Language and Linguistics Essentials

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Language and Linguistics Essentials

(Language and Linguistics Essentials)

Question 1

Which of the following is/are generally agreed upon as necessary criteria/criterion for claiming that a communication system is a language?

A. regularity

B. productivity

C. referentiality

D. interpersonal

E. both regularity and productivity

Question 2

The study of the ways in which sounds can be combined in any given language is called:

A. phonology
B. morphology
C. syntax
D. grammar
E. pragmatics

Question 3

The branch of linguistics devoted to the study of meaning:

A. phonetics
B. semantics
C. morphology
D. pragmatics
E. syntax

Question 4(Language and Linguistics Essentials)

Which of the following is NOT a kind of syntactic rule proposed by Chomsky?

A. lexical insertion rule
B. phrase structure rule
C. illegal contraction rule
D. rewrite rule
E. transformational rule

Question 5

According to the study of semantics, understanding the meaning of a sentence requires which of the following conditions?

A. understanding of the meaning of each word in the sentence
B. understanding of the syntax of the sentence
C. understanding of the truth conditions of the sentence
D. understanding of the syntax and the truth conditions of the sentence
E. understanding of the meaning of the words, the syntax of the sentence, and the truth
conditions of the sentence

Question 6

“George is not tall enough to ride the roller coaster.” “George is too short to ride the roller coaster.” These sentences are related through:

A. ambiguity
B. entailment
C. synonymy
D. anomaly
E. self-contradictio

Question 7(Language and Linguistics Essentials)

According to Miller, a fundamental problem of speech perception is:

A. speech is continuous rather than discrete
B. perception of speech is noncategorical
C. we pay attention to certain acoustic properties of speech but ignore others
D. hearing is a less accurate sense than vision
E. missing phonemes can render words incomprehensible

Question 8

Warren and Warren showed that when presented with a sentence where a sound was replaced by a cough (represented by * here), such as “It was found that the *eel was on the axle,”

A. people could not interpret the sentence
B. people said that they understood the word to be wheel, but they were aware that they did not
actually hear the w sound
C. people said that they heard the entire word wheel without being aware of anything odd in the
sentence
D. people erroneously heard the word meal at first, but then realized by the end of the sentence
that the word must be wheel.
E. people erroneously heard the word heel and were confused when they heard the end of the
sentence.

Question 9

Studies of context and speech perception have shown all of the following phenomena EXCEPT:

A. Subjects use context to mentally restore missing phonemes
B. Subjects use context to understand mispronounced words
C. Subjects use visual context to discriminate similar phonemes such as ba and da when the
physical sound is ambiguous
D. Subjects notice a discrepancy when they hear the sound ba pronounced but the visual cue is
consistent with a different phoneme (da)
E. Listeners are often unaware of their use of context in perceiving speech

Question 10(Language and Linguistics Essentials)

Studies of speech errors suggest that:

A. native speakers of a language rarely make speech errors
B. most speech errors are caused by fatigue
C. word substitutions typically show both meaning and form relations
D. choosing a words meaning and a words form appear to be separate processes that operate at different times in speech production
E. most speech errors show both meaning and form relations, and are caused by fatigue

Question 11

Studies of sentence comprehension have shown all of the following EXCEPT:

A. Exact wording of a clause is preserved in memory while that clause is actively being processed
B. After a sentence has been processed, exact wording is discarded and only the general meaning is preserved in
memory
C. We typically do not consciously notice ambiguities in sentences
D. We do not process exact wording in memory; we only process meaning
E. Both meanings of an ambiguous word can prime performance in a lexical decision task, even when the ambiguous
word is presented in a context that makes its meaning clear

Question 12

“I’m going to meet him at the bank.” At the First National Bank, or at the river bank? This type of ambiguity is referred to as:

Im going to meet him at the bank. At the First National Bank, or at the river bank? This type of ambiguity is referred to as:
A. phonetic
B. grammatical
C. lexical
D. syntactic
E. anomalous

Question 13

Swinney’s research suggests that when we encounter a lexically ambiguous word,

A. we process only the most common meaning
B. we process the meaning that is primed by the context
C. we first process the most common meaning, and then (if necessary) the one that fits the context
D. we process both meanings
E. we process both meanings at first, then suppress the inappropriate meaning

Question 14(Language and Linguistics Essentials)

Which of the following does NOT make a passage of text easier to comprehend, according to research?

A. avoidance of syntactically anomalous words
B. less propositional complexity
C. a match between antecedent information and the given information
D. providing a relevant context after the passage has been read
E. all of these methods will aid a reader in comprehending a text passage
Question 15

Question 15

The average eye fixation lasts about:

A. 20 milliseconds
B. 100 milliseconds
C. 250 milliseconds
D. 1 second
E. 2 seconds

Question 16

Kintsch and Keenan found that we spend more time reading sentences that have:

A. more words
B. more function words
C. more content words
D. more propositions

Question 17

Which of the following is NOT true of story grammars?

A. They have variables that are filled in differently for different stories
B. They help identify units of a story
C. They specify how one unit of a story relates to other units
D. We typically have better recall of stories that do not conform to expected story grammars,
because they warrant more attention

E. They provide us with a framework with which we can predict certain sequences and
elements

Question 18(Language and Linguistics Essentials)

Fodor’s modularity hypothesis proposes that:

A. language processing actually encompasses several subskills (modules)
B. in understanding language, we separate sentences and phrases into individual units
known as modules
C. language is dependent upon other thought processes such as expectation
D. thought processes are dependent upon the language we use to think
E. certain language processes operate independently of other cognitive processes such as
memory and attention

Question 19

Whorf’s linguistic relativity hypothesis:

A. asserts that thought is dependent upon language
B. is supported by studies of color perception
C. is not supported by studies of color perception
D. asserts that thought is dependent upon language, and is supported by studies of color
perception
E. asserts that thought is dependent upon language, and is not supported by studies of
color perception

Question 20

Damage to Broca’s area often leads to:

A. expressive aphasia
B. receptive aphasia
C. inability to comprehend written language
D. both expressive aphasia and inability to comprehend written language
E. both receptive aphasia and inability to comprehend written language

Question 21

The smallest meaningful units of language are called phonemes.

A. True
B. False

Question 22(Language and Linguistics Essentials)

Semantics is the branch of linguistics that studies meaning.

A. True
B. False

Question 23

The word “bat” is considered to be lexically ambiguous because it has two possible meanings.

A. True
B. False

Question 24

A bridging inference is a system of rules that allows us to comprehend large, integrated pieces of text.

A. True
B. False

Question 25

Grice’s maxim of quantity says that one should be truthful in a conversation.

A. True
B. False

Question 26

Whorf’s hypothesis has been strongly supported by cross-cultural studies of color perception.

A. True
B. False

Question 27

“Turn in your exam” is an example of a directive.

A. True
B. False

Question 28

Speech errors often involve swapping words with similar meaning, or words with similar sounds, but rarely do they involve both meaning and sound.

