Nursing theory

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Nursing theory

(Nursing theory)

Question description

Introduction
The purpose of this task is to develop a working knowledge of nursing theory, nursing ethics, and professional accountability and apply these concepts to your professional clinical practice. You will be required to think about real-life scenarios and how they relate to nursing codes in your professional practice.

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Identify a nursing theory that has influenced your values and goals.

1. Explain how the identified theory from part A can be used to describe, explain, and predict excellent nursing practices.

2. Discuss how the identified theory from part A fits your professional practice.

B. Discuss how the contributions of two historical nursing figures in the nineteenth or twentieth century that has inspired your professional nursing practice.

1. Compare the differences in contributions of the two historical figures discussed in part B to your professional nursing practice.

2. Analyze how the two historical figures from part B have influenced your work as a nurse in the twenty-first century.

C. Explain the functional differences between the State Board of Nursing and the American Nurses Association (ANA).

1. Define the roles of these two organizations.

2. Explain how these two organizations influence your nursing practice.

3. Describe the implications associated with failure to maintain your licensure requirements.

4. Compare the differences between registered nursing license requirements in a compact state versus a non-compact state.

D. Discuss how the regulatory agencies define your nursing practice in the role of patient advocacy and patient safety.

1. Describe the implications associated with tworegulatory agencies (e.g., FDA, CMS) when a patient requests an alternative therapy.

E. Compare how the Nurse Practice Act functions in twostates by doing the following:

1. Discuss the differences and similarities in your selected states from part E.

2. Compare the standards and scope of nursing practice for RNs, LPN/LVN, and unlicensed assistive personnel in your selected states from part E.

3. Compare the rules for effective delegation in your selected states from part E.

4. Compare the rules for safe practice in your selected states from part E.

F. Distinguish the advocacy of a registered nurse, a licensed practical nurse/licensed vocational nurse, and a nursing assistant/unlicensed assistant personnel in the following roles:

• a scientist

• a detective

• a healing environment manager

G. Identify two provisions from the American Nurses Association (ANA) Code of Ethics (available in the web links section below).

1. Analyze how the two provisions identified in part G influence your professional nursing practice.

2. Using an example from your clinical practice, (e.g., skills lab, simulation, or clinical), describe a time when you made a nursing error.

a. Explain how ANA provisions can be applied to the error identified in part G2.

H. Identify four leadership qualities that represent excellence in nursing.

1. Discuss the significance of the leadership qualities identified in part H in your role as each of the following:

• a leader at the bedside

• within the nursing team

• within the interdisciplinary team

2. Identify how your organization’s structures impact nursing leadership, decision making, and professional development.

I. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

J. Demonstrate professional communication in the content and presentation of your submission.

 
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Week 5 – Capstone Project

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Week 5 – Capstone Project

(Week 5 – Capstone Project)

The aim of this Capstone Project is to develop a research report integrating knowledge gained from previous submissions that demonstrates your ability to effectively utilize research pertinent to a social issue addressed in some capacity by a health and human services setting. As part of this culminating submission, you will provide a succinct but efficient overview of content areas examined in your written assignments from Weeks One through Four that will aid in the development of an original intervention (i.e., strategy, application, or technique) for human service professionals to utilize for your selected social issue. This model intervention must be of your own design as opposed to a review of an existing practice used to address this issue. You can, however, use your knowledge of best practices to inform your intervention. The Capstone Project is intended to demonstrate your mastery of all learning outcomes related to the B.A. program in Health and Human Services; therefore, successful completion will require reflection, critical thinking, and knowledge of subject matter areas addressed in previous coursework. You are strongly encouraged to refer to the culmination of resources (e.g., textbooks, articles, websites, library resources, etc.) in addition to those provided in the course in the development of your submission.

The Capstone Project will include five components. The first four parts will involve briefly summarizing the main points from each of your previous written assignments. Do not copy and paste content from these submissions.

Part I: Background of Social Issue (Week One Assignment; 1 page):

  • Describe your selected social issue, its importance, and pertinent background information.
  • Evaluate the impact of this social issue on the delivery of health and human services efforts (e.g., formal organizational responses by the U.S. Department of Health and Human Services, resulting legislation, policies, etc.).

Part II: Theory and Research Related to Social Issue (Week Two Assignment; 1 page):

  • Develop a brief research-based report demonstrating research theory and methodology by analyzing the scholarly literature related to this topic, including theories explaining the problem as well as research studies and their associated methods and outcomes.

Part III: Best Practices Related to Social Issue (Week Three Assignment; 1 page):

  • Apply a working knowledge of U.S. health and human services delivery of care by explaining best practices related to the issue. What interventions, strategies, or approaches have been shown to be most effective as evidenced by research?

