Instructions: Using the following link: U. S. Department of Health and Human Services. (1979). The Belmont report. Office for Human Research Protections. https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.htmlLinks to an external site. Read the Belmont’s Report: Using the topic selected for your practice change project, create a case study that describes how the ethical principles of respect for persons, beneficence, and justice will be protected during your project. Contribute a minimum of 4 pages. It should include at least 3 academic sources, formatted and cited in APA. CANT HAVE MORE THAN 10% PLAGIARISM PLEASE DUE DATE JUNE 4, 2026

You will choose one of the surveys and analyze the construction and validity of one of the survey items/questions and its associated answer options. Do not answer the survey questions; rather you will analyze one item/question on one of the surveys.  For your initial post, review the following two surveys covering social justice and career considerations: Survey: Social Justice in the United States Survey: Careers Choose one of the surveys to analyze in the discussion. Include the title of the survey you select in the title of your post. Answer the following questions about the survey you chose. Note: Unlike for the other discussions in this course, you must start a thread or complete your initial post to read and reply to your peers’ posts. What one item/question you would change to improve the survey? Describe how the item/question is currently written and how it would be written if you changed it. Explain why you would change this item/question based on what you have learned in the course about creating a good survey. Use key terminology and concepts from your reading to explain your rationale for the improvements. Cite and reference your sources. Think about the one item/question you selected to revise. What is the scale of measurement for this item/question (categorical, ordinal, interval, ratio) as it was originally written? What do you notice about the item/question that leads you to believe it is categorical, ordinal, interval, or ratio? Use sources to support your reasoning. Will your revision to the item/question change the level of measurement? Explain how the level of measurement would be the same or different with your revision. Use sources to support your reasoning. How does appropriate survey construction relate to the programmatic theme of ethics? DISCUSSION 2 NEED 2 PARAGRAPH  Given the fact that Medicare and Medicaid cover the elderly and the indigent and CHIP covers children, explain why is there such pushback to compulsory (universal) health coverage in the United States.

Discussion Assignment Instructions  You will complete 4 Discussions in this course. You will post one thread of 750 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. References must be in current APA format. Based on your required Learn items for this week and your own scholarly research, summarize why a professional code of ethics is necessary in the urban planning profession while engaged in a national, state, and/or local governmental planning organization. Apply one code of ethics violation from the textbook readings or your own research in the literature on planning ethics. Please use scripture(s) to support the position and integrate within your post and not at the end of the post. Determine a biblical viewpoint concerning the planning issue. Please use scripture to support the position. Integrate Biblical verses rather than at the end of the post.    

You started your capstone phase by posting a first draft of your problem statement. While there will be many more drafts and revisions, having started the process of finding a topic is catapulting yourself forward in the doctoral program. It is of utmost importance that you consider the feedback from your instructor carefully. Every word matters!   Please keep revising your problem statement based on your instructor’s feedback. There will be many more revisions.  A problem can only be investigated in a capstone study if you have solid evidence that it exists.  In addition to you identifying the problem (for example, through personal communication at your local site), the problem must be considered a problem in the educational discipline by published research. Your work builds on, and adds to, the work other scholars have done. To determine if your research problem is current, you need to search the most recent peer-reviewed literature. At this point in your study, seek reference literature that has been published within the last 3 years. The university library provides information on how to use Boolean terms to narrow your searches of recent peer-reviewed literature: https://academicguides.waldenu.edu/library/keyword/booleanLinks to an external site.. Your topic must be aligned to the specialization you enrolled in for your degree program.  For example, if your specialization is Curriculum, Instruction, and Assessment then your topic must focus on either Curriculum, Instruction, or Assessment. You would not be able to study “retention of biology professors at research universities” as a topic. A list of topics appropriate for your specialization is located on our website at: https://academicguides.waldenu.edu/research-center/program-documents/eddLinks to an external site.. Click on “Students Working on Prospectus Form”. If in doubt, please reach out to your specialization coordinator. Their names and email addresses are also available on our website. Before you search the literature, you should complete the lesson on “Critical Reading” which you can find at: https://academicguides.waldenu.edu/academic-skills-center/success-strategies/critical-readingLinks to an external site.   