A. True
B. False

Question 29

People tend to process both meanings of ambiguous words when they encounter them in sentences.

A. True
B. False

Question 30

Damage to Wernicke’s area is associated with difficulties in speaking.

A. True
B. False

 
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Trends in Clinical Psychology

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Trends in Clinical Psychology

(Trends in Clinical Psychology)

Literature Review

Prior to beginning work on this assignment, read the Ryder, Ban, & Chentsova-Dutton (2011) “Towards a Cultural-Clinical Psychology,” American Psychological Association (2014) “Guidelines for Prevention in Psychology,” Hage, et al. (2007) “Walking the Talk: Implementing the Prevention Guidelines and Transforming the Profession of Psychology,” and Rivera-Mosquera, et al. (2007) “Prevention Activities in Professional Psychology: A Reaction to the Prevention Guidelines” articles.

Clinical and counseling psychology is a dynamic field that is constantly evolving and striving toward better treatment options and modalities. In this literature review, you will explore and integrate psychological research into a literature review, addressing current trends in three major areas of clinical and counseling psychology: assessment, clinical work, and prevention.

In your review, include the following headings, and address the required content.

Assessment
Support this section with information from the Ryder et al. (2011) article “Towards a Cultural-Clinical Psychology” and at least one additional peer-reviewed article from the Ashford University Library.

· Compare the assessments currently in use by clinical and counseling psychologists.

· Explain the trend towards cultural-clinical psychology and the suitability of clinical assessments with diverse clients.

Clinical work
Support this section using a minimum of three peer-reviewed articles from the Ashford University Library. The recommended articles for this week may be useful in generating your response.

· Compare and contrast technical eclecticism, assimilative integration and theoretical integration.

· Provide a historical context and identify the major theorists for each perspective.

· Assess the trends in psychotherapy integration.

· List three pros and cons for each perspective, sharing which perspective most closely aligns with your own.

· Analyze the major trends in psychology and explain the connection between evidenced-based practices and psychotherapy integration.

Prevention
Review the “Guidelines for Prevention in Psychology” (American Psychological Association, 2014), and support this section with information from the Hage, et al. (2007) “Walking the Talk: Implementing the Prevention Guidelines and Transforming the Profession of Psychology,” and Rivera-Mosquera, et al. (2007) “Prevention Activities in Professional Psychology: A Reaction to the Prevention Guidelines” articles.

· Describe general prevention strategies implemented by clinical and counseling psychologists at the micro, meso, exo, and macro levels.

The Literature Review

· Must be 7 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

· Must include a separate title page with the following:

o Title of paper

o Student’s name

o Course name and number

o Instructor’s name

o Date submitted

· Must use at least seven peer-reviewed sources in addition to the course text.

· Must document all sources in APA style as outlined in the Ashford Writing Center.

· Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

References: (That must be utilized) Additional reference acceptable

 

Hage, S. M., Romano, J. L., Conyne, R. K., Kenny, M., Schwartz, J. P., & Waldo, M. (2007). Walking the talk: Implementing the prevention guidelines and transforming the profession of psychology. The Counseling Psychologist, 35(4), 594-604. doi:10.1177/0011000006297158

Ryder, A. G., Ban, L. M., & Chentsova-Dutton, Y. E. (2011). Towards a cultural-clinical psychology. Social & Personality Psychology Compass, 5(12), 960-975. doi:10.1111/j.1751-9004.2011.00404.x

American Psychological Association. (2014). Guidelines for prevention in psychology. American Psychologist, 69(3), 285-296. doi:10.1037/a0034569

Rivera-Mosquera, E., Dowd, E. T., & Mitchell-Blanks, M. (2007). Prevention activities in professional psychology: A reaction to the prevention guidelines. The Counseling Psychologist, 35(4), 586-593. doi:10.1177/0011000006296160

 
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Literary Element Rough Draft

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Literary Element Rough Draft

(Literary Element Rough Draft)

Fiction Analysis – Rough Draft

By the due date assigned, attach the rough draft of your essay as a Microsoft Word document to the Discussion Area. By the end of the week, comment on at least two of your classmate’s submissions using the peer review questions provided below.

IMPORTANT NOTE: Your instructor will assign 3-5 short stories for the class to read and discuss this week. Check the Week 4 Announcement for a list of the assigned stories. You must choose one of these stories to earn credit on the assignment.

Compose an analytical essay of at least 1,200 words in which you offer an interpretation of a literary element in one of the assigned short stories. Write your analysis focusing on one of the following elements in one of the assigned stories:

  • Character
  • Theme
  • Symbolism
  • Imagery
  • Setting

Start by selecting one of the short stories assigned by your instructor. Brainstorm to identify the literary element that you would like to explore in the story. Choose from character, theme, symbolism, imagery, or setting. Then, develop a thesis that offers a specific interpretation of this element. If you have trouble coming up with a thesis, contact your instructor, who will help you. Do not do any outside research at this point. When finished, the draft should be at least 1,200 words (approximately four double-spaced pages).

Tips for the Essay

  1. Open your introduction with an engaging opener, such as a question, quote from the story, or interesting idea. Then, connect to the short story and mention the title and the author. End your introduction with a thesis statement that interprets one literary element of the story (such as theme, symbolism, or characterization).
  2. The body paragraphs should support your thesis. Present specific aspects of the short story that help to illustrate your points. Make sure to quote from the story and analyze specific lines that support your argument.
  3. Include a strong concluding paragraph that summarizes your main points and explains the significance of the thesis.

APA Reminder

Use APA style for formatting the essay and for source citations. Begin with a title page. Include a running header, and use proper font and spacing. End with a separate references page. Refer to the Week 1 lecture on avoiding plagiarism for an APA essay template and additional resources.

Peer Responses

By the end of the week, respond to two peers’ essays, using the following questions:

  1. Does the introduction have an attention-getting opener? Does the introduction give the author and title of the story? Does the introduction have a thesis statement as its final sentence? Does the thesis offer an interpretation that is clear and specific? What are your suggestions for the introduction and thesis?
  2. Is each body paragraph organized around a key point? Do the paragraphs offer support with direct quotations from the story? Are the quotes and examples analyzed and explained? Do you disagree with any parts of the analysis? What aspects of the story are left unexplained?  Do you have any suggestions for improving the body paragraphs?
  3. Does the conclusion summarize the main points? Does it have a strong ending that leaves the reader satisfied? Do you have suggestions for improving the conclusion?
 
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Research Methods: Statistical Analysis

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Research Methods: Statistical Analysis

(Research Methods: Statistical Analysis)

Psychology Questions

Every question should be at least 300 words plus show references. The questions are attached.

Correlation and Regression Study

Background

During this week you will identify a research question created in Week 1 for which correlation or regression would be the best statistical approach to take. If you do not have a research question that indicates correlation or regression, review the research questions posted by your peers last week and select one that is ideal for correlation or regression.

Discussion Assignment Requirements

Initial Posting – In your initial posting for this assignment, include the following:

•Identify an appropriate research question that would require the use of correlation and regression to answer.