Part IV: Human Service Professionals Related to Social Issue (Week Four Assignment; 1 page):

  • Explain how and where human service professionals are involved in direct practice with populations affected by this social issue.
  • Examine effective oral and written communication skills needed for these professionals to be successful.
  • Analyze culturally competent health and human services elements necessary for service delivery related to clients facing social issue.

Part V: Model Intervention (four to six pages):

  • Lastly, apply your knowledge of U.S. health and human services delivery of care as a whole to develop a model intervention in the form of a service, program, or initiative (from your Week Three Assignment proposal) for human service professionals who are working directly with clients facing this particular issue. This intervention must be unique in its approach and must be sufficiently supported by scholarly sources.

Specifically, you are to do the following:

  • Describe the intervention in detail: what it is, how and why it will be used, what makes it unique to other approaches, the population that will receive it,and how the best practice will be integrated into the intervention.
  • Describe aspects of the delivery setting in which the intervention will be used, such as location/setting (e.g., social/human services agency, healthcare facility, in the field, etc.) and professionals involved (e.g., roles/duties, necessary competencies and skills required, etc.).
  • Determine the components of successful health and human service delivery relationships at the (a) individual, (b) family, (c) group, (d) organizational, and (e) community levels. How will these components be used to support your intervention?
  • Describe how you will apply technology (i.e., specific tools and resources) to deliver the intervention to clients facing the social issue.
  • Assess the intervention’s perceived strengths and limitations.
  • Explain how the intervention will be evaluated to determine its effectiveness.

The Capstone Project(Week 5 – Capstone Project)

  • Must be eight to ten 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:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five scholarly sources in addition to the course text.
    • The Scholarly, Peer Reviewed, and Other Credible SourcesPreview the document table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • 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.
 
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Examining Methodology and design

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Examining Methodology and design

(Examining Methodology and design)

Question description

Details:

The DNP must have a basic knowledge of methodology and design. With this knowledge the DNP can identify how methodology and design can be used to evaluate the validity of research studies. This assignment will allow you to describe your understanding of methodology and design while examining external and internal validity of three studies.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Use at least three additional scholarly research sources published within the last 5 years. Provide citations and references for all sources used.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Directions:

Using the Grand Canyon University Library, locate three articles, one quantitative, one qualitative, and one mixed-method related to your DPI topic.

Create a comparison table, using correct APA formatting, to describe the methodology and design used within each article. The table will be provided as an Appendix to the paper.

Write a 1,000 to 1,250 word paper discussing the different methodologies and designs used in each study.

Discuss the external and internal validity issues associated with each methodology and design.

  1. Discuss the external and internal validity issues associated with each methodology and design.
  2. Describe how using a different methodology or design might have been beneficial for each study and describe why.
  3. Summarize the paper.

My DPI PROJECT ” IS HOURLY ROUNDING MORE EFFECTIVE THAN BED ALARM IN PREVENTING FALLS AND INJURY IN THE ACUTE CARE SETTING?

PLEASE SEE RUBIC BELOW(Examining Methodology and design)

Unsatisfactory
0.00%		 2
Less than Satisfactory
74.00%		 3
Satisfactory
79.00%		 4
Good
87.00%		 5
Excellent
100.00%
70.0 %Content
10.0 %Comparison Table: A Comparison of Methodology A comparison of the methodology used in each study is not included. A comparison of the methodology used in each study is incomplete or incorrect A comparison of the methodology used in each study is included but lacks detail. A comparison of the methodology used in each study is complete and includes supporting detail. A comparison of the methodology used in each study is extremely thorough, with substantial supporting detail.
10.0 %Comparison Table: A Comparison of Design A comparison of the design used in each study is not included. A comparison of the design used in each study is incomplete or incorrect. A comparison of the design used in each study is included but lacks detail. A comparison of the design used in each study is complete and includes supporting detail. A comparison of the design used in each study is extremely thorough, with substantial supporting detail
15.0 %External and Internal Validity Issues A description of the external and internal validity issues associated with each methodology and design is not included. A description of the external and internal validity issues associated with each methodology and design is incomplete or incorrect. A description of the external and internal validity issues associated with each methodology and design is included but lacks supporting detail. A description of the external and internal validity issues associated with each methodology and design is complete and includes supporting detail. A description of the external and internal validity issues associated with each methodology and design is extremely thorough, with substantial supporting detail.
15.0 %Methodology and Design Benefits A description of how a different methodology or design might have been beneficial for each study is not included. A description of how a different methodology or design might have been beneficial for each study is incomplete or incorrect. A description of how a different methodology or design might have been beneficial for each study is included but lacks supporting detail A description of how a different methodology or design might have been beneficial for each study is complete and includes supporting detail. A description of how a different methodology or design might have been beneficial for each study is extremely thorough, with substantial supporting detail.
15.0 %Summary A summary of the paper is not included. A summary of the paper is incomplete or incorrect. A summary of the paper is included but lacks supporting detail. A summary of the paper is complete and includes supporting detail. A summary of the paper is extremely thorough, with substantial supporting detail.
5.0 %Two Additional Scholarly Research Sources With In-Text Citations The required elements (two topic-related scholarly research sources and two in-text citations) are not present. Not all required elements are present. One or more element is missing or included sources are not scholarly research or topic-related. All required elements are present. Scholarly research sources are topic-related, but the source and quality of one reference is questionable. All required elements are present. Scholarly research sources are topic-related, and obtained from reputable professional sources. All required elements are present. Scholarly research sources are topic-related, and obtained from highly respected, professional, original sources.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
20.0 %Organization and Effectiveness
8.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
20.0 %Organization and Effectiveness
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
10.0 %Format
5.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
 
