   topic of this capstone project is the effectiveness of a transitional summer   program, Helping Others, Inc., on middle school students’ chance of success   (graduation) in high school. 
The topic should be correctly   formed:
 The topic should be appropriate for the   specialization.
 The topic should use appropriate language for   key concepts/phenomena.
 The type of action proposed should be clearly   specified.
 The community of interest/organization/program   or community and target population should be named.
 The concepts should be appropriately focused.
 The topic should be supported by at least ten   (10) citations. 
 The topic should be in alignment with   current literature and the DHS Programs of Professional Practice.
Use current   (within 5 years ), scholarly, PRIMARY resources to support statements. Textbooks   are not primary resources. Theses and dissertations are not considered   peer-reviewed published articles. Use   APA style in citing all resources.
1.2 Research Problem (2 Paragraphs)
Write a brief statement of   the problem or need for improvement at the capstone site or program. Clearly describe   the gap in current practice, service, process, policy, and/or the identified   outcome. Identify the performance gap you wish to close and the potential   root causes of the problem.
This section should   include:
 FIRST   PARAGRAPH: Write a brief statement that fully describes the problem being addressed. This   paragraph introduces the problem that is informing the research and warrants   the need for this study. 
o Begin this paragraph with the statement, “The problem   is…”  
Example: The problem is that Helping Others, Inc’s transitional   summer program has not consistently improved high school graduation rates.
 SECOND   PARAGRAPH: Identify   the need for the study. The need should be directly   related to the   problem presented in the first paragraph. It   must clearly identify a gap in current practice, service, process, policy, or   programs. It must   clearly identify the need for the research and the desired outcome. 
Example: This study is needed because high school graduation rates   are decreasing in the service community where Helping Others Inc. provides   its transitional summer program.  Decreased   graduation rates have negatively affected the unemployment rate in the area. 
Use current (within 5 years),   scholarly, PRIMARY resources to support statements. Textbooks are not primary   resources. Theses and dissertations are not considered peer-reviewed   published articles. Use APA style in citing all resources.
2.1 Capstone Project Problem Background
This section should further expound on the research problem and will include a brief SUMMARY of the review and synthesis of the research literature on the topic. This should include citations from at least 15 articles but should indicate that you have performed a full review of the literature on the topic. 
This section should include:
 A statement about the body of existing literature on the topic.
 A summary of recent research findings on the topic that highlights the most relevant findings of the proposed study.
 A demonstration of how the proposed research could add to the existing literature on the topic. 
Be sure to provide appropriate in text citations and include references in the reference section. 
Use current (within 5 years), scholarly, PRIMARY resources to support statements. Textbooks are not primary resources. Theses and dissertations are not considered peer-reviewed published articles. Use APA style in citing all resources.
2.2 Need for the Project and Evidence to Make Change 
Provide a rationale supported by current information regarding the need for this Capstone Project. 
This section should include: 
 The results of a needs assessment or an analysis for the project. 
 A description of issues identified in the workplace, project, or community. 
 Any relevant population and organizational demographics and statistics related to the proposed Capstone Project. 
 A description of why the study is important.
 A description of whom the study will benefit.
Use current (within 5 years), scholarly, PRIMARY resources to support statements. Textbooks are not primary resources. Theses and dissertations are not considered peer-reviewed published articles. Use APA style in citing all resources.

Question for Discussion #12 – Postmodernism Read the Havel Speech posted below.

Question for Discussion #12 – Postmodernism
Read the Havel Speech posted below. Before now, have you been aware of the idea of Postmodernism? Comment on one or more of ideas Havel presents. Do you agree or disagree with his thoughts?  Does this speech give you any help in understanding the world today?
Havel Speech – Copy.doc 
See the attachment below
Discussion Assignments have the following objectives:
Identify and describe key concepts presented in textbook reading material, video lectures, and other assigned content.
Draw connections between assigned content material and practical areas of interest.
Explore ideas in philosophical depth beyond the presentation of course material.
Draw connections between philosophical discourse and one’s practical life.
Engage in respectful philosophical conversation.
This objective will be measured according to replies posted to other students or to professors.
When completing discussion assignments, please remember:
Your main post should take a minimum of 350 words. Explain and support what you say.
Any sources that you use must – including textbook and video lectures – be cited and referenced responsibly. (See the syllabus.)
You should post at least two substantial replies to other participants.
Please refer to the syllabus and grading rubric for more guidance.