•Describe why this question is appropriate for a correlational study.

•Identify the two variables in this study and each of their attributes: discrete or continuous, quantitative or categorical, and scale of measurement (nominal, ordinal, interval, or ratio).

•Do the variables fit the qualifications of a correlational study? Explain.

•What type of correlation would you expect to find for this study (i.e., positive or negative)? Explain.

•What predictions might you be interested in making with these variables if the correlation is found to be significant?

Article Critique: Correlation & Regression(Research Methods: Statistical Analysis)

The readings for this week focus on the concepts of correlation and regression. In this discussion we will apply those concepts to the review and critique of Wagenheim & Anderson (2008). For information on how to critique a research article, see the Coughlan et al. (2007) from your resources in Week 1 and UIS (n.d.) from your resources in Week 2.

In the body of your posting, include an overview of the following topics:

•Research question – State the research question for the study.

•Methods and study design – Describe the basic methods used, including the variables, sampling methods, data collection, etc.

•Data analysis – Summarize the statistical tests conducted, the results obtained from each test, and the conclusions regarding the research question.

•Critique – Critique the results of the study, paying specific attention to the appropriateness of the analyses conducted, any biases or assumptions that were made, practical significance of the results, and recommendations for improving upon the study (methods or analyses).

•Summary – Provide a brief summary of the study’s findings in 2-3 sentences. Do not use any numbers or statistical terms, but provide a review that would make sense to someone who has not studied research methods or statistics.

Be sure to put information in your own words and to cite appropriately. Respond substantively to at least two of your classmates’ postings. Specifically, focus on their critique of the results and discussion of the analysis. Do you agree with their assessment? What questions did the study leave you with? How might you have done this study differently? What do you see as the limitations of the study as compared to your classmates?

Z, T, or Chi-Square Test Study(Research Methods: Statistical Analysis)

Background

During this week you will identify a research question created in Week 1 that would be best answered by any of the following statistical tests: z test, t test for single sample, independent samples t test, repeated measures t test, or Chi-Square test. This discussion will help you work towards your “Week 3 Assignment 2.” If there are no research questions that fit any of these types of statistical analyses, decide on a new question before moving forward with the assignment.

Discussion Assignment Requirements

Initial Posting – In your initial posting for this assignment, include the following:

•Identify an appropriate research question that would require the use of a z-, t-, or Chi-Square test to answer. Pick the question from the list created in Week 1 or identify a new question if there are no appropriate ones from Week 1.

•Describe why this question is appropriate for the selected statistical test.

•Identify the variables in this study and each of their attributes: discrete or continuous, quantitative or categorical, scale of measurement (nominal, ordinal, interval, or ratio), and independent or dependent.

•Explain how the variables do or do not fit the qualifications for the selected statistical test.

•Provide a written explanation for the null and alternative hypotheses.

•Describe the types of errors that could occur.

Replies – Though you may respond to your peers multiple times during the week to provide support or feedback, students are required to respond to at least two of their classmates’ postings by Day 7.

Article Critique: Chi-Square Test(Research Methods: Statistical Analysis)

The readings for this week focus on the concepts of z tests, t tests, and Chi-Square tests. In this discussion we will apply those concepts to the review and critique of a research article. For information on how to critique a research article, see the Coughlan et al. (2007) and UIS (n.d.) guides listed in the Required Readings for this week.

Read the following article:

•Apostolou, M. (2010). Parental choice: What parents want in a son-in-law and a daughter-in-law across 67 pre-industrial societies. British Journal of Psychology, 101, 695-704. doi: 10.1348/000712609X480634

In the body of your posting, include an overview of the following topics:

•Research question – State the research question for the study.

•Hypotheses – Provide written explanations for the null and alternative hypotheses for the study.

•Methods and Study Design – Describe the basic methods used, including the variables, sampling methods, data collection, etc.

•Data Analysis – Summarize the statistical tests conducted, the results obtained from each test, and conclusions regarding the hypotheses.

•Critique – Critique the results of the study, paying specific attention to the appropriateness of the analyses conducted, any biases or assumptions that were made, practical significance of the results, and recommendations for improving upon the study (methods or analyses).

•Summary – Provide a brief summary of the study’s findings in 2-3 sentences. Do not use any numbers or statistical terms, but provide a review that would make sense to someone who has not studied research methods or statistics.

Be sure to put information in your own words and cite accordingly. Respond to at least two of your classmates’ postings.

Basic ANOVA Study(Research Methods: Statistical Analysis)

Background

During this week you will identify a research question created in Week 1 that would utilize one of the following: one-way ANOVA or repeated measures ANOVA. This discussion will help you work towards your “Week 4 Assignment 1”. If there are no research questions that fit any of these types of statistical analyses, you will need to decide on a new question before moving forward with the assignment.

Discussion Assignment Requirements

Initial Posting – In your initial posting for this assignment, include the following:

•Identify an appropriate research question that would require the use of a one-way or repeated measures ANOVA to answer. Pick the question from the list created in Week 1 or identify a new question if there are no appropriate ones from Week 1.

•Describe why this question is appropriate for the selected statistical test.

•Identify the variables in this study and each of their attributes: discrete or continuous, quantitative or categorical, scale of measurement (nominal, ordinal, interval, or ratio), and independent or dependent.

•Do the variables fit the qualifications for the selected statistical test? Explain.

•List the statistical notation and written explanation for the null and alternative hypotheses.

•Describe the types of errors that could occur.

Replies – Though you may respond to your peers multiple times during the week to provide support or feedback, students are required to respond to at least two of their classmates’ postings by Day 7.

Article Critique: Repeated Measures ANOVA

The readings for this week focus on the concepts of basic ANOVAs, including one-way and repeated measures ANOVA. In this discussion we will apply those concepts to the review and critique of a research article. For information on how to critique a research article, see the Coughlan et al. (2007) and UIS (n.d.) guides listed in the Required Readings for this week.

Read the following article.

•Lee, M., & Johnson, T. E. (2008). Understanding the effects of team cognition associated with complex engineering tasks: Dynamics of shared mental models, Task-SMM, and Team-SMM. Performance Improvement Quarterly, 21 (3), 73-95. doi: 10.1002/piq.20032

In the body of your posting, include an overview of the following topics:

•Research question – List the research question for the study.

•Hypotheses – List the statistical notation and written explanations for the null and alternative hypotheses for the study.

•Methods and Study Design – Describe the basic methods used, including the variables, sampling methods, data collection, etc.

•Data Analysis – Summarize the statistical tests conducted, the results obtained from each test, and conclusions regarding the hypotheses.

•Critique – Critique the results of the study, paying specific attention to the appropriateness of the analyses conducted, any biases or assumptions that were made, practical significance of the results, and recommendations for improving upon the study (methods or analyses). • Summary – Provide a brief summary of the study’s findings in 2-3 sentences. Do not use any numbers or statistical terms, but provide a review that would make sense to someone who has not studied research methods or statistics.

Be sure to put information in your own words and cite accordingly. Respond to at least two of your classmates’ postings.