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Biological Aspects Of Addiction

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Biological Aspects Of Addiction

(Biological Aspects Of Addiction)

Can Someone Write An Essay In Relation To The Topic: Biological Apects Of Addiction

SUBS 606 Research Paper Guide

This document is intended to help guide you to successful completion of the research paper for this course.  You will complete a 15-20 page (not including title page, abstract page, and references) research paper on a topic related to biological aspects of addiction.  Higher grades will be awarded to papers that demonstrate personal mastery of course content and congruence with the assignment description in this guide.  Conformity to APA style is required for this manuscript.  Although you have some degree of choice of topic, the organization of the paper needs to follow the Research Paper Guide.

Once you have developed a proper introduction for your paper, there will need to be 3 primary sections for you to address.

  1. Description of Substance/Behavior: In this section, describe the biological aspects of the addictive substance or behavior.  Your discussion should explain the addictive properties and include its primary effects on the brain and other organ systems in the body.
  2. Clinical Issues: Discuss clinical considerations of the addictive substance or behavior.  Include the implications the biological aspects of substance/behavior have for the counseling process.  Describe medical treatments (existing or developing) based on biological aspects of substance/behavior and future directions of treatment.  Include a brief discussion of ethical issues the biological aspects of the substance/behavior have for counseling.
  1. Christian Worldview Implications: The third main section of your paper should discuss biological aspects of the addictive substance/behavior from a biblically informed Christian worldview.  Include areas of freedom and caution for Christian counselors based on the biological aspects of the addictive substance/behavior.
  2. As with your introduction at the beginning of your paper, you want to have a brief summary or conclusion.

Remember, this is a guide and not an outline for your paper.  You will do well to effectively use proper APA headings and subheadings to help organize and present your paper.  The APA publication manual (6th ed.) has helped make the use of headings and subheading much easier than in previous editions.  The main sections above would make very suitable headings for your paper.  You must submit your research paper must be submitted by Oct. 2, 2015 before 11:59 a.m.  Your originality score must be 15% or less, excluding references.

 
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MMPI-2: Validity Evaluation Overview

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MMPI-2: Validity Evaluation Overview

(MMPI-2: Validity Evaluation Overview)

MMPI – 3 To 5 Pages

For this assignment, you will review a major personality measure, the Minnesota Multiphasic Personality Inventory (MMPI-2). Your review will consist of two parts:

  1. For this part, you will prepare a brief overview of the history and development of the MMPI-2 (approximately 1 page).  Address:

 

  1. type of psychological test
  2. a brief description of the instrument
  3. the administration, scoring and interpretation
  4. a statement about the reliability and validity
  5. any social/cultural/ethical issues pertinent to the test.
  1. In this part, you will evaluate the test’s validity. Be sure to address:

 

  1. Is the MMPI-2 high or low on content validity and face validity? Explain why.
  2. What are the advantages and disadvantages of having a test with high face validity?
  3. Discuss the four Validity scales and how each one assesses validity.

Be sure to support your conclusions with information drawn from the online content, the textbook, and other credible, scholarly sources to substantiate the points you are making.  Apply APA standards to writing and citations to your work.

Good resources would also include Mental Measurements Yearbook and Tests in Print.

  1. Launch the online library.
  2. Click on Behavioral Sciences under Browse By Subject on the library homepage.
  3. Scroll through the alphabetical list of databases and click on Mental Measurements Yearbook with Tests in Print to launch the database.

Your paper should be double-spaced and in 12 point, Times New Roman or Arial font with normal one-inch margins, written in APA style, and free of typographical and grammatical errors.  It should include a title page with a running head and a reference page. The body of the paper should be between 3-5 pages in length.

 

Assignment 2 Grading Criteria   Maximum Points    Described the instrument, administration, scoring and interpretation.  15    Stated the reliability and validity of the instrument.  10    Identified any social/cultural/ethical issues pertinent to the test.  15    Provided the names and summary of the Clinical, Validity & Content scales.  10    Described the content and face validity of the MMPI.  15    Listed advantages and disadvantages of face validity.  15    Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.  20    Total:  100

 
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Microbiology Day Six Assignment

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Microbiology Day Six Assignment

(Microbiology Day Six Assignment)

Answer Clinical Application Questions 1-3 for Chapter 12 on page 368 and Clinical Application Question 1-3 for Chapter 13 on page 400. Answers should be submitted in a word document with any associated references used.?