Please review the “Critical Reading for Evaluation” slide presentations which is located toward the middle of the page. To prepare: Bookmark our website: https://academicguides.waldenu.edu/research-center/program-documents/eddLinks to an external site. Review the resources. Review the feedback from your instructor on your first-week discussion posting. Review the feedback from your instructor to your fellow students – most doctoral students go through the same thinking process and therefore, you will learn from feedback others received as well. Instructions for Prospectus Form Download the prospectus form from the EdD website:https://academicguides.waldenu.edu/research-center/program-documents/eddLinks to an external site.Click on “Students Working on Prospectus Form” Name your file “Lastname, Firstname DQ Prospectus Draft 1 on (insert date).” Print the appendix of the Prospectus Form and review the examples. Read the instructions at the top and complete your name, student ID, and program/specialization. Ignore the other boxes for now. Insert a working title even though you will change it at least a dozen times. Start inserting the peer-reviewed, recent literature you have already read. Make sure to cite in APA7 (see Week 1 tutorial). Note that dissertations in ProQuest are not peer-reviewed. Try to have two or three articles for now.  Write your one-sentence problem statement without changing the sentence prompt in the form. Insert the evidence of the problem. Any evidence needs to be publicly available (average test scores on district websites, college dropout rates on the Department of Education website, personal communication, etc.). If you have solid evidence in form of data, insert a table with the data for the last 3 years (years are the rows of the table). The table needs to be in APA7. See the following website for more guidance: https://academicguides.waldenu.edu/formandstyle/apa/tablesfiguresLinks to an external site. Understand our Academic Integrity Guidelines, including the appropriate and inappropriate use of AI Tools       Walden University Library. (n.d.-b). Keyword searching: Finding articles on your topic: Connect keywordsLinks to an external site.. Walden Academic Guides. https://academicguides.waldenu.edu/library/keyword/boolean Walden University Capstone Form and Style. (n.d.). Tables and figures: HomeLinks to an external site.. Walden University Academic Guides. https://academicguides.waldenu.edu/formandstyle/apa/tablesfigures Walden University Office of Research and Doctoral Services. (n.d.-b). Doctoral prospectus resourcesLinks to an external site.. https://academicguides.waldenu.edu/research-center/program-documents/prospectus-resources Note: Please refer to the EDD Prospectus Form link on this web page.   OASIS: Academic Skill Center. (n.d.-a). Critical Reading Links to an external site. [Multimedia]. Walden University. https://academicguides.waldenu.edu/academic-skills-center/success-strategies/critical-reading Note: Please review the “Critical Reading for Evaluation” slides which is located toward the middle of the page. Walden University Center for Social Change. (n.d.). Scholars of changeLinks to an external site. [Video].  https://academicguides.waldenu.edu/social-change/scholars-of-change Go to the Walden Center for Social Changed and view videos about Walden’s Scholars of Change. Walden University, LLC. (2016e). Dr. Research: Review of literature [Multimedia]. Walden University Canvas. https://waldenu.instructure.com.Note: The approximate length of this media piece is 2 minutes   Problem statement The problem that will be addressed through this study is that, despite implementing a comprehensive first-year seminar and peer mentoring program, approximately 40% of first-year students at a midsize public university drop out before reaching their sophomore year of college.  

Module Code & Title : SH5008QA –  Advancing the Health of the Population Advancing the Health of the Population (SH5008QA) ASSESSMENT BRIEF For SH5008QA Assignment, you must choose ONE question from the list below: What are the most effective, evidence based public health initiatives (EBPH) to reduce smoking in high-risk populations in [chosen country]? How can a health-in-all-policies (HiAP) approach improve breastfeeding rates among mothers in[chosen country]? What are the most significant social determinants of health (SDH) that are standing in the way of achieving the NHS Long Term Plan childhood obesity reduction targets, and what should be done to improve on these? How can the COM-B model be applied in a health promotion campaign approach to tackling rising rates of chlamydia and gonorrhoea infection amongst young people in the UK? The SH5008QA essay structure is open and creativity is encouraged. Students will collaboratively develop an essay structure for each question, which they will further develop individually and submit to their tutor, on which they will receive formative feedback. Each question is centred around a key theoretical framework or model in public health and this must be explored and applied in the essay.  Some general suggestions on the development and structure of your SH5008QA essay: Introduction Provide necessary key definitions Provide contextual background information relevant to your topic, using relevant public health datasets and policy Provide solutions, answers, and recommendations to your essay questions, applying key theory and literature to explain and justify your thinking Conclusion