Complex ANOVA Study(Research Methods: Statistical Analysis)

Background

During this week you will identify a research question created in Week 1 that would utilize one of the following: factorial ANOVA or mixed-design ANOVA. If there are no research questions that fit any of these types of statistical analyses, you will need to decide on a new question before moving forward with the assignment.

Initial Posting – In your initial posting for this assignment, include the following:

Discussion Assignment Requirements

•Identify an appropriate research question that would require the use of a factorial or mixed-design ANOVA to answer. Pick the question from the list created in Week 1 or identify a new question if there are no appropriate ones from Week 1.

•Describe why this question is appropriate for the selected statistical test.

•Identify the variables in this study and each of their attributes: discrete or continuous, quantitative or categorical, scale of measurement (nominal, ordinal, interval, or ratio), and independent or dependent.

•Do the variables fit the qualifications for the selected statistical test? Explain.

•List the statistical notation and written explanation for the null and alternative hypotheses.

•Describe the types of errors that could occur.

Article Critique: Factorial ANOVA(Research Methods: Statistical Analysis)

The readings for this week focus on the concepts of complex ANOVAs, including factorial and mixed-design ANOVA. In this discussion we will apply those concepts to the review and critique of a research article. For information on how to critique a research article, see the Coughlan et al. (2007) and UIS (n.d.) guides listed in the Required Readings for this week.

Read the following article.

•Hoyt, C. L., Price, T. L., & Emrick, A. E. (2010). Leadership and the more-important-than-average effect: Overestimation of group goals and the justification of unethical behavior. Leadership, 6(4), 391-407. doi: 10.1177/1742715010379309

In the body of your posting, include an overview of the following topics:

•Research question – List the research question for the study.

•Hypotheses – List the statistical notation and written explanations for the null and alternative hypotheses for the study.

•Methods and Study Design – Describe the basic methods used, including the variables, sampling methods, data collection, etc.

•Data Analysis – Summarize the statistical tests conducted, the results obtained from each test, and conclusions regarding the hypotheses.

•Critique – Critique the results of the study, paying specific attention to the appropriateness of the analyses conducted, any biases or assumptions that were made, practical significance of the results, and recommendations for improving upon the study (methods or analyses).

•Summary – Provide a brief summary of the study’s findings in 2-3 sentences. Do not use any numbers or statistical terms, but provide a review that would make sense to someone who has not studied research methods or statistics.

•Be sure to put information in your own words and cite accordingly.

Research Consumers

While your application and evaluation of research design and statistics in this course has been in the context of peer-reviewed journal articles and research, most of the research you will encounter outside of your formal studies will be in the context of lay sources – newspapers, popular press, Facebook threads/posts, cable news shows and so on. What are the differences between peer-reviewed, academic research, and research reported in the popular press? How do you go about being an intelligent consumer of research in the popular press? If you were to advise friends and family about how to interpret research claims they encounter in their daily lives, what advice would you share and why?

Be sure to put information in your own words and cite accordingly.

 
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Breast Cancer: Guideline Comparison

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Breast Cancer: Guideline Comparison

(Breast Cancer: Guideline Comparison)

Breast Cancer

This paper addresses the following instructions:

For over 20 years, the Women’s Health Initiative (WHI) study has conducted research trials to examine factors that impact risks and development of conditions that impact women such as heart disease, breast and colorectal cancer, and osteoporotic fractures in postmenopausal women. Health care providers use results from these trials to develop guidelines for delivering care to patients. In your role in clinical settings, you must be familiar with these guidelines, and you must be aware that through clinical practice, guidelines frequently evolve and change. Often, what is considered a best practice today might not be a best practice in the future. For this Assignment, you compare guidelines outlined in the WHI study to current best practices for assessing and managing conditions. To prepare:
•Review the Women’s Health Initiative article in this week’s Learning Resources.

Select one disorder presented in this study.

Locate and select a research article that addresses current best practices for assessing and managing the disorder you selected. Be sure that the research article you select is from a reputable source.

•Consider the similarities and differences between the best practices presented in the WHI study and the article you selected. Think about the potential impact of differences in best practices on women’s health.

•Consider whether the best practices in the article you selected should be used in clinical practice.

To complete: Write a 2- to 3-page paper that addresses the following:
•Describe the disorder you selected from the Women’s Health Initiative study.
•Explain the current best practices for assessing and managing this disorder as suggested in the research article you selected.
•Compare the best practices presented in the WHI study to the current best practices presented in the article. Explain how the differences in best practices might impact women’s health.
•Explain whether you think the current best practices in the article you selected should be used in clinical practice. Support your position with evidence-based research. Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. 

My selected disorder is breast cancer.

Resources:

Women’s Health Initiative

https://www.whi.org/

The Women’s Health Initiative (WHI) is a long-term national health study focused on strategies for preventing heart disease, breast and colorectal cancer, and osteoporotic fractures in postmenopausal women. Launched in 1993, the WHI enrolled 161,808 women aged 50-79 into one or more randomized Clinical Trials (CT), …

Women’s Health Initiative (WHI) | National Heart, Lung, and Blood …

https://www.nhlbi.nih.gov/science/womens-health-initiative-whi

May 5, 2014 – What is the goal of the WHI? The Women’s Health Initiative (WHI), sponsored by the National Heart, Lung, and Blood Institute (NHLBI), is a long-term national health study that focuses on strategies for preventing heart disease, breast and colorectal cancer, and osteoporosis in postmenopausal women.

Tharpe, N. L., Farley, C., & Jordan, R. G. (2017). Clinical practice guidelines for midwifery & women’s health (5th ed.). Burlington, MA: Jones & Bartlett Publishers.

· Chapter 8, “Primary Care in Women’s Health” (pp. 457-616)

This chapter explores health promotion and disease prevention in women’s health. It also describes the presentation, assessment, diagnosis, and management of various systemic conditions, including cardiovascular and neurologic conditions.

And any other pertaining to this.

 
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Grief Counseling: Diverse Approaches

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Grief Counseling: Diverse Approaches

(Grief Counseling: Diverse Approaches)

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed today at 7pm. Respond to at least three of your colleagues using one or more of the following approaches:

· Offer and support an alternative perspective using readings from the course or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

· Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

1. (A. Wit)

Losing a loved one is a significant life event.  There are many different theories on grief and bereavement.  Bowlby describes grief as a process that moves through the stages of shock, protest, despair, and reorganization (Broderick & Blewitt, 2015).  Recent research on grief suggests that emotional and behavioral symptoms are not predictable, nor do they need to occur in a linear fashion (Broderick & Blewitt, 2015).  Counselors that are helping individuals cope with a loss should consider the developmental and cultural influences of each family member rather than prescribe a single grief process strategy.

Factors influencing individual reactions to illness and death(Grief Counseling: Diverse Approaches)

This assignment focuses on the differences in the grief process among family members.  The case study describes a family of six: father, Victor; mother, Isabelle; son, Paul (51); daughter, Sophia (49); daughter, Lenore (45); and son, Joseph (45).  Victor has just passed away after a difficult two-year battle with pancreatic cancer (Broderick & Blewitt, 2015).  Unique factors influence how each family member is grieving.