 Answer Clinical Application Questions 1-3 for Chapter 12 on page 368

a) A girl developed generalized seizures. A CT scan revealed a single brain lesion consistent with a tumor. Biopsy of the session showed cysticerus. The patient lived in South Carolina and had never traveled outside the state. What parasite caused her disease? How is this disease transmitted? How might it be prevented?

b) A California farmer developed a low-grade fever, myalgia, and cough. A chest X-ray exam revealed infiltrate in the lung. Microscopic exam of the sputum revealed round budding Cells. A sputum culture grew mycelia and arthroconidia. What organism  is most likely the cause of the symptom? How is this disease transmitted? How might it be prevented.

c) A teeaged male in California complained of remittent fever, chills, and headaches. A blood smear revealed ring-shaped cells in his red blood cells. He was successfully treated with primaquine and chloroquine. The patient lives near the San Luis Rey River and has no history of foreign travel, blood transfusion, or intravenous drug use. What is the disease ? How was it

acquired?

and Clinical Application Question 1-3 for Chapter 13 on page 400.

A) A 40 year old man who was seropositive for HIV experienced abdominal pain, fatique, and low grade fever (38 degree C) for 2 weeks. A chest X-ray exam revealed lung infiltrates. Gram and acid fast stains were negative. A viral culture revealed the cause of his symptoms: a large , enveloped polyhedral virus with double-stranded DNA. What is the disease? Which virus causes it? Why was virus culture done after Gram and acid-fast stain results were obtained

B) A new born female developed extensive vesicular and ulcerative ; lesions over her face and chest. What is the most likely symptoms? How would you determine the viral cause of this disease without doing a viral culture?

C) By May 14, two people living in the same household had died with five days of each other. Their illnesses were characterized by abrupt onset of fever, muscle pain, headache , and cough, followed by rapid development of respiratory failure. By the end of the year, 36 cases of the disease, with a 50% mortality rate, had been confirmed. A member of the Orthomyxoviridae, Bunyaviridac, or Adenoviridac could cause this disease . Differentiate among these families by method of transmission, morphology, nucleic acid, and type of replication. The reservoir for this disease is mice. Name the disease

 
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Alaska Airlines change plan

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the case study of the Alaska Airlines change plan, homework help

(Alaska Airlines change plan)

Question description

In this project, you will develop a change plan based on a case study with stated objectives to accomplish an intended goal or goals. Once the objectives are established, you will build backward from those goal(s) in order to develop a timeline for completion in a phase-by-phase sequence. This change plan will analyze what is needed for the implementation of a change to be successful and things to look out for along the way.
Specifically, the following critical elements must be addressed:
I. Analysis and Diagnosis
A. What is the problem in need of addressing at this point in time? Describe which forces are driving the change effort.
B. How did this problem arise? Determine how this problem is currently impacting the organization.
C. Identify the specific organizational needs driving the change. Explain each.
D. Identify specific variables, conditions, issues, individuals, and other factors that will impact the change effort negatively. Describe how these should be handled prior to planning the change effort.
E. What are the underlying causes of the problem? How should these be addressed?

F. Identify the gap between what the problem’s current situation is and what the hoped-for targeted outcome will be. Establish what needs to occur to build a process to bridge this gap.
II. Developing a Change Plan Using Kotter’s Model for Implementing Organizational Change
A. Create Urgency
1. Describe a plan to create urgency within the organization and convince stakeholders that this change needs to take place.
2. What processes currently exist for implementing change? How will these processes need to be updated for the proposed change?
3. Describe the strategy you will use to get support from your employees. How will this strategy be effective?
B. Build a Guiding Coalition
1. Identify who should be involved in this guiding coalition. Provide rationale for each choice. Kotter likes 50% leaders and 50% managers with experience, while others prefer the composition to be 33% leaders, 33% managers, and 33% informal leaders, but you can assemble the guiding coalition as you see fit.
2. Determine steps you can take to ensure commitment from those involved. Describe those steps.
C. Form a Strategic Vision
1. Determine the values that are essential to this change. Why are these values essential?
2. Establish the vision for this organizational change effort. How will this vision be effective in promoting your change effort?
3. Identify your intended targeted outcomes. Defend your choices.
4. What must occur for the organizational change effort to be considered a success? Defend your response.
D. Communicate the Change
1. What is required for the change to be communicated effectively within the organization? Why?
2. Determine actions you will take to encourage two-way communication for effective feedback loops during implementation of the change effort. Explain why these actions will be effective.
3. How will you support the direct supervisors in the organization in their efforts to communicate with employees about the change effort?
4. Describe how you will address any concerns or anxieties regarding this change.
5. Who needs to be involved and in what capacity for this change effort to be a success?
E. Enable Action by Removing Barriers
1. Identify the forces, barriers, and hindrances to the organizational change effort, and describe each.
2. How can resistance be recognized? How will you eliminate resistance or mitigate its impact on the implementation of the change plan?
3. Describe actions that will enable and empower employees to help drive the change effort.
F. Generate Short-Term Wins
1. Determine how you will generate short-term wins. How will you reward these wins?
2. What can be gained from short-term wins? Defend your response.
G. Sustain Acceleration
1. How will you ensure that the momentum driving the change effort continues?
H. Institute Change
1. What actions need to occur for this change to become part of the organizational culture? Defend each action.