Unit 20 Organisational Behaviour Management (R/650/2920) Unit 20 Consumer And Intellectual Property Law Assignment Brief Qualification Pearson BTEC Level 5 Higher Nationals in Business Unit Number 20 Unit Title Organisational Behaviour Management Unit code R/650/2920 Unit level 5 Credit value 15 Aim The aim of this unit is to develop knowledge and understanding of how organisational behaviour concepts, theories and techniques can be applied in work and management settings to enhance individual, team and organisational performance. Students will be able to apply this knowledge in a variety of business situations.  They will appreciate how effective application of organisational behaviour principles can be used to explain why people behave and act in particular ways and to predict how employees will respond to certain demands. The unit also develops student understanding of the influence of culture and of the operation of power and politics in organisations, and how these variables influence the actions and behaviour of people in an organisational context. On successful completion of this unit, students will have developed a range of transferable skills and knowledge. This includes core people management skills  used to achieve positive organisational outcomes and to create value by recognising individual difference, team working and the creation of inclusive organisational cultures. Learning Outcomes By the end of this unit students will be able to: LO1 Reflect on own personality and perceptions to understand how individual difference informs and influences management approaches LO2 Apply content and process theories of motivation to create and maintain an effective workforce LO3 Lead a group team activity for a given business situation to demonstrate effective team leadership skills LO4 Examine how power, politics and culture can be used to influence employee behaviour and accomplish organisational goals. Essential Content LO1 Reflect On Own Personality And Perceptions To Understand How Individual Difference Informs And Influences Management Approaches  Individual difference – personality:  Approaches to the study of human personality. Nomothetic and idiographic perspectives and implications. Debates around measuring and testing human personality. The ‘big five’ dimensions of human personality: extroversion, agreeableness, conscientiousness, emotional stability and openness to experience. Debates around individual personality differences and abilities. The extent that personality dimensions link to job roles and performance,  job attitudes, leadership and team working abilities. Application of personality and other forms of psychometric assessment in selection and promotion decisions, team building and professional development programmes. Emotional intelligence as a related concept of human personality: Developing self-awareness and understanding the value of own impact and emotional intelligence. Importance of developing emotional intelligence: awareness of own thoughts, actions and feelings; ability to sense others’ moods and needs. Managing self and the warning signs of stress e.g. fatigue, anxiety, inability to concentrate. Managing stress e.g. seeking clarity on job/task requirements; prioritising and organising; creating a balanced schedule; asking for help and support from others. Individual difference – perception:  Significance of perception in developing effective personal and work relationships. Factors that influence an individual’s perceptual set e.g. personality, past experiences, expectations, learning. Relationship between perception and behaviour. Perceptual errors and distortions, including stereotyping, unconscious bias and how cultural differences can be misconstrued. The relationship between perception and communication. Verbal and non-verbal communication, selecting information and making judgements. Attribution theory and interpersonal perception. LO2 Apply Content And Process Theories Of Motivation To Create And Maintain An Effective Workforce  Motivational theories:  Main features of key models and their underpinning assumptions of content and process theories of motivation. Content theories, including Alderfer, Herzberg, Maslow, McClelland. Process theories, including Adams, Latham and Locke, Porter and Lawler.  The implications of motivational theory for management and leadership practice in organisations. Differences between intrinsic and extrinsic motivation. The relationship between motivation, job satisfaction and employee commitment and engagement. Modifying employee on-the-job behaviour through reinforcement initiatives. Application of motivation theories:  Characteristics and behaviours of employees who demonstrate low and  high motivation. Implications of motivation theories for the design of work. The job characteristics model of Hackman and Oldham. Implications of motivation theories for the design of reward and benefit packages. The concept of empowerment and empowering people to meet higher-level needs. Human motivation as a complex, dynamic and culture-bound concept,  affected by a range of personal, generational and environmental factors. LO3 Lead A Group Team Activity For A Given Business Situation To Demonstrate Effective Team Leadership Skills  Different types of organisational team:  The importance of work groups and effective team working in contemporary organisations. Types of team e.g. functional and cross-functional, problem-solving, project and self-directed teams. The impact of globalisation and digital technologies on organisational teams, including virtual and cross-cultural teams. Diversity and issues of communication, leadership and insufficient support. Digital tools for communication (e.g. Slack, Skype, Microsoft Teams) and project management (e.g. Trello, Smartsheet). Cloud-based technologies for file-sharing, collaboration and storing information. Team dynamics and teamwork:  Differences between groups and teams. Team development models: the stages of team development and the implications for task achievement and team member relationships development.  Tuckman’s four stages of team development. Belbin’s role typology for creating effective teams and consideration of skills required for resolving team conflict and creating effective team.s The concept of cohesiveness and the role and importance of norms. Issues with cohesive teams e.g. groupthink, suspicion and aggression towards outsiders, resistance to change. Challenges in facilitating cohesiveness in global, virtual and diverse teams. Leading a team: Techniques for effectively chairing meetings both offline and online. Mediation techniques for resolving conflict and resolving disputes. The importance of communicating organisational vision and goals effectively and how this influences teams. Delegating responsibility to individuals on the basis of their expertise, competence, skills, knowledge and development needs. Categorising areas for improvement in team members’ performance outputs and standards. Amending priorities and plans to take account of changing circumstances. Techniques for leading multiple virtual teams. Skills and behaviours for effective leadership e.g. inclusive, agile, professionalism in setting an example, being fair, consistent and impartial.                 LO4 Examine How Power, Politics And Culture Can Be Used To Influence Employee Behaviour And Accomplish Organisational Goals  Influence of power:  Power as a property viewpoint: individual, relationships and