Isabelle:  older adult, married for 53-years (developmental factors); mother, co-worker, caregiver (social, resiliency factors); Italian (cultural factor)

Paul:  Middle-aged adult, married, father with young children (developmental factors); loving son, business owner, oldest child (social, resiliency factors); Italian (cultural factor)

Sophia: Middle-aged adult, married, mother with young children (developmental factors); working parent (social, resiliency factors); Italian (cultural factor)

Lenore: Middle-aged adult, divorced and remarried, mother (developmental factors); Italian (cultural factor)

Joseph: Middle-aged adult, in a long-term relationship, no children (developmental factors); lives away from the family (social, resiliency factors); Italian (cultural factor)

One factor that influences the family system is conflict over how the family handles Victor’s final stages of life.  Victor had no living will or advance directive.  Isabelle told her children that Victor did not want life support measures to be used to keep him alive.  When Victor succumbed to a coma, Joseph insisted on the insertion of a ventilator without the support of his three siblings.  Since Victor’s death, the relationship between Joseph and his siblings has deteriorated.  Isabelle has quit her job and has trouble concentrating and sleeping.

Coping strategies for the family system(Grief Counseling: Diverse Approaches)

Helping professionals must be willing to meet clients where they are.  The dual-process model of grief suggests that most people coping with the loss of a loved one will oscillate between a loss-focused stage and a restoration-focused stage (Broderick & Blewitt, 2015).  Each family member in the case study will move between these stages with different frequency.  The counselor might consider brief psychodynamic interventions for the siblings and cognitive behavioral therapy for Isabelle.  Research on family systems and grief suggest that conflict within the family constellation should also be considered (Welford, 2014).  According to Welford (2014), reinforcing healthy boundaries in the family system can lead to positive outcomes after a loss.  The counseling process may include a systems approach to understanding the roles and rules of the family prior to Victor’s untimely death.

Summary

There is no right way to grieve.  Coping with loss in an inevitable life event for all people.  Counselors that do grief work should consider cultural and developmental factors that influence the client’s needs.  For some individuals a cathartic period of reminiscing is helpful, and for others, minimizing negative emotions is beneficial (Broderick & Blewitt, 2015).  Counselors should be aware of how conflict among family members may influence bereavement.  Helping professionals should consider multidimensional approaches that consider developmental, cultural, and interpersonal factors.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education

Welford, E. (2014).  Giving the dead their rightful place: grief work with the family system.  Transactional Analysis Journal, 44(4), 320.

2. (S. Mor)(Grief Counseling: Diverse Approaches)

Death is a part of life that is inevitable, however it still hurts us to the core regardless if we are expecting it or it happens suddenly. I overheard a person on an elevator one day explain how to move on when a loved one dies. He said we never really get over our loved ones that pass, we just learn how to live without them and keep moving on. I think about my Father and Grandparents each and every day, and the pain from their deaths still hurts. I believe we learn how to keep going but we never forget. When loved ones die that we are close to it is best to remain non-judgmental because everyone grieves differently. Several factors will take place as each family member faces the death that has occurred. Also keep in mind coping with death varies according to the effects the death has on the individual that is grieving. In our case study Isabelle and Victor have been together for 53 years, and produced four children that have lost their Father to pancreatic cancer (Broderick & Blewitt, 2015).

Factors Driving Each Family Member

Death of a family member, close friends, and even strangers is hard to face and accept. The emotions that run through your mind are stressors that appear to be unbearable. Questions run rampant with thoughts of how do I go on or did I treat them right before they passed. Isabelle had been married to Victor for 53 years, and this is the vast majority of her life. Letting go or allowing Victor to pass without medical heroics to save his life has become Isabelle’s driving force in the wake of her husband’s death. Paul the oldest child has been forced into becoming the leader, because this is expected from the oldest child regardless if he likes it or not. In the article “Working Through Grief” by Angela Kennedy, she explains that grief and depression is not the same thing and physicians have to stop prescribing depression medicines for grief stricken individuals (Kennedy, 2008). Emotions and feelings that are surfacing have the potential to work themselves out, but each family member has to respect the fact that everyone does not grieve the same way. Sophia and Lenore are not communicating with their brother Joseph, because the care Victor received was not to their liking. The distance and stubbornness maybe their driving factors, and solidifies their excuses in not dealing with their father’s terminal illness and death. Sophia and Lenore express signs of impatience because they avoid their mother while she is grieving and they do not want to constantly hear about their father’s death. I wonder have they ever thought, their mother is trying to process 53 years of marriage to a man that she loves and birthed four children together. They should embrace their mother and with patience allow her to grieve the ways she needs too.

Two Healthy Coping Strategies(Grief Counseling: Diverse Approaches)

Coping with terminal illness and death is difficult, but there are different coping strategies that will help you not forget but to keep going while honoring the person that died. One strategy I am in favor of is grief counseling because expressing how you feel and being able to talk about it helps people accept the death but keep the memories alive. Learning how to cope in grief counseling through physical contact, allowing yourself to cry, meditating, and looking at old pictures or videos helps lessen the pain of suffering for the terminally ill patient and the loved ones that are witnessing this transition to death (Kennedy, 2008). Another healthy coping strategy is accepting the inevitable which is difficult but necessary. Acceptance is also looked at a coping strategy but it is a defensive one (Broderick &Blewitt, 2015). Defended your loved one that passed is normal, and accepting the results of terminal illness and death are a process that takes time to comprehend. I believe people view acceptance as a tool to let go and forget, but it is actually giving yourself permission to accept the inevitable while learning how to keep living. In the process of acceptance we allow our mind and hearts to be at peace while accepting the death (Broderick & Blewitt, 2015).

Summary

The agony of spending the majority of your life with someone and before you are ready you watch this person slip away suddenly or gradually. The pain either way is deep rooted and hard to fathom in the midst of a loss. Surrounding each other, accepting the outcome and how you feel, communicate with others that are enduring the same heart, and remember while uplifting and celebrating the life that was lost are intricate parts of the mourning process. We hear all the time from people who are close to the deceased, that they would not want us crying or feeling depressed but to move on and celebrate the life they had. I will admit this is one of the hardest accomplishments to achieve when death hurts so much.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Kennedy, A. (2008). Working through grief. Retrieved from http://ct.counseling.org/2008/01/working-through-grief/

3. (L. Waf)(Grief Counseling: Diverse Approaches)

Victor and Isabella married 53 years had four children, Paul, Sophia, Lenore, and Joseph. Following years of stable health, Victor became ill with pancreatic cancer. Over the last four months of his life, the treatment left him violently ill, in and out of the hospital. While Isabella and the other children provided some care the bulk of care was provided by Paul as the burden fell on the oldest child. Victor did not have a written living will. However, Isabella informed her children that Victors wishes were to receive unexpected supports be used to keep him alive. Victor eventually fell into a coma, having difficulty breathing; in a turn of events, Joseph prevailed against Isabella allowing a ventilator to be inserted. Victor dies a few days later. This caused strife amongst Joseph and his siblings as they felt it only caused Victor additional suffering. (Broderick & Blewitt, 2015).

