Crafting Mission & Vision For Organization

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Discussion 2: Crafting a Mission and Vision for an Organization

(Crafting Mission & Vision For Organization)

In Discussion 1 of this week, you examined the mission and vision statements of various organizations and considered the implications of these statements for strategic planning. In this Discussion, you apply the insights you gained to the creation of an organization’s mission and vision statements.

Your Instructor has assigned you to a small group for this Discussion.

Note: You will develop individual mission and vision statements for your initial post. Through the collegial exchange that follows, you will offer each other suggestions for refinement. You will also work in this same small discussion group in Weeks 3 and 4.

To prepare:

  • Evaluate what you have learned thus far about the process of developing mission and vision statements.
  • Reflect on the case study presented in this week’s media.
  • Consider what information would help you to create rich and appropriate mission and vision statements for Mountain View Health Center, the organization featured in the case study. Conduct additional research as necessary to strengthen your understanding of the process of crafting mission and vision statements and to deepen your thinking about the organization. For instance, you may research organizations with similarities to Mountain View and examine their mission and vision statements.
  • Draft a mission statement and a vision statement for Mountain View Health Center. Make the statements as clear and concise as possible. For example, you may want to write one to three sentences for the mission statement and one sentence for the vision statement.
  • Consider what you have learned about the process of developing mission and vision statements.ussion 2: Crafting a Mission and Vision for an Organization

In Discussion 1 of this week, you examined the mission and vision statements of various organizations and considered the implications of these statements for strategic planning. In this Discussion, you apply the insights you gained to the creation of an organization’s mission and vision statements.

Your Instructor has assigned you to a small group for this Discussion.

Note: You will develop individual mission and vision statements for your initial post. Through the collegial exchange that follows, you will offer each other suggestions for refinement. You will also work in this same small discussion group in Weeks 3 and 4.

To prepare:

  • Evaluate what you have learned thus far about the process of developing mission and vision statements.
  • Reflect on the case study presented in this week’s media.
  • Consider what information would help you to create rich and appropriate mission and vision statements for Mountain View Health Center, the organization featured in the case study. Conduct additional research as necessary to strengthen your understanding of the process of crafting mission and vision statements and to deepen your thinking about the organization. For instance, you may research organizations with similarities to Mountain View and examine their mission and vision statements.
  • Draft a mission statement and a vision statement for Mountain View Health Center. Make the statements as clear and concise as possible. For example, you may want to write one to three sentences for the mission statement and one sentence for the vision statement.
  • Consider what you have learned about the process of developing mission and vision statements
 
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Discussion: Developmental Milestones

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Discussion: Developmental Milestones

(Discussion: Developmental Milestones)

Milestones refer to important points in the development of a particular skill or ability. For example, some (but not all) of the milestones related to gross motor development include rolling over, sitting up, crawling, standing up, cruising, and walking.

The ability to communicate is an important skill. In fact, it is one of the first skills infants and children must master. Infants communicate primarily through crying. Parents and caregivers can become quite adept at interpreting a child’s cry so that they can respond to his or her needs quickly and appropriately.

While nature predisposes humans to language, it is nurture that determines language development. Language development can be facilitated in a number of ways: Adults can modify their speech (i.e., child-directed speech, simplified speech) to help young children attend to and learn the important parts of speech and appropriate syntax; play simple games with children that encourage turn-taking (a characteristic of good communication); and use of scaffolding (e.g., repetition) to help children learn the basics of language and communication (Pinker, 2004). The milestones of language development range from pre-language babbling to multi-word phrases and sentences. Individual and cultural differences can affect the rate and form of language within these milestones.

For this Discussion, you will explore one developmental milestone in infancy and/or toddlerhood as it relates to cognitive, physical, and/or social-emotional development.

To prepare for this Discussion:

· Review the Learning Resources for this week and consider the various developmental milestones in infancy and/or toddlerhood.

