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Critical Thinking Assignment: Annotated Outline (95 Points)
Submit an annotated outline of the research project that will comprise your Portfolio Project.
An annotated outline is one that provides in-text citations of sources for each of your main topics (main points were mapped out in the Module 2 Critical Thinking Assignment) and a complete Reference list at the end, all formatted in APA Style.
Make sure your outline fully supports all requirements of the Portfolio Project assignment, which can be accessed in the Module 8 folder. Note that while this Critical Thinking assignment requires that you cite at last one source for each main topic and a minimum of eight sources total, you are not required to include all sources that will be provided with the final version of your Portfolio Project. In other words, you may add more sources to your work prior to the final delivery of the Portfolio Project at the end of Week 8.
Requirements:
Your annotated outline should include at least eight credible sources. The CSU-Global Library is an excellent place to search for credible, scholarly sources.
Provide a summary, a paraphrase, and a direct quotation for each of your sources.
Your Annotated Outline should be 2-3 pages in length not counting the title and reference pages, which you must include.Guidelines and Outline Template for the Research Portfolio
The paper should be six to eight pages in length (double-spaced), plus a reference page, and should use a minimum of eight credible sources. Be sure to follow the CSU-Global APA documentation style.
For your topic, identify a local or global social problem that can be proven to exist and has potential to be solved.
At the top of your outline, include an open-ended research question that asks how the problem can be solved.
Example/research question: What would it take to reduce obesity in the United States/Ohio? The research question should be followed by a thesis, which answers the research question by
stating a problem, cause, and solution. The thesis can be two sentences long if necessary.
Example/thesis: [Problem] Obesity across the U.S. is on the rise [Cause] partly because of the amount of trans fats contained in restaurant food. [Solution] One solution would be to regulate the amount of trans fats restaurants are permitted to include in the food they serve and to require restaurants to clearly indicate the level of trans fats contained within each menu item.
NOTE: The sample topic above cannot be used for your project. Topics that should be avoided are those currently being widely debated among media sources. Some topics to avoid include abortion, sex trafficking, gun control, and immigration among others.
Each major heading below should be included on your own sentence outline and in your final paper. Use the boldface language for your own outline headings, adapted to fit your topic.
Answer
Suicide: Annotated Bibliography
How can we reduce the rates of suicide? The issue of suicide is a global social problem that affects all age groups. Teenage, parental and assisted suicides have recorded huge growth rates in recent times. This has been caused by increasing stressing factors, inability to cope and legislation in the case of assisted suicide. The solution is to study the factors that cause suicide and effectively manage these risks at the community level.
Quffa, A. and Voinea, D.V. (2013). Assisted Suicide-between the Right to Life, the Obligation to Live and Social Acceptance. Contemporary Readings in Law and Social Justice, 5( 2) 261.
This article begins with a fundamental comparison on human rights. It poses the question: if human beings have the right to live, do they also have the right to die? This lays the foundation for the analysis and subsequent differentiation between euthanasia and assisted suicide. The health sector is riddled with debate on the assisted suicide and legalization of euthanasia. A few countries such as Switzerland and the Netherlands have already legalized this practice. The piece goes ahead to concentrate on assisted euthanasia whereby a patient administers lethal drugs or injections to end their lives as prescribed by a doctor.
Berman, A. (2009). School-Based Suicide Prevention: Research Advances and Practice Implications. School Psychology Review, 38 (2) 153-167.
This article begins by making reference to a panel chaired by Sigmund Freud to discuss the observed and increasing rates of suicide among students. Youth suicide increased significantly between 1950s and 1960s, after which it declined. The main aim of this piece is to redirect suicide prevention education from those who are actively in school to those who have dropped out. School dropouts are prone to suicide factors such as crime, hopelessness, loneliness and financial problems. In respect to this, more efforts should be directed to school dropouts who are more likely to contemplate and attempt taking their lives.
Anglin, D., Kamieka, G. and Kaslow, N (2005). Suicide Acceptability and Religious Well-Being: A Comparative Analysis in African American Suicide Attempters and Non-Attempters. Journal of Psychology and Theology, 33 (2) 140.
