Advocacy for pro enthanasia

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How can you analyze the policy and power advocacy for pro euthanasia 

Advocacy for Agricultural Education in Primary and Secondary Academic Curriculums

Background (Student A)

Advocacy Issue (Student A)

Analyse Policy & Power (Student B)

Goals & Objectives (Student C)

Strengths & Challenges (Student A)

Anticipated Allies & Opponents (Student B)

Strategy Development/Implementation (Student C)

Monitoring/Evaluation (ALL)

HCA 420- Administrative Law and Ethics in Health Care (Fall 2021)

September 9, 2021

BACKGROUND

Agriculture education programs not only teach students how to be farmers. This education

approach also prepares future scientists, nutritionists, teachers and so much more. A

combination of classroom instruction and applied agriculture experiences outside of the

classroom build the foundation for educated consumers and agriculturists (Ammirato,

2019). Agriculture education is important in public schools because students learn ways to

efficiently feed a burgeoning population and gain a better understanding of food production

and distribution (Kirby & Olinger, 2019).

ADVOCACY ISSUE

To convince key stakeholders that agricultural education is an integral part of core content

curriculum through the application of classroom content through experiential learning. Also,

to successfully stress how essential this curriculum is to the development of 21st century

skills for students. To assist with successfully achieving this vital task, our advocacy team

has adopted the advocacy strategy framework outlined in Figure 1.

Figure 1: The Advocacy Cycle: a framework for planning an advocacy strategy.

Advocacy Plan for Social Change (2016). Study Moose.com

ANALYSE POLICY & POWER

The best way to analyze policy and power influencing the school system is to identify key

stakeholders. To increase the desired implementation efforts of agriculture education programs in

our state-wide school system, Table 1 will be the approach taken by our advocacy team.

Table 1: Identify and Assess Key Stakeholders

Who are the primary

and secondary

audiences?

Who influences these groups? Determine what they

know

Determine how they

receive their

information

Primary Audience

✓ School board

members

✓ Site based

council

Secondary Audience

✓ School

administration

✓ Community

groups

including

Farm Bureau,

Fair Board

✓ Elected leaders

in the

community

✓ State

legislature

✓ Media

✓ School board parents

✓ Teachers

✓ Local community

leaders/farmers on the

Farm Bureau board/

engaged in the Farm

Bureau or Fair Board

activities

✓ The local Farm Bureau

and Fair Board that

influences state

legislators (i.e.,

champions in

legislation)

✓ Media

(educate/communicate

advocacy message to

targeted audience)

✓ Review past

School Board

meeting

minutes

✓ Review past

election

materials for

agricultural

education and

21st century

skills

✓ Read

newspaper

coverage of

Board

meetings

✓ Interview

board

members (i.e.,

perceptions of

agricultural

education

✓ Interviews

(new

audiences

may be

added.

✓ E-mail or

regular mail

GOALS & OBJECTIVES

Goal: Successfully convince key stakeholders that agricultural education is an integral part of

core content curriculum through the application of classroom content through experiential

learning.

Objectives:

✓ Send each board member a copy of our school agricultural curricula maps and example

lesson plans with specific content areas incorporated and highlighted before the first

scheduled board meeting this school year.

✓ Publish an article in the local newspaper featuring the impact that agricultural education

can make on a student’s success with incorporated student testimonies and research

findings within two weeks following the first board meeting.

✓ Invite the school board to attend a regular agricultural education classroom with a goal

of at least 50% attendance rate by mid academic school year.

✓ Invite the school board to attend the local supervised agricultural experience program

(SAEP) showcase with a goal of at least 50% attendance rate by mid academic school

year.

STRENGTHS & CHALLENGES

Figure 2 outlines the strengths, weaknesses, opportunities, and threats of the suggested

implementation. Our advocacy team plans to utilize our strengths and opportunities to the

maximum extent while identifying effective ways to minimize our weaknesses and threats.

Figure 2: SWOT Analysis: Agriculture Education Program Implementation

•Threats•Opportunities

•Weaknesses•Strengths

Supportive
parents

Resources

Current
legislation

Local
community

leaders

ANTICIPATED ALLIES & OPPONENTS

Table 2 highlights potential supporters and challengers of this initiative. These predictions

should help our advocacy team anticipate and better prepare for future obstacles and plans of

actions.

Table 2: Potential Supporters and Challengers- Agricultural Education Initiative

Supporters Challengers

✓ Parents and Teachers

✓ School board members

✓ Site based council

✓ School administration

✓ Local community leaders/farmers

✓ Community groups

✓ Elected leaders in the community

✓ Media

✓ State legislature

✓ Conglomerate businesses/Large corporations

✓ Anti- advocacy groups

STRATEGY DEVELOPMENT/IMPLEMENTATION

Strategy #1: Develop effective message focal points.

Objectives:

✓ Emphasize agricultural education is an integral part of core content curriculum and

enhances the development of student learning.

✓ Highlight agricultural education creates effective citizens and promotes hard work ethic.

✓ Promote agriculture is essential to society and is directly linked to each part of our

everyday life.

Strategy #2: Create/identify communication materials and promotion activities.