WNI866 Progressing to Higher Education WNI866 Progressing To Higher Education Assignment Brief Diploma title: Access to HE Diploma in Health and Social Care/Health Professionals/Midwifery/Nursing/Education/Social Work/Psychology/Land Based/Public Services Unit Code WNI866 Unit Title Progressing to Higher Education Module Title Study skills Unit level 3 Credit value 3 Assessment method: Written work Learning Outcomes And Assessment Criteria Learning outcomes Assessment criteria The learner will:  The learner can:  Understand potential next steps in education. 1.1 List possible areas of interest in HE and explain and justify your selection. Understand key sources of information relevant to HE application. 2.1 Evaluate key sources of information. Be able to recognise the range and variety of opportunities available in HE. 3.1 Research information for five relevant HE institutions and/or courses. 3.2 Rank the institutions and/or courses, with reasons, in relation to own aspirations and personal circumstances. Understand the importance of workrelated activities to enhance progression to HE. 4.1 Evaluate the importance of voluntary and paid work experience in improving opportunities for progression to HE. Understand the financial implications of further study. 5.1 Explain the costs involved in continued study. 5.2 Discuss the sources of finance available. 5.3 Evaluate the financial feasibility of HE study. Know how to apply for a course. 6.1 Complete appropriate application form. 6.2 Complete a well-expressed, logically structured and informative personal statement.   Task Description Mapping to assignment: To successfully complete this assignment, you must pass all assessment criteria attached. You must respond to all the assessment criteria below, which includes providing evidence to show your understanding of the UCAS process and a copy of your personal statement. The maximum word count for this assignment is 1,250 words. The minimum word count for this assignment is 750 words. Task 1: What would you like to study at university, and why? List the university course(s) that you would like to study at university and explain why this/these would be for you.     1.1 Task 2: Sources of information Look at the sources you have identified that have helped you find information about your chosen university course(s). Evaluate why these sources you have used are relevant and reliable.     2.1 Task 3: Ranking your choices with reason Complete the research table given to you, which requires you to research and list five university or course choices. You must rank your chosen university/course choices in order of preference. Then, provide reasons, thinking about your own aspirations and personal circumstances, as to why you have chosen these universities/courses.     3.1 3.2 Task 4: Voluntary and paid work experience Evaluate why voluntary and paid work experience is important in improving opportunities when considering your progression into university and higher education.     4.1 Task 5: The financial costs involved in HE Complete the table given to you and explain the financial costs involved in applying for and attending university. Please ensure you complete the table fully, including showing an understanding of the repayment threshold.     5.1 Task 6: Sources of financial aid Continue completing the table shared in Task 5/AC 5.1 and discuss the sources of where finance can be found to help you attend university or continue with further study.     5.2 Task 7: The financial feasibility of HE Complete the table given to you and evaluate the financial feasibility of HE study for learners in general, as well as for yourself. This means reflecting on the costs involved and evaluating whether it is financially feasible for most people to attend university, as well as for yourself, taking into account your current circumstances.     5.3 Task 8: Completing your UCAS application Complete the UCAS application following the guidance given to you. If you are not intending to go to university, you must still complete the application (just don’t click submit at the end). Once you have completed the application, you are to add a screenshot as evidence.     6.1 Task 9: Completing your personal statement Complete your personal statement following the guidance given and submit a copy. Please note that the word count for AC 6.2 is not included in the above guidance, but you must follow UCAS guidelines and the character count. The character count for this task is a minimum of 3,800 and a maximum of 4,000 characters.     6.2 Note Additional guidance: Please ensure you only upload one file to eAssessor Pro. This should be the signed and completed Assignment Brief, along with all of the tasks completed below. If you submit multiple documents, the unit will be returned to you unmarked. It is your responsibility to upload the work through eAssessor Pro; failure to submit may result in the work not being marked. Pl NOTE: extensions for mitigating circumstances must be submitted to the course leader before the submission date.