Factors Influencing Reaction to Death

There may be several factors influencing Isabella’s reaction to Victor’s death and illness. They were married for 53 years, she is now in late adulthood and now left alone. Joseph may feel guilty for going against the wishes of his family; causing the strife. I believe the primary factor affecting the reactions of the siblings is the disagreement of medical care imposed by Joseph. Paul also worries significantly about his mother, and Lenore and Sophia appear to want to not deal with the reality of Victor’s death by avoidance.

Coping Strategies

Because grief is a typical experience following any significant loss which has no cure two healthy coping strategies I would encourage for this family is grief counseling for the entire family and building a secure support network with one another. Expressing to each of them the importance of healthy coping skills to prevent complicated grief, depression, substance abuse, or health problems.

Summary

A loss is an unavoidable part of life, and grief is a natural part of the healing process. Grief it is felt on an emotional and a physical level. Grief is linked with feelings of fury, sorrow, guilt, yearning, and regret among others; it affects everyone in different ways. The mourning process can last month’s maybe even years. While everyone deals with grief differently, it is essential to understand why the person is grieving and vital for the grieving person to know there is no proper or improper way to grieve.  “At some point, we begin to think of time not as limited” time to live” but as “time left to live.” (Broderick & Blewitt, 2015).

Reference

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education

Readings(Grief Counseling: Diverse Approaches)

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 15, “Gains and Losses in Late Adulthood” (pp. 556-596)

Bielak, A. A. M., Anstey, K. J., Christensen, H., & Windsor, T. D. (2012). Activity engagement is related to level, but not change in cognitive ability across adulthood. Psychology and Aging, 27(1), 219–228.
Retrieved from the Walden Library databases.

Bowling, A, (2007). Aspirations for older age in the 21st century: What is successful aging? The International Journal of Aging & Human Development, 64(3), 263–297.
Retrieved from the Walden Library databases.

Davis, C. S. (2008). A funeral liturgy: Death rituals as symbolic communication. Journal of Loss and Trauma, 13(5), 406–421.
Retrieved from the Walden Library databases.

Hemmingson, M. (2009). Anthropology of the memorial: Observations and reflections on American cultural rituals associated with death. Forum: Qualitative Social Research, 10(3), 1–13.
Retrieved from the Walden Library databases.

Lowis, M. J., Edwards, A. C., & Burton, M. (2009). Coping with retirement: Wellbeing, health, and religion. Journal of Psychology, 143(4), 427–448.
Retrieved from the Walden Library databases.

Ong, A. D., Bergeman, C. S., & Boker, S. M. (2009). Resilience comes of age: Defining features in later adulthood. Journal of Personality, 77(6), 1777–1804.
Retrieved from the Walden Library databases.

Schoulte, J. C. (2011). Bereavement among African Americans and Latino/a Americans. Journal of Mental Health Counseling, 33(1), 11–20.
Retrieved from the Walden Library databases.

Wang, M., Henkens, K., & van Solinge, H. (2011). Retirement adjustment: A review of theoretical and empirical advancements. The American Psychologist, 66(3), 204–213.
Retrieved from the Walden Library databases.

Kaplan, D. (2008). End of life care for terminally ill clients. Retrieved from http://ct.counseling.org/2008/06/ct-online-ethics-update-3/

Kennedy, A. (2008). Working through grief. Retrieved from http://ct.counseling.org/2008/01/working-through-grief/

National Institutes of Health, National Library of Medicine. (2013). End of life issues. Retrieved from http://www.nlm.nih.gov/medlineplus/endoflifeissues.html

Rudow, H. (2012). The bereaved at greater risk of heart attack after loss. Retrieved from http://ct.counseling.org/2012/01/the-bereaved-at-greater-risk-of-heart-attack-after-loss/

Media(Grief Counseling: Diverse Approaches)

· Laureate Education (Producer). (2013d). Late adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
This week, you will revisit your assigned client family for the final time in this course. Before watching this media, take time to reflect on all that you have learned about this family. Then, examine the new information given on this week’s featured family member, aged 65 or older.
Note: Please click on the following link for the transcript: Transcript (PDF).

· Laureate Education (Producer). (2013j). Perspectives: The golden years [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter discusses the physical and cognitive changes experienced by older adults. The presenter offers counseling approaches and considerations for this age range.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

The following document gives credit for Laureate-produced media in this course: Credits (PDF)

 
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Adolescent Substance Abuse Prevention

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Adolescent Substance Abuse Prevention

(Adolescent Substance Abuse Prevention)

Question description

This topic is SUBSTANCE ABUSE AMONG ADOLESCENCE IN THE UNITED STATES.

Attached is the rubric.

REQUIRED UNIFORM ASSIGNMENT: HEALTH PROMOTION PROJECT PURPOSE To apply concepts you have learned about health promotion concepts and strategies, enhance your written communication skills, and demonstrate a beginning understanding of cultural competency. COURSE OUTCOMES This assignment enables the student to meet the following course outcomes. CO #1 Discuss the professional nurse’s role in health promotion activities. (PO #1 & 2) CO #3 Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in relation to the nurse’s role in working with various populations. (PO #1 & 2) CO #7 Identify health promotion strategiesthroughout the life span. (PO #1 & 2) DUE DATE The Health Promotion Project (RUA) is due in Unit 5. However, refer to the Course Calendar for variations in campus requirements and details. The Late Assignment Policy applies to this assignment.

TOTAL POINTS POSSIBLE 100 Points REQUIREMENTS(Adolescent Substance Abuse Prevention)

1. Identify a health problem or need for health promotion for a particularstage in the life span of a population from a specific culture in your area (this might include age and gender population as well). Choose one of the Leading Health Indicators(LHI) priorities from Healthy People 2020 (see the Healthy People.gov 2020 Leading Health Indicators website link in the Assignment section for Unit 2 under “Web Links). Studentsin a cultural concentration will use that specific cultural focus to complete this assignment.

2. Research a topic related to health and wellness associated with one of the Healthy People 2020 topic areas. Studentsin a cultural concentration will use that specific cultural focus to complete this assignment.

3. Submit your topic to the instructor for approval at least 2 weeks prior to the assignment (during Unit 3) but earlier if desired. All topics must be approved.

4. You will develop an educational health promotion project addressing the population/culture in your area. For or example, if you are in the Hispanic concentration, your project might be educational interventionsto address how food choices are related to the high rates of diabetes among Latinos; or, a community project that addressesthe statistic that Hispanics experience new HIV infections at more than twice the rate of whites; or, finding opportunitiesto intervene with Puerto Ricans, a Hispanic subculture, who suffer asthma at twice the rate of the general population (2020 LHI Topic Three: Environmental Quality: (see the Healthy People.gov 2020 Leading Health Indicators website link in the Assignmentsection for Unit 2 under “Web Links).