Objectives:

✓ Submit an article to the local newspaper including photographs of the students in the

regular agricultural education classroom or program showcase.

✓ Deliver an invitation to local school board members, legislators, and community officials

to attend an agricultural education class.

✓ Deliver an invitation to local school board members to attend a supervised agricultural

experience showcase with the students in the local agricultural program.

MONITORING/EVALUATION

Approach #1: Send each board member a copy of school agricultural curricula maps and

examples of lesson plans with specific content areas incorporated and highlighted at least one

month before the first board meeting.

Evaluation Question # 1: Were these school curricula maps sent to the school board

members?

Evaluation Question # 2: Were these sent to the school board members at least one month

before the first board meeting?

Approach #2: Publish an article in the local newspaper featuring the impact that agricultural

education can make on a student’s success with incorporated student testimonies and research

findings within two weeks following the first board meeting.

Evaluation Question #1: Was an article published in the local newspaper within two

weeks following the first board meeting?

Evaluation Question #2: Is the newspaper article archived if printed?

Evaluation Question #3: Was there any feedback on the article presented in the

newspaper?

Approach # 3: Invite the school board to attend a regular agricultural education classroom with a

goal of at least 50% attendance rate by mid academic school year.

Evaluation Question #1: Were invitations sent to the board members in a timely manner?

Evaluation Question #2: Did school board members respond with interest to the

classroom visit invitations?

Evaluation Question #3: How many school board members attended the course?

Approach # 4: Invite the school board to attend the local supervised agricultural experience

program showcase with a goal of at least 50% attendance rate by mid academic school year.

Evaluation Question #1: Were invitations sent to the board members in a timely manner?

Evaluation Question #2: Did school board members respond with interest to the SAEP

invitations?

Evaluation Question #3: How many school board members attended the SAEP

showcase?

References

Advocacy Plan for Social Change. (2016, October 9). Retrieved from

https://studymoose.com/advocacy-plan-for-social-change-essay

Ammirato, S. (2019, March 7). Why is agriculture education important? University of

Connecticut. https://collegeambassadors.uconn.edu/2019/03/07/why-is-agriculture-education-

important/#

Kirby, T. & Olinger, G. (2019, February 7). Community agriculture alliance: The importance of

agricultural education. Steamboat Pilot & Today.

https://www.steamboatpilot.com/news/community-agriculture-alliance-the-importance-of-

agricultural-

education/#:~:text=Agriculture%20education%20is%20important%20in,of%20food%20producti

on%20and%20distribution.&text=These%20learning%20targets%20are%20known,of%20which

%20provide%20career%20opportunities.

Orr, B. (2013). Conducting a SWOT analysis for program improvement. US-China Education

Review A, 3(6), 381-384. ISSN 2161-623X

The International Save the Children Alliance. (2007). Advocacy matters: Helping children

change their world. https://oxfordmedicine.com/oxford/fullsizeimage?imageUri

Advocacy for Pro Enthanasia

Background (Ambresis Mack)

Advocacy Issue (Ambresis Mack)

Analyse Policy & Power (Kadejia Jackson)

Goals & Objectives (Daneva Arana)

Strengths & Challenges (Emily West)

Anticipated Allies & Opponents (Emily West)

Strategy Development/Implementation (Kadejia Jackson)

Monitoring/Evaluation (Valerie Gates)

HCA 420 – Administrative Law Ethics in Health Care (Fall 2021)

October 7, 2021


BACKGROUND

The connotation of the word euthanasia has changed with time depending on who is attempting to define it. Euthanasia originated from the Greek word euthanatos, meaning “good death” or “easy death,” and was accepted in situations in which people had what were considered to be incurable diseases. Euthanasia is defined broadly as “the mercy killing of the hopelessly ill, injured, or incapacitated. (Pozgar, 2019, p. 472) 


EUTHANASIA ISSUE

To convince society, families, and health care professionals that euthanasia is an appropriate route when one’s hope of life is unable to beat all odds. In doing so, you must point out positive emotional facts to grasp their understanding. We must achieve this goal in hopes of solving all confusion and conflict surrounding the idea to purposely end life by providing an advocacy strategy framework that outlines its pros by addressing the most common issues: If lawful, right to die, civil wrong, criminal offense, or consent. 


ANALYSE POLICY AND POWER


GOALS AND OBJECTIVES

Goal: To persuade families, friends, and society that euthanasia is a great route when a loved one is suffering beyond imagination. Unfortunately every person does not get the luxury of enjoying life or being able to get over an incurable disease that on one may have.In these situations, euthanasia can be an option.

Objectives:

· Outline the strengths that euthansia can have and how minimizing suffering for the patient can be of benefit for them and the family.

· Detailing how euthanasia is of safe medical practice and is not looked at in a way of harming the patient.

· Explaining different way in which euthanasia is being promoted through various organizations even to the point where they are trying to legalize it in more states.

· Explaining why euthanasia should be looked at in a more positive light, especially when it could prevent a patient from suffering more than what they already are.