This article analyzes a study that indicates suicide acceptability was negatively correlated with religious wellbeing for attempters and non-attempters alike. African Americans attempting suicide demonstrated higher suicide acceptability levels and low religious wellbeing levels than non-attempters. This study holds great importance for cultural/community health and mental programs aimed at reducing suicide.
Dixon, N. (1998). On the Difference between Physician-Assisted Suicide and Active Euthanasia. The Hastings Center Report, 28 (5) 25-29.
This piece seeks to draw similarity between physician-assisted suicide and euthanasia. According to this source, most supporters of assisted suicide defend it through justification. In essence, both procedures are similar and bear equal consequences. This paper systematically analyzes the common argument that presents euthanasia as morally more problematic than assisted suicide. The case of The Netherlands is used to draw information on the moral and social factors of legalized assisted suicide.
Cerel, J, Bolin, M. and Moore, M. (2013). Suicide Exposure, Awarenes and Attitudes in College Students. Advances in Mental Health, 12 (1) 46-53.
This piece reveals shocking statistics on suicide in the US. With an estimated 38,000 suicide deaths a year, it is the third leading cause of mortality for Americans aged 15-24. This study goes on to reveal the large number of college students who contemplated suicide for reasons such as stress, family problems, relationship concerns, school and financial constraints. Finally, this article analyzes the impact of attempted suicide on suicide survivors both at home and in school.
Rezaeian, M. (2012). Suicide Clusters: Introducing a Novel Type of Categorization. Violence and Victims, 27 (1)125-132.
This piece concentrates on defining suicide statistics and studies. Normally, a suicide cluster is identified as a group of suicides and suicide attempts occurring close in location and duration. The aim of this article is to identify patterns of suicide clusters and the different variations offset by setting and social factors.
Schofield, M and Ratnarajah, D. (2007). Parental Suicide and its Aftermath: A Review. Journal of Family Studies, 13 (1) 78-93.
This article draws attention on the small group of parents’ suicides and how their children adjust to this. Even though the numbers are limited, there is a substantial amount of statistics that allows for quantitative and qualitative analysis of grief and adjustment for these suicide survivors. According to the authors, children adjustment \varies depending on age, personality, social structure and family support. This article focuses on the case of Australia, and suggests that the needs of these children are substantially misunderstood.
Nanoo, S. and Anju, M. (2013). Psychological Stressors and Patterns of Coping in Adolescent Suicide Attempters. Indian Journal of Psychological Medicine, 35 (1) 39-46.
This study investigates physiosocial and coping patterns in relation to adolescent suicide. It uses one hundred suicide subjects with an equal number of control subjects. Recent life events and coping strategies such as confronting, distancing and escape avoidance were linked to suicide. In conclusion, the study states that teaching adolescents coping mechanisms is a crucial way to prevent multiple suicide attempts.
References
Anglin, D., Kamieka, G. & Kaslow, N (2005). Suicide Acceptability and Religious Well-Being: A Comparative Analysis in African American Suicide Attempters and Non-Attempters. Journal of Psychology and Theology, 33(2) 140
Berman, A. (2009). School-Based Suicide Prevention: Research Advances and Practice Implications. School Psychology Review, 38(2) 153-167.
Cerel, J, Bolin, M. and Moore, M. (2013). Suicide Exposure, Awarenes and Attitudes in College Students. Advances in Mental Health, 12(1) 46-53
Dixon, N. (1998). On the Difference between Physician-Assisted Suicide and Active Euthanasia. The Hastings Center Report, 28(5) 25-29
Nanoo, S. & Anju, M. (2013). Psychological Stressors and Patterns of Coping in Adolescent Suicide Attempters. Indian Journal of Psychological Medicine, 35(1) 39-46
Quffa, A. & Voinea, D.V. (2013). Assisted Suicide-between the Right to Life, the Obligation to Live and Social Acceptance. Contemporary Readings in Law and Social Justice, 5(2) 261.
Rezaeian, M. (2012). Suicide Clusters: Introducing a Novel Type of Categorization. Violence and Victims, 27(1)125-132
Schofield, M. & Ratnarajah, D. (2007). Parental Suicide and its Aftermath:A Review. Journal of Family Studies, 13(1) 78-93