5. General expectations

 All articles must be from nursing or scholarly journals and should include health promotion and wellness content. Articles must be published within the last five (5) years. If you are unsure whether the article is appropriate, ask your instructor. You could lose significant points if the article is not from a scholarly source and/or appropriate to the topic.

 Please ask questionsif you need clarification.

NR‐222HEALTH AND WELLNESS NR222 RUA Health Promotion Project Guidelines.docx Revised 06/2016 psb 2 PREPARING THE ASSIGNMENT 1.(Adolescent Substance Abuse Prevention)

Writing the Paper: You will explore the topic and explain the information in writing a 3‐4 page APA formatted paper. a. Select a minimum of three (3) scholarly nursing or research article (published within the last 5 years) related to your topic that include health promotion and wellness content. Studentsin a cultural concentration will select at least one article specifically related to the cultural focus for this assignment. You may need to evaluate several articles before you find appropriate selections. For more information on how to choose a scholarly article, open the “Course Resources” tab under the “Course Home” Menu to the left of your Learning Studio (eCollege) course page and open “What Is a Scholarly Source.” b. Write a 3‐4 page paper (excluding the title and reference pages) using the following guidelines:

 Write brief introduction of the topic and describe why it is important to health promotion in the specific cultural population in your area.

 Include a description of the topic and the targeted sub culture or population (include statistics).

 Explain how the project relates to the Healthy People 2020 topic area you have chosen.

 Summarize the articles; include key points or findings from the articles.

 Discuss how you used the information from the articles for your Health Promotion Project. Provide specific examples.

 Describe the approach/approaches you developed to educate the target population about the topic. Include specific ways to promote lifestyle changes within the specified population relative to your specific culture. The approach should be appropriate for your cultural concentration.

 Write your conclusion and summary.

c. Your paper must follow APA format. Include a title page and a reference page. Use 12‐point Times New Roman font and include in‐text citations (use citations whenever paraphrasing, using statistics, or quoting from the article). Please refer to your APA manual as a guide for in‐text citations and sample reference pages.

d. Use TurnItIn in time to make any edits that might be necessary based on the Similarity Index prior to submitting your paper to your instructor. Consult with your instructor about the acceptable Similarity Index for this paper

 
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Leadership Roles in Quality

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Leadership Roles in Quality

(Leadership Roles in Quality)

Question description

Quality 

Quality Improvement:Nancy, FNP, is the clinical director of a nurse managed health center that is connected to a School of Nursing. The center’s staff members includes of all advance practice nurse providers, a nurse educator, a nursing informaticists, 2 RNs, and paraprofessional staff. The team wants to determine patient satisfaction and capture data on patient experiences both for QI and as a learning experience for students studying nursing. What AP roles, core competencies and support are needed to make this happen?

This week you will be assigned to a group and be given a domain to develop/discuss applying all or some of the 7 core competencies.Group members need to assume AP roles (clinical and non-clinical) either by volunteering or being assigned by the group leader. A group leader must be decided and may be a nurse manager/nurse administrator, CNS, NP (maybe more than one and from different specialties), NI, and NE. CNLs and RNs may be also be part of the group scenario. All members are expected to demonstrate leadership knowledge and skills, but also must be willing to follow. Each group will demonstrate the core competencies and principals of transformational leadership in the group work. (See rubric).To ensure understanding of leadership styles, each group member will discover their own professional leadership style by an individual self-assessment online.Assignments and responsibilities should be equally assumed by group members. The final evidence of the group work will be power point presentation that discusses the scenario addressing the assigned domain, the roles and the outcomes.Please note that although a group project, individual grading rubric will be used to determine individual grades.(See below).

The master’s prepared nurse demonstrates leadership in the four domains: the profession of nursing, clinical practice arena, health policy arena, and systems level. The impact could be found in health promotion, disease prevention/management, and quality improvement and/or within management of a health system. In order to complete this assignment, each group member will complete an assessment about your leadership style and post to the group area their leadership style.

These are:(Leadership Roles in Quality)

Cherry, K. (2016). What’s Your Leadership Style? Learn more about your strengths and weaknesses as a leader.

https://www.verywell.com/ways-to-become-a-better-leader-2795324

In conclusive remarks, search and agree upon a quotation from a library article related to leadership in an advanced nursing role and include with how it applied to your clinical decision/management issue of your assigned domain.Leadership journals from SOU Library are The Journal of Nursing Scholarshipor Nursing Leadership Forum or the American Journal of Nursing, Journal of Nursing Administration, Nursing Administration Quarterly, Nursing Management or Health Care Management Review

Please see additional explanation* in the rubric below and address in group presentation:(Leadership Roles in Quality)

Wk 2 Rubric Core Competency 0pt No participation 4ptBeginning 5ptDeveloping 6pt Accomplished 7pt Exemplary
Ethics Did not attend or work with others at all Limited interaction with others in most situations. With minimal decisions or responsibilities. Missed one or more agreed upon meetings Works with others, but has difficulty sharing decisions and responsibilities. May be overbearing or totally passive. Was tardy to one or moreagreed upon meetings Works well with others. Takes part in most decisions and contributes fair share to group. Attended all meetings and was prompt. Works well with others. Assumes a clear role and related responsibilities.
Evidence Based Research Did not contribute at all to EBR Did not work to complete project. EBR was inaccurate. Other group members did much of the work. Incomplete project.EBR input was useful. Some work redone by other group members. EBR contributed to complete project. Input was accurate, and useful. Creativity was expressed. Consistently works to complete project. Input was valuable, accurate, and useful. Creativity was expressed and welcomed by the group.
Coaching/Mentoring Did not coach or mentor Did less work than others. Did not meet group member(s) at agreed times and places Did almost as much work as others Could be coaxed into meeting with other group member(s) Demonstrates coaching/mentoring in the group work. Worked agreeably with group member(s) concerning times and places to meet Exemplary mentoring by motivating others to do their best. Took the initiative in helping the group get organized.
Collaboration/Consultation Did not collaborate/consult Limited collaboration/consultation in working with others, listening to feedback, and exchanging tasks. Seemed less engaged with others, preferring to work alone. Feedback is given sometimes; Responded to most comments and feedback of others, but with some reticence Collaborates and consults with other group members. Accepted feedback and responded with acknowledgement Consistently collaboratesand

Works very well with others, assisting others as needed. Establishing and maintainingrapport; Structuring the consultation; Obtaining and gathering relevant information;

Prioritizing; Using clinical reasoning and judgment; Providing information; and

Developing a management plan. Attended all meetings and was on time and prepared to work. Was instrumental in arranging work session.
Direct Care (Virtual) No contributions to principles of direct care Rarely contributed to principles of direct care Sometimes able to identify principles of direct care Often able to incorporate principles of direct care Consistentlydemonstratesprinciples of direct care of a holistic perspective;