 
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Week 1 – Discussion2

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Week 1 – Discussion2

(Week 1 – Discussion2)

10      10 unread replies.    10      10 replies.

Your  initial discussion thread is due on Day 3 (Thursday) and you have until  Day 7 (Monday) to respond to your classmates. Your grade will reflect  both the quality of your initial post and the depth of your responses.  Refer to the Discussion Forum Grading Rubric under the Settings icon  above for guidance on how your discussion will be evaluated.

 Teacher vs. Educator(Week 1 – Discussion2)

Read the “Teacher vs. Educator (Links to an external site.)Links to an external site.”  article and reflect on a school leader who has been influential in your  life.  Based on the example given in the article, explain why you would  categorize that influential school leader as either a teacher or an  educator.

Guided Response: Consider and respond to the ideas  shared in at least two of your classmates’ posts. Provide your reaction  to how they categorized that influential educator. In addition to your  two classmate responses, be sure to In addition to your two classmate  responses, be sure to respond to any questions or comments posted by  your instructor.

You can use the Writing a Good Discussion Board Post (Links to an external site.)Links to an external site. document to help create your responses.

Teachers vs Educators: Which Are You? – Work in Progress – Education Week Teacher
http://blogs.edweek.org/teachers/work_in_progress/2016/05/teachers_vs_educators_which_ar.html?cmp=eml-eb-popweek+05132016[6/30/2016 12:25:02 PM]
Teacher Blogs > Work in Progress
See more Opinion
Starr
Sackstein
Starr Sackstein teaches writing and
journalism in New York City. She is a
National Board-certified teacher and
the New York director for the
Journalism Education Association.
Sackstein is also the author of the
book
Teaching Mythology
.
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How Being a Mom Changed My
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Teachers vs Educators: Which Are You?
By
Starr Sackstein
on May 5, 2016 5:00 AM
How often do we meet
people who leave a
lasting impression?
How many of those
people were
educators who spent
time helping to sculpt
us into the people we
are today?
This past weekend I
had the experience of
a lifetime when I
presented my first
TedxTalk at a
TedxYouth
event at Burlinton High School in Massachusetts.
All of the speakers were very inspiring, but I’d say that the student speakers stole the show.
Timmy Sullivan, a senior at Burlington High School, closed the event with a compelling talk
about the difference between teachers and educators, which got me thinking (and I’m sure
I’m not the only person who was wondering which
he’d classify me
as).
First he sought to define what a teacher is using the dictionary. Courtesy of Webster:
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are strictly those of the author(s) and do not
reflect the opinions or endorsement of Editorial
Projects in Education, or any of its
publications.
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Teachers vs Educators: Which Are You? – Work in Progress – Education Week Teacher

http://blogs.edweek.org/teachers/work_in_progress/2016/05/teachers_vs_educators_which_ar.html?cmp=eml-eb-popweek+05132016[6/30/2016 12:25:02 PM]

A teacher is “one that

teaches

;

especially

:  one whose occupation is to instruct” versus an

educator, who is “one skilled in teaching

:

teacher

.” I agree with Timmy that these two

definitions don’t really distinguish between the two well enough.

For me, like Timmy, a teacher is someone who shows up for a teaching job every day. He or

she knows the content and likely teaching like a job. Whereas an educator is one of those

people who goes farther than what is expected. It’s the teacher who makes relationships with

students more important than the content, but because of those relationships, the content

comes alive.(Week 1 – Discussion2)

Teaching isn’t just a job to an educator,

it’s a calling

. It’s passion and commitment and a

desire to amplify the voices and dreams of the many children whose lives touch them as

much as the educator touches theirs.

Timmy spent time going through his schooling career and came up with a short list and tried

to figure out what they had in common. Being much farther away from my formative

education, the fact that some educators still remain inside my consciousness to this day as I

continue to grow in this profession as I try to emulate the impact they made on me supports

their classification as such.