Instructions for Assignment 9 – Moral Agent Assignment #9 – Moral Agent This is

Instructions for Assignment 9 – Moral Agent
Assignment #9 – Moral Agent
This is a bit of a twist when it comes to how we look at ethics. It’s tempting to approach ethics as a way to tell other people what to do, to point fingers, or debate controversial issues that don’t directly involve us. For this assignment, think about your role as an ethical being – as a moral agent. A moral agent is a person who can make a decision to act in their social world and who recognizes some responsibility to make those choices in a way that can be recognized as ‘right’. This means you. You are a moral agent. 
What does it mean for you to act responsibly in your social world? What skills (virtues) do you need to cultivate and practice in order to live ethically and authentically?
Discuss any two ethical theories that we have explored as you develop your answer.
(Note: Your work in this assignment can also help you in your Final Project.)
Objectives:
Assignments have the following objectives:
Identify and describe key concepts relevant to a theme presented in the assignment prompt.
Explore ideas in philosophical depth beyond the presentation of course material.
Examine course material in order to develop an informed investigation of your perspectives on a theme presented in the assignment.
Research scholarly sources to help explore and expand students’ perspectives and develop critical thinking skills.
Develop a cogent argument to support your position.
Expectations:
All sources must be responsibly cited and referenced. (APA)
Assignments should be around 1000 words.

Question for Discussion #11 – Ethical Theories Of the ethical theories we have s

Question for Discussion #11 – Ethical Theories
Of the ethical theories we have studied, which one aligns most closely with your own thinking? Which ethical theory has challenged you the most?
Discussion Assignments have the following objectives:
Identify and describe key concepts presented in textbook reading material, video lectures, and other assigned content.
Draw connections between assigned content material and practical areas of interest.
Explore ideas in philosophical depth beyond the presentation of course material.
Draw connections between philosophical discourse and one’s practical life.
Engage in respectful philosophical conversation.
This objective will be measured according to replies posted to other students or to professors.
When completing discussion assignments, please remember:
Your main post should take a minimum of 400 words. Explain and support what you say.
Any sources that you use must – including textbook and video lectures – be cited and referenced responsibly. (See the syllabus.)
You should post at least two substantial replies to other participants.
Please refer to the syllabus and grading rubric for more guidance.