OTHM Level 4 Diploma in Law (610/1969/0) Unit Reference Number R/650/4965 Unit Title An Introduction to the English Legal System Unit Level 4 Number of Credits 20 Total Qualification Time (TQT) 200 hours Guided Learning Hours (GLH) 100 hours Mandatory / Optional Mandatory Sector Subject Area (SSA) 15.5 Law and legal services Unit Grading Type Pass / Fail Unit Aims The focus of this unit is the people and procedures involved in the operation of the English legal system. This unit aims to inform learners about the functions, structure and purpose of the civil and criminal Courts, along with understanding of the personnel involved in the administration of justice. Learners will gain knowledge of how laws are created and influences on the development of law. The unit will also provide learners with information on various methods of alternative dispute resolution. Learning Outcomes, Assessment Criteria and Indicative Content Learning Outcomes – The learner will: Assessment Criteria – The learner can: Indicative content 1. Understand how laws are created in England and Wales. 1.1 Explain the court hierarchy. 1.2 Describe the nature and purpose of criminal and civil courts. 1.3 Describe how case law is created and developed. 1.4 Explain how legislation is created and developed. ● Comparison between criminal and civil law● The nature of law and morality● The court hierarchy in England and Wales● Overview of Civil and Criminal court structures, including appeal courts● The role of criminal courts, including powers and aims● The role of civil courts, including powers and aims● The Doctrine of Judicial Precedent, ratio decidendi, obita dictum, avoidance of judicial precedent, including by ‘distinguishing’. Persuasive precedent.● The process of creation legislation, including green papers, white papers, readings to royal assent, influences on development of legislation,  the concept of Parliamentary Sovereignty/ Supremacy.● Codification of laws, repeals and consolidation of law.● The role of delegated legislation, including types of delegation, the purpose of delegation and its limitations● Statutory interpretation and the various judicial approaches to interpretation, including the literal approach, golden rule, mischief rule and purposive approach. The relationship between parliamentary supremacy and the approaches to statutory interpretation.● The role of the Law Commission in the development of laws 2. Understand the role of the legal profession. 2.1 Identify the judges that sit in each court within the hierarchy. 2.2 Explain the difference between the role of a solicitor and a barrister within the English legal system. 2.3 Describe the ethical responsibilities of the legal profession. 2.4 Analyse the role of the jury system. ● How judges are appointed to each of the courts within the hierarchy, including the role and appointment of magistrates● The education and training requirements of a solicitor and a barrister● The different purpose and skills of a solicitor and a barrister , a solicitors rights of audience, the role of Queens Counsel● Legal ethics of a solicitor and a barrister, the ‘cab rank’ rule● The jury system, including the process of jury selection, and the perceived benefits and detriments of this system 3. Understand the role of alternative dispute resolution. 3.1 Explain the perceived difficulties in accessing civil justice. 3.2 Evaluate the role of Alternative Dispute Resolution in civil disputes. 3.3 Analyse the role of restorative justice in the criminal courts. ● Access to justice, legal fees and legal aid, public and private funding● The perceived difficulties of civil litigation, including costs, time, and lack of lay person involvement The role of Alternative Dispute Resolution in addressing the perceived deficiencies in court resolution● The role of meditation, arbitration, and tribunals.● The potential problems with Alternative Dispute Resolution, including lack of understanding, imbalance of powers, non binding agreements, and a lack of legal protection● The purpose of restorative justice in the criminal justice system● The benefits and difficulties of restorative justice, including low participation and party protection Assessment To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria. Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length) All 1 to 3 All ACs under LO1 to LO3 Coursework 3000 words Indicative Reading List English Legal System, 22nd Edition by Emily Allbon; Sanmeet Kaur Dua, Published by Pearson The English Legal System, 20th Edition, by Slapper and Kelly, Published by Routledge The English Legal System, 9th edition by Alisdair Gillespie; Siobhan Weare, Published by OUP Oxford