So for this

Teacher Appreciation Week

, I’d like to give a little shout out to a few educators

who have helped shape me as the person, writer, and educator I hope to become.

Margery Kashman

– MK taught 12th grade honors English. She read my personal

writing and encouraged me to keep at it, as a matter fact, she still does now. Being

in her class made me love reading and we shared many probing conversations at

lunch about

Grendel.

When it came time for me to do my observations as I was

becoming a teacher, MK was the teacher I wanted to observe most. She invited

me back with open arms.

Mr. Johannan-

Calculus teacher who made math an experience. His classes were

fun, challenging and engaging. I enjoyed math that year.

Mr. Williams

– High School music teacher. He knew I was shy and lacked

confidence as a singer, but always offered me opportunities to try. Performing in

his groups taught me discipline and made me feel a part of something that really

mattered. The music bled from him and his excitement for the subject filled the

hallways with song.

Ted Chereskin

– an art teacher who let me follow my whims, no matter how crazy

they were. He allowed me to test my curiosity, even if it meant me casting my

entire body in plaster or using pencil shavings as filler in a collage. No suggestion I

made was out of bounds. I took risks in his class and he supported everyone.

Mr. Scheiner(Week 1 – Discussion2)

– my 4th grade teacher who I accidentally called “daddy” once. He

didn’t shame me, he was flattered. It was in his class that I learned to love reading

not fear it. His presence was a commanding one and despite the way he looked,

his demeanor was so gentle and warm. I was going through a hard time in my life

at that time and school became a place I wanted to come to hide away.

Dr. Maxwell

– 11th grade honors English. She challenged us all to consider

literature in a way that made me think. We put novels on trial. Ours was

Deliverance

. I’ll never forget the experience of arguing against censorship despite

the content of a novel.

Dr. Berman –

9th grade honors English. English came alive as we passed the

conch shell around the room in our discussion of

Lord of the Flies

or we talked

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Industrial Education Teacher

Haven Middle School, IL

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about phonies in

Catcher in the Rye.

Each of these educators had a profound impact on my life both at the time and now as I look

back and consider the legacy I want to leave in this profession. After 14 years of teaching, I

can only hope that I touch the lives of my students in the same way that each of these adults

did mine. Their compassion and excitement for learning permeated what they did and that

mattered.

So thank you to the special educators in my life, past and present.

Who are the educators in your life that made a difference and why? Please share

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School/Life Balance

What if

authentic learning

student empowerment

11 comments

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Oldest to Newest

Score: 2

William Soderholm

7:02 AM on May 5, 2016

This is very interesting.

The problem is we keep getting things added to our

list that interefere with all of these positives.

The bigger problem is

education is promoting these things at an exponential rate all the while

providing lip service along the lines of this article.

1 reply

Report Abuse

Score: 2(Week 1 – Discussion2)

John Bennett

9:06 AM on May 5, 2016

Though many true educators still refer to themselves as teachers, in my

mind, the difference is fairly straightforward: Educators facilitate learning,

occasionally teaching when needed; Teachers deliver information following

lesson plans, occasionally educating some students.

Back when dirt was clear (you know – so long ago, it wasn’t even dirty yet…)

when I was in school, most were teachers with a few like Ted Strein who

were educators. Today, more and more are educators but the change can

never be fast enough!!!

3 replies

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Score: 5

DCGMentor

11:22 AM on May 5, 2016

Teachers had this calling long before the term educator was in vogue. Non

of the students I have had a lasting impact on since 1970 have ever called

me their educator.

Report Abuse

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1 reply

Score: 4

bradley3

11:50 AM on May 5, 2016

As a teacher, I personally dislike the term “educator” and never refer to

myself as such. However, I do full believe that teaching is my calling, not just

a job. My dislike for “educator” stems from the fact that it is used to

describe everyone involved in education, superintendents, curriculum

managers, and the like. Many “educators” do not teach. That is not to say

that people in those positions are not necessary to the work that teachers

do, but they do not fit the author’s or Timmy’s definition of “educator”.

1 reply

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Score: 4

leibniz

3:36 PM on May 5, 2016

This “line in the sand” description is ridiculous.

My next door neighbor insists

that she be addressed as an “educator” and will correct any other title.

To

imply that some are “educators” and others merely “teachers” would be like

distinguishing between “preachers” and “ministers” because you like the

style that one of them employs and denigrate the other.

Additionally, any

teacher also knows that the students perception of the class (and teacher)

relies not just on the teacher (educator, instructor, professor, whatever you

insist on being called) but also on the content of the class or perhaps more

so on the other students in the class.

While we’re at it, let’s decide what

other monikers we need to distinguish between.

Which is better, doctor or

physician? Preacher or minister? Manager or supervisor?

Cooperating

teacher or instructional coach?

Let’s not get too full of ourselves here.

At

the end of the day, do I love my job?

Sure.