Formation of therapeutic partnerships with patients; demonstrated Expert clinical performance; Use of reflectiveand diverse

Approaches supported byevidenceguide to practice or

Clinical decision making in

health and illness management
Leadership Skills No evidence of leadership due to not present Student’s work does not demonstrate leadership skills. Plan that is presented does not demonstrate sufficient structure or detail, and is not realistic to implement. Student’s work demonstrates only minimal to moderate leadership skills. Plan that is presented is lacking in structure and detail and may not be realistic to implement. Leadership skills are evident in the plan that is presented. Student’s work reflects a plan that is structured, detailed and reasonably realistic to implement. High quality leadership skills are evident in the plan that is presented. Student’s work reflects a plan that is well-structured, detailed and realistic to implement.
Group Presentation Did not participate in presentation to classmates. Participated rarely in presentation to classmates. Rarely helpful in organizing presentation. Rarely offered suggestions for format of presentation. Rarely offered suggestions for AV modalities. May have taken over frequently or rarely contributes. Rarely worked as a team player. Participated somewhat in presentation to classmates. Somewhat helpful in organizing presentation. Occasionally offered suggestions for format of presentation. Occasionally offered suggestions for AV modalities. May have taken over sometimes or sometimes contributed a little. Sometimes worked as a team player. Participated in presentation to classmates. Helped in organizing presentation. Often offered suggestions for format of presentation. Often offered suggestions for AV modalities. Did not take over. Worked as a team player. Participated fully in presentation to classmates. Took lead in organizing presentation. Offered suggestions for format of presentation. Offered suggestions for AV modalities. Did not take over. Worked as a team player.Value 8pt.
 
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Living Theological Truths Daily

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Living Theological Truths Daily

(Living Theological Truths Daily)

Question description

Application Paper Instructions

For this assignment, you must compose a 600-word paper that addresses theological knowledge, which can be applied to your understanding of what it means to be a Christian.

NOTE: You must choose a topic from the list of approved topics from the Application Paper Topics document.

As you respond to the prompt, reflect on how theological truths can best be applied to your current sphere of influence. Using the textbook, Theology Applied: A Living Faith as an example, you are to interact with a theological topic by providing the theological definition, the biblical foundation, and the practical application of the doctrine.

All of the following requirements must be met:

  • Demonstrate ownership of the ideas that you present by providing your unique insight as evidence of your careful consideration of the topic you choose.
  • Provide a logical link between the description of the concepts from the course and the conclusions or implications that you draw in your reflection. In other words, your conclusion must be logically derived from the application of the theological concept to your life.
  • Focus on depth of understanding, rather than breadth of coverage. That is, focus on examining your theological knowledge and understanding of being a Christian as it relates to one area, rather than trying to cover multiple aspects.
  • Include an introduction paragraph complete with a thesis statement.
  • Include a conclusion paragraph that summarizes the points you have made.
  • Include descriptive headings for Parts 1, 2, and 3.

Part 1

Provide a theological definition from a theological reference book. Explain the doctrine by using and interacting with a theological definition from an outside source (a source that is not used in this course).

Part 2

Explain the biblical foundation of the chosen theological term. Demonstrate where this particular theological concept is found within Scripture and trace the concept throughout the Bible. Include at least 2 biblical references in this section.

Part 3

Apply the theological term to your life and sphere of influence. Explain how the truth of the theological term influences how you live your daily life and how the truth of the theological term can best be lived out in your daily life.

Format your paper in a Microsoft Word document using current APA, MLA, or Turabian style (whichever corresponds to your degree program). Review the Application Paper Grading Rubric to see the specific grading criteria by which you will be evaluated before submitting your paper.

 
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Social Health Determinants & Zika

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Social Health Determinants & Zika

(Social Health Determinants & Zika)

Comment 1

The social determinants of health refer to the social and economic conditions that determine an individual’s health and medical well-being. Economic and social conditions are variedly distributed amongst people and they affect people’s working and living conditions differently. The social determinants of health affect an individual working and living conditions.   Social determinants are informed by public policies that mirror the political ideologies of the people in authority. Economic conditions determine the social conditions of a community. People who live in affluent areas are more content with their lives and they are mentally and physically healthier than people who are not content with their social status. Poor people generally are less healthy and have shorter life expectancies as compared to rich people.

This differences in health are social injustices and they illuminate powerful health determinants in the modern world. The differences have allowed an increased understanding of how remarkably sensitive health issues are in the social environment. Social determinants contribute to the development of diseases in that poor people are generally more exposed to pathogens than the rich. They eat and drink contaminated food and water, the share amenities and they have no easy access to medical attention.

According to the epidemiologic triad model, the repeated interaction of a disease-causing agent on their host in a conducive environment results in the spread of infectious diseases (CDC, 2014).  The pathogen leaves its host and enters another potential host through a relevant portal.  The pathogen thrives and multiplies in its habitat in what is referred to as a chain of infection (WHO, 2014). Understanding the various transmission channels and exit portals enable a care provider to know the best cause of prevention and treatment. Control measures are typically employed in the section of the infection chain that allows easy intervention.  For instance, in the treatment of a bacterial respiratory infection, a nurse can administer antibiotics to a patient. A nurse can also wear protective gear such as masks and gloves to protect them from getting infections by touching infected bodily fluids.

Comment 2

The global health issue which I have chosen and has affected the international health community is Zika Virus. It is a virus, which is spread by mosquito popularly known as Aedes species of mosquito. The said species of mosquito can bite both during the day and night.  An issue of concern about Zika virus is pregnancy. The virus can pass through placenta thereby leading to birth defects. Zika virus can also be spread through sexual intercourse or sexual acts (Salazar, 2016).  Unfortunately, Zika virus does not have a vaccine. Some of the symptoms of Zika virus include headache, fever, joint pain, rash, muscle pain and red eyes. According to CDC, Zika virus symptoms can last for days or weeks. Death and hospitalization after Zika infection are very rare. After one is infected with Zika virus, immunity is built against infections in the future ((U.S.), 2018). Mosquitos, which spread Zika virus, can also spread chikungunya virus and dengue virus.

In the US, Zika infections have been reported in Florida and Texas states. On a global level, Zika infections have been reported in each continent except Europe and Antarctica. CDC already issued travel notices for regions including Asian nations of Singapore and Maldives, African countries of Guinea-Bissau and Angola, regions in Central America, Caribbean and Mexican regions such as Costa Rica, Belize, Guatemala, El Salvador, Nicaragua, Honduras and Panama. The CDC also reported other regions affected though it did not issue travel notices especially in Asia and Africa ((U.S.), 2018).

Health care delivery systems all over the world need to work together to address Zika virus especially by creating awareness and providing education on prevention of transmission to areas of risks. As said earlier, there is no vaccine for Zika Virus and they key here is the prevention of mosquito bites (Salazar, 2016). Travellers who are outside their home countries should be made aware of higher risk regions.  There is also need for safe sex practices to prevent Zika infections. CDC suggests the use of both male and female condoms to reduce Zika transmission through sexual acts.

 
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