SH5008QA Advancing the Health of the Population Assessment Brief 2026 | LMU  Advancing the Health of the Population (SH5008QA) ASSESSMENT BRIEF For SH5008QA Assignment, you must choose ONE question from the list below: What are the most effective, evidence based public health initiatives (EBPH) to reduce smoking in high-risk populations in [chosen country]? How can a health-in-all-policies (HiAP) approach improve breastfeeding rates among mothers in[chosen country]? What are the most significant social determinants of health (SDH) that are standing in the way of achieving the NHS Long Term Plan childhood obesity reduction targets, and what should be done to improve on these? How can the COM-B model be applied in a health promotion campaign approach to tackling rising rates of chlamydia and gonorrhoea infection amongst young people in the UK? The SH5008QA essay structure is open and creativity is encouraged. Students will collaboratively develop an essay structure for each question, which they will further develop individually and submit to their tutor, on which they will receive formative feedback. Each question is centred around a key theoretical framework or model in public health and this must be explored and applied in the essay.  Some general suggestions on the development and structure of your SH5008QA essay: Introduction Provide necessary key definitions Provide contextual background information relevant to your topic, using relevant public health datasets and policy Provide solutions, answers, and recommendations to your essay questions, applying key theory and literature to explain and justify your thinking Conclusion

SH5009QA Ethical Research in Professional Contexts Essay Assignment Brief 2026 | LMU SH5009 Ethical Research in Professional Contexts Assignment Part 1: SH5009QA Essay – (3000 words, LO 1,2, 3) Outline the key perspectives, principles and approaches to ethics and apply the processes of ethical decision making Identify and critically explore the ethical and moral aspects of specific practices in diverse professional contexts, including professional codes of ethics Engage in ethical reasoning and debate, with due regard for cultural differences and contexts GUIDE ON HOW TO WRITE THE SH5009QA ESSAY Section Guidance Section 1: Introduction   Choose 2 case studies and briefly summarise them using your own words Case study 1 (150 words) Case study 2 (150 words) Identify the ethical issue(s) and the Ethical dilemma in the issues (compare and contrast the differences  or potential conflict(s) & points of agreement in the ethical issues as identified in case 1 vs. in case 2 – (150 words) Section 2: (Role of Ethical principles, Professional ethics & Codes of conduct and Legislation and Policy in choice of solution) Case study 1 (650 words) Case study 2 (650 words) Consider how far relevant codes of professional conduct and law, and Ethical principles, as applied to the dilemma, help with arriving at a moral solution? Compare & contrast 1.       How far would utilitarian thinking OR deontological thinking inform the professional response to each case study? Compare & contrast 2.       How far would ideas of social justice inform professional responses to each case? Compare & contrast 3.       How far would the principle of human rights help professionals to understand possible responses to each case study? Compare & contrast 4.       How far would UK mental capacity legislation and policy help inform the professional response to each case study? Compare & contrast Section 3: (Role of Personal & professional values in choice of solution) Case study 1 (500 words) Case study 2 (500 words) Identify the different people involved, describe how each one might view the dilemma, and explain why you think they take this position. Different people might include patients, users, carers, the general public, pressure groups, front-line professional workers, assistants, service managers; Consider how far can virtue/care/narrative ethics inform the professional response to each case study? Compare and contrast any differences to the extent how virtue might play a role in decision making in the 2 case studies. Consider how cultural differences, gender, ethnicity, religion, age, sexuality, disability, and/or other differences you think are relevant, might influence how people respond to the dilemmas in each case study, compare and contrast.. Section 4: (Discussion & Conclusion) – 350 words Cconsidering both Case 1 and 2 together, Taking into account the Consequentialist framework, the Duty framework and the Virtue framework, decide What conclusions can be made?  What use are these ideas from philosophy, in decision making in health and social care practice? Are these considerations necessary at all in shaping everyday responses and choices to ethical dilemmas encountered in healthcare? How far would conservatism, our attention and complex dependence on histories and particular local circumstances; the Handing Down Lens, where is presumed that we can’t reinvent or master the world, and are instead responsible for conserving and maintaining the small part of it over which we currently have stewardship, and for passing it on undamaged to our descendants, influence in decision making in the above cases? Reflect on the case study and decision. What could be intended and unintended consequences of the decision you have recommended? Would you change anything based on these consequences? What recommendations would you make to Yourself or any healthcare colleague faced with similar case as in this scenario on the course of action and decision they should make