But I also hope that everyone has

the feeling that they make a difference in their job, regardless of the

profession.

To think otherwise could only imply that I’m unappreciative of

their service.

Report Abuse

Score: 4(Week 1 – Discussion2)

Nancy Flanagan

6:24 PM on May 5, 2016

I once gave a keynote address on the joys of teaching. Immediately

following, a woman in a business suit and heels approached me and said

“Don’t ever call ME a teacher! I’m an…educator.” I was taken aback–but it

was an opportunity to give the terms some thought.

I think “teacher” is a perfect word–a noun made from an equally perfect

although simple verb: teach.

Parents teach their children. Children teach

each other.

The opposite of teach is lean, a seesaw of meaning. The

opposite of education is…well maybe what Donald Trump meant when he

referred to the “poorly educated.”

When people believe they’re not teachers any more—they’re educators–

my “rhetorical excess” radar goes on. I will always be a teacher.

Report Abuse

Score: 4

Yukio

1:07 PM on May 7, 2016

Teacher or educator?

Who gives a rip?

If respect is missing from the

equation it doesn’t matter what they call us.

How about “Administrator or

Classroom Failure?”

Now that would be a topic for discussion.

1 reply

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Score: 4(Week 1 – Discussion2)

AEPriester

3:02 PM on May 8, 2016

I can see the distinction you are trying to make, but I have always held the

title “teacher” as sacred.

Even as a college professor, I thought of myself

first as a “teacher,” and I prefer the old-fashioned Anglo-Saxon word to

“educator” any day. Being a teacher is my calling, and I do more than show

up everyday for a job.

Society at large may belittle the job and title of

teacher, but that doesn’t mean we have to accept their assessment of

teachers and give ourselves a new name.

Report Abuse

Score: 3

bloolight

11:10 AM on May 9, 2016

So I suppose a good teacher is a teacher but a great teacher is an educator?

Or is a mediocre educator a teacher? If I teach students I’m a teacher, but if

I get students to teach themselves I’m an educator?

What if I try to get

students to educate themselves and they fail to do so?

Am I still an

educator, or am I a teacher?

I get that you are trying to say something profound here, but I think that

you are missing the point.

The general public already believes that teaching

is a calling rather than a job, which is why they find it so hard to accept that

we deserve salaries and benefits.

Missionaries don’t complain about their

lack of good dental coverage, do they?

I see myself as a cognition-expert, standing at the boundary between

working memory and long-term memory to facilitate the transfer of

information.

In other words, I’m a teacher.

Report Abuse

Score: 2

aradeba1

12:28 PM on May 12, 2016

On behalf of the teachers you’ve honored in this blog, “Thank you, my dear!”

What a lovely thing to do for those who made such a difference in your life.

As for teacher vs educator, I don’t care what the official term is as long as

I’m working with my wonderful 10th grade English students and we’re all

learning together.

Bravo!

1 reply

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Score: 0

dflier

9:16 AM on May 13, 2016

I have a problem with referring to teaching as a calling.

Being a teacher is

not the same as being a priest or a nun.

Claiming that teaching is a calling

has too often been used as an excuse to pay teachers next to nothing.

I love

my job, but I won’t do it for free.

Calling?

No. Profession? I’d like to think so.

1 reply

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The Availability Heuristic

/in , , /by

Chapter 3 class discussion: The Availability Heuristic or “It Seems Like . . .”

(The Availability Heuristic)
66 unread replies.66 replies.

 The Availability Heuristic or “It Seems Like . . .”

You can probably recognize and appreciate the availability heuristic.  We are often exhibiting it when we use the phrase, “it seems like.” For example, have you ever said or thought, it seems like:

  • every time I step in the shower the phone rings.
  • every time I don’t do the reading I get called on by the instructor.
  • whenever I get into a checkout line it turns out to be the slowest one.
  • every time I leave late for work there is a lot of traffic.

We tend to overestimate the frequency of more vivid and memorable instances or events because they are the ones that are most available to memory when we try to retrieve information to answer a question or make a decision. So, we remember the times that the phone rang or that the instructor called on us and judge them to be more common than they actually are. Visual images are some of the more vivid pieces of information we encounter, so, as Myers notes, the visual media can easily elicit the availability heuristic. As a result, we tend to overestimate how often children are kidnapped by strangers, how often women are raped by strangers, and how much the mentally ill represent a danger to us.

a funny example of the media’s influence on such judgments can be viewed in a clip from The Daily Show, which spoofs the media’s tendency to exaggerate a few incidents into a crisis or phenomenon. In I Know What You Did Last Summer of the Shark, a 3-1/2 minute clip available online (http://www.cc.com/video-clips/ibdtya/the-daily-show-with-jon-stewart-i-know-what-you-did-last-summer-of-the-shark (Links to an external site.)Links to an external site. ), The Daily Show pokes fun at how the media turns a very small and typical number of shark attacks into a full-blown epidemic.