Question for Discussion #10 – A Hard Decision Instructions: Read the scenario an

Question for Discussion #10 – A Hard Decision
Instructions:
Read the scenario and perspectives given below. In your post, explain what you think is the most ethically justified course of action. Use material from the text or lectures to help explain and support your view.
Scenario:
Mario is a 30-year-old male who has been severely injured in a motorcycle accident. Mario has sustained extensive neurological damage, including the loss of higher brain function. He is being kept alive in an intensive care unit (ICU) by means of life-sustaining treatment that includes the use of a ventilator, feeding tube, and various intravenous medicines. In the room with Mario are his girlfriend, Johanna, and his parents, Troy and Wendy. Mario lives with Johanna and they have a child together, Agnes, age 4. However, since Mario does not have documented medical power of attorney and because he and Johanna are not married, state law holds that his parents have the authority to make medical decisions on his behalf.
Mario’s doctor, Eula Ellis, comes into the room to examine Mario and explains to the family that he is in a persistent vegetative state (Links to an external site.) (PVS)
https://www.merckmanuals.com/professional/neurologic-disorders/coma-and-impaired-consciousness/vegetative-state-and-minimally-conscious-state
and that Mario is unlikely to recover. Gently reinforcing this last point, Dr. Ellis explains that the treatment Mario is receiving is keeping him alive, but it will not lead to any cure or recovery. Wendy points out that Mario sometimes opens his eyes and blinks when there is a loud noise. She wonders if that means that there is hope that he recover. Dr. Ellis says that, sadly, that’s not the case. These actions from Mario are brain stem activity – automatic biological responses – and are common with PVS. What made Mario Mario will not come back.
Dr. Ellis asks the family to consider what Mario would want. She suggests that they consider authorizing the withdrawal of all life-sustaining treatment so that Mario can die a “natural death”. A few hours after Dr. Ellis leaves, another doctor, Marcus Horton, and a social worker, Dawn Cunningham, enter the room and ask to speak with the family. Dr. Horton explains that he and Ms. Cunningham are part of the hospital’s Organ Procurement Team. They express their sorrow for what has happened to Mario. They ask the family to consider donating Mario’s organs so that other lives can be saved.
Perspectives:
Mario: The prevailing scientific view holds that Mario is not aware of his circumstances. He might have enough sentience to react to some stimuli such as light and sound. It is uncertain if he feels pain or suffering. Mario is incapable of communication.
Dr. Ellis: Having seen several tragic cases like this, Dr. Ellis believes that keeping Mario alive on life-sustaining treatment is futile. He will die. The family might need some time to come to grips with this difficult decision, but the sooner they make it, the better. Bodies typically don’t do well when they are kept alive for long and Dr. Ellis has seen some very difficult cases in which families kept patients like this alive for months.
Johanna: She is heartbroken. She is wondering what she will tell Agnes and how she will raise Agnes on her own. She worries that Mario is suffering. They had such hopes for their lives, and now he is so broken. She just wishes that he could be at peace.
Agnes: Johanna’s mother is caring for Agnes at the moment. She knows that something is happening and that people are upset. At four years-old, Agnes is just reaching the age where she can comprehend that death is irreversible. When Mario dies, she will be able to recognize that this is final and she will grieve.
Wendy: Mario’s parents are people of faith. They have participated in prayer circles through their church for people who have faced serious health challenges. Wendy believes that miracles can happen. She’d like to call upon the prayer circle at her church. Besides, she saw Mario’s eyes open and turn toward her when spoke. Doctors don’t know everything; they’re not God. She’s offended that Dr. Horton came by so quickly. Organ donation can wait until after they give prayer a chance.
Troy: He is facing the loss of his heir – his contribution to the future. Like Wendy, Troy would like to involve the church prayer circle. God determines when people die, right? Troy is also mad that those vultures came in looking for Mario’s organs. Those doctors would rather sell him than try to save him.
Marcus Horton and Dawn Cunningham: This is the worst part of the job – when families are reeling from the shock of what happened to a loved one who was perfectly healthy just hours ago. They realize that they come across as ghouls but timing is everything when it comes to organ donation. Organs don’t remain viable for long. Stopping life-sustaining treatment has to be coordinated with the harvesting of organs, and that has to be coordinated with the transport and transplantation of those organs. If the family is thinking about withdrawing treatment, then they also need to weigh organ donation in that decision. It’s a hard thing to ask of them, but other lives can be saved.
Discussion Assignments have the following objectives:
Identify and describe key concepts presented in textbook reading material, video lectures, and other assigned content.
Draw connections between assigned content material and practical areas of interest.
Explore ideas in philosophical depth beyond the presentation of course material.
Draw connections between philosophical discourse and one’s practical life.
Engage in respectful philosophical conversation.
This objective will be measured according to replies posted to other students or to professors.
When completing discussion assignments, please remember:
Your main post should take a minimum of 300 words. Explain and support what you say.
Any sources that you use must – including textbook and video lectures – be cited and referenced responsibly. (APA)
You should post at least two substantial replies to other participants.
Please refer to the syllabus and grading rubric for more guidance.