STRENGTHS AND CHALLENGES

The euthanasia advocacy plan has its strengths. Through this process, the patient can terminate their pain and suffering. Most people seeking euthanasia have a terminal illness that pushes them to seek euthanasia. Such terminal diseases such as cancer are associated with a lot of pain and reduction in quality of life. The treatment offered in most of such cases is just palliative care which does not eliminate the illness. Offering such patients euthanasia will cut such suffering and pain, which even the medications they receive do not provide. The patient will have a chance of dying with their dignity. Such illnesses are associated with deprived dignity since most of these patients must be assisted with every aspect of their lives. Offering them euthanasia gives such individuals a chance to have a dignified death without loss of their mental and physical capacities.

In the euthanasia advocacy plan, various challenges may be encountered. The existing laws which make it illegal for one to end someone else life may make it difficult for individuals to exercise it. People may also take advantage of euthanasia to further their scrupulous intentions. People may end an individual’s life without their (patients) autonomous decision and claim afterward that that’s what the patient wanted. Organ harvesters may use such loopholes with the aim of benefiting financially from the death of such individuals (School of the Medicine University of Missouri (n.d.). The advocacy plan will also receive huge rebellion from the religious organization who believe that only the superior being gives and takes life thus, fellow human beings have no moral obligations in exercising such duties (Din, 2016). Enforcing the various outlined requirement for one to qualify for euthanasia will be challenging for many governments, thus creating loopholes for people with malicious intentions such as organ harvesters. Below is a table summarizing the strength and challenges together with a pie chart illustrating various contributors pushing people to seek euthanasia.

Strengths

Challenges

· The process will relive the patients suffering and pain.

· Legal issues which make the process illegal in many countries.

· The process will accord the patient a dignified death.

· Difficulty in regulating the process from people with malicious intentions.

· Euthanasia saves on finances

· Rejection of the plan by the religious organizations.

· Euthanasia allows one to plan for their death.

· It offers a chance for organ harvesting


ANTICIPATED ALLIES AND OPPONENTS

The following table show the anticipated allies and opportunities of euthanasia.

Allies

Opportunities

1. Physicians

· Aesthetics

2. Patients/ individuals in pain

· Research considerations

3. Humanitarian organizations

· Terminal illness

4. Patients’ rights council

In lobbying for the euthanasia advocacy plan, various allies are expected. Majorly this will stem from individuals involved in the care of such patients who see the suffering they go through daily. Physicians, for example, will advocate for such a reform to allow such patients who nothing can be done to ease their suffering to terminate their lives in a dignified manner (School of the Medicine University of Missouri (n.d.). The patients/individuals suffering and in pain will also form allies to such a motion as it will enable them to end their misery. Humanitarian organizations may also include allies to the legalization of euthanasia.

The growing awareness globally of the various suffering people such as cancer patients undergo and increased knowledge on euthanasia may increase the tolerance of the public, and the government is considering the legalization of the process. There is also developed law abidance monitoring authority and technology use that may make the process easy to monitor. The growth in science and technology has also continually developed even more palatable ways of carrying out euthanasia.


STRATEGY DEVELOPMENT/IMPLEMENTATION


MONITORING/EVALUATION

Approach #1: Before the patient becomes too ill and no longer has the mental capacity to decide their fate, informational pamphlets can be provided to the patient and his/her family about the pain that the patient could be experiencing. The pamphlet will also highlight different options for euthanasia treatment and care that could make the process less painful for the patient.

Evaluation Question # 1: How soon were the informational pamphlets provided to the families and patient?

Evaluation Question # 2: Did the family and patient understand the benefits of euthanasia
and how it could make the process less painful for them?

Approach #2: Allow multiple religious organizations to visit the hospital to pray for the ill patients and allow those organizations to see the pain that the patients are experiencing without euthanasia being given as treatment.

Evaluation Question # 1: Were these organizations able to witness the pain before treatment was administered?

Evaluation Question # 2: Did the religious organizations see how the pain was alleviated once the euthanasia was administered?

Evaluation Question # 3: Were there different religious organizations in attendance at the hospital?

Approach #3: Explain to the families and patient about “voluntary euthanasia” (Pogzar, 2019, p. 474). The patient has control over their life with euthanasia and that it cannot be administered by a physician unless the patient authorizes it. Making the final process easier to handle on the family knowing that their loved one was able to decide on whether or not they would prefer to have the euthanasia.

Evaluation Question # 1: Are any of the family members a Power of Attorney for the patient?

Evaluation Question # 2: Were the family members more understanding once learning the patient can determine their own end of life decision?

References

Pozgar, G. D. (2018). Legal Aspects of Health Care Administration (13th ed.). Jones & Bartlett Learning.

Dugdale, L. S., Lerner, B. H., & Callahan, D. (2019, December 20). Pros and cons of physician aid in dying. The Yale journal of biology and medicine. Retrieved October 7, 2021, from 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6913818/

_1695050704.xls

Chart1

Neoplasm
Accidents
Infections
Age
Sales
Reasons for seeking euthinasia
8.2
3.2
1.4
1.2

Sheet1

Reason Sales
Neoplasm 8.2
Accidents 3.2
Infections 1.4
Age 1.2
Other medical conditios
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