For each of the following heuristics, provide an ORIGINAL example (not one from the textbook or lecture) that illustrates how people make decisions. Be sure to explain how use of each of the various heuristics can lead to incorrect inferences.

 

Representativeness heuristic
Conjunction error
Availability heuristic
Simulation heuristic
Anchoring heuristic
Adjustment heuristic
 
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Clinical Psychology

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Clinical Psychology

(Clinical Psychology)

This is a team assignment I am only responsible for a portion:

 

Choose a case study from this week’s required text readings (Chapters 6 and 9 of Contemporary Clinical Psychology).

Write a 1,050- to 1,400-word analysis of your selected case, in which you demonstrate an application of clinical psychology in a real-world situation.

Address the following items:

  • Provide a brief overview of your selected case.
  • Discuss the biological, psychological, and social factors involved in your selected case.
  • Use your selected case study to explain which interventions would be appropriate in the field of clinical psychology. For each intervention you select, provide the following:  Biological intervention
    • The rationale for selecting the intervention
    • What would be done
    • Who would be involved
    • In what setting the intervention would occur
    • Which area the intervention is targeting, such as biological, psychological, or social factors

Use information from at least three peer-reviewed publications to support your points.

Format your analysis consistent with APA guidelines, including a reference page.
Cite in text and in the reference section in APA formatting, proper citing is a part of the grade

Case Study

Case Study: Hans and Marta Experience Severe Marital Discord (Couples Therapy)

Hans and Marta, a Caucasian couple of Austrian descent, have been married for two years, and each have two children from their previous marriages currently living in the home. They also have an infant daughter of their own. Thus, this blended family combines five children and the challenges of relating to involved ex-spouses. Hans is employed as a contractor and Marta does not work outside of her considerable duties within the home.

Presenting Problem: Hans and Marta report frequent fighting and very low marital satisfaction. Hans is reportedly physically abusive of Marta, and a number of times has struck one of the children. Marta is therefore afraid to confront Hans about her unhappiness and has been withdrawn and disinterested in sex. Hans reports that Marta ignores him, is focused only on the children, and sometimes he just “loses it.” Hans and Marta are asking for help with the fighting, the physical abuse, and the extremely low level of positive marital interaction.

Key Biopsychosocial Factors:

Biological: Hans’s father was physically abusive, which may represent a biological or an environmental predisposition to violence. Marta gave birth only six months ago and is still resuming her normal hormonal and physical functioning. The extent of the physical abuse needs to be assessed in terms of the health of Marta and the children, and all family members protected from further violence.

Psychological: Marta is a battered woman and lives in constant fear for her own and her children’s safety. She is attached to Hans and is unable to separate from him or assert her needs in the face of his violence. Hans is a classic batterer in the sense that he denies responsibility for the abuse, blames Marta for his behavior, and states that if she were only more loving and available he would not need to resort to such anger.

Social: The larger sociocultural context for violence is well established in that we live in a violent society that does not adequately protect victims or treat perpetrators. Hans’s own abuse at the hands of his father may have imparted this tendency through social learning or identification with the aggressor.

Marta may feel dependent upon Hans and afraid to separate due to her fear that she may be unable to adequately house, clothe, and feed her children, and perhaps even lose custody.

Treatment Goals and Plan: The prevailing goal of treatment must be the physical safety of Marta and her children. Given that physical abuse of the children is being reported, the psychologist is legally and ethically mandated to make a report to Child Protective Services. If the couple are willing to remain in treatment in spite of this report, several goals will include (1) cessation of all physical violence within the home, (2) development of alternative means of expressing and working through anger and frustration, (3) insight into the origins and triggers of violence, and (4) improved capacity for communication and intimacy.

The treatment plan will include:

  1. Individual therapy for Hans to learn to control his temper and violence and for Marta to develop increased autonomy, assertiveness, and a plan of action in the face of future violence.
  2. Develop alternative behavioral strategies for dealing with anger and create a contract between Hans and Marta for taking alternative steps to violence.
  3. Family-of-origin work to understand the roots of violence for Hans and factors contributing to Marta’s relationship to an abusive man.
  4. Develop opportunities for the couple to engage in some mutually positive and pleasurable activities.
  5. Locate social services and shelters for battered women.
  6. Group therapy for Hans with other men who are abusive.
  7. Collaboration with the individual psychologists, group therapist, family physician, child therapists, and social services worker monitoring abuse within the home.

This couple’s therapy case illustrates the high stakes and complex layers of relational problems. The outcome of this case, like most others, will depend largely on the cooperation and motivation of Hans and Marta to acknowledge their serious difficulties and take the necessary steps toward improvement. Various modalities, techniques, and social and medical elements also come into play in this complex yet all-too-common situation.

 
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