· Select only one developmental milestone in infancy and/or toddlerhood as it relates to cognitive, physical, and/or social-emotional development.

By Day 4

Post a brief description of the developmental milestone you selected. Then, explain the impact of missing and meeting the milestone as it relates to cognitive, physical, and social-emotional development in infancy and/or toddlerhood. Use your Learning Resources to support your post. Use proper APA format and citations.

Berk, L. E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education.

  • Chapter 4, “Physical      Development in Infancy and Toddlerhood” (pp. 118–149)
  • Chapter 5, “Cognitive      Development in Infancy and Toddlerhood” (pp. 150–181)
  • Chapter 6, “Emotional and Social Development      in Infancy and Toddlerhood” (pp. 182–212)

Darling, N. (1999). Parenting style and its correlates. Retrieved from ERIC database. (ED427896)

Note: You will access this article from the Walden Library databases.

Keller, H. (2012). Attachment and culture. Journal of Cross-Cultural Psychology, 44(2), 175–194. doi:10.1177/0022022112472253

Note: You will access this article from the Walden Library databases.

 
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Excel Spreadsheet Project Instructions

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Excel Spreadsheet Project Instructions

(Excel Spreadsheet Project Instructions)

Program Evaluation

In this assignment, you will be considering a case study and then applying what you have learned in this module about research and evaluation.

Case Study

Beginning in March last year, a year-long media-based campaign was aired on radio and television and in print in British Columbia. Aimed at smokers in the age group of twenty to thirty years, it is intended to influence them in ways that will lead them to stop smoking.

The logic model for the smoking cessation campaign is quite simple and reflects the prevailing views about program theory that are relevant to this kind of campaign. Given below is a part of that logic model, focusing on outcomes. The components, implementation activities, and outputs are not shown, but they focus on the amounts of media coverage on the radio and television and in newspapers. The campaign is intended to last a year and is intended to be implemented in segments. The first segment begins in March and ends in April, the second one is being implemented in July and August, and the third in October and November.

As you can see from the logic model, the campaign is intended to initially reach a group of smokers in British Columbia (awareness of the campaign) and, once they are aware of the campaign, to increase their knowledge of smoking-related issues that might appeal to persons in that age group.

One television advertisement, for example, shows a man standing outside a bar smoking a cigarette. As he inhales, he ages. As he exhales, he becomes younger again. The message is that if you quit smoking, most of the effects on your body are reversible. A website is provided so that viewers can get information to help them quit. Exposure to these messages is intended to affect attitudes toward smoking (to make them develop a view that smoking is not good for them and that they want to change their behaviors). Attitude change is expected to lead to changes in behaviors: attempts to quit, cutting back on smoking, and actually quitting.

The Evaluation

The evaluation of this province-wide program is intended to determine whether the program logic works as intended, i.e., whether people are aware of the campaign, whether the campaign increases their knowledge, whether their attitudes change, and, finally, whether they try or succeed in quitting smoking.

The evaluation of the planned smoking cessation campaign in British Columbia is focused on the effectiveness of the campaign. More specifically, the evaluation is intended to address these questions:

  • What impact, if any, did the mass media campaign have on:
    • Awareness of the campaign itself.
    • Knowledge of the consequences of smoking.
    • Attitudes toward smoking.
    • Smoking-related behaviors.

The key issue for the evaluation design is to determine how the campaign affected the aforementioned attributes of persons who have self-identified as smokers.

Given that the campaign is province-wide, it will be difficult to find a control group that has not been exposed to the campaign. Given the costs of the campaign, the evaluation will need to focus on British Columbia and not try to find a comparison group in another province.

Population surveys of British Columbia residents suggest that approximately 15%–20% of the people in the age group of twenty to thirty years smoke. These smoking rates vary from one region to another and with sociodemographic characteristics of British Columbia residents.

Tasks:

Design an evaluation report that will be able to assess whether the smoking cessation campaign was successful. An important part of any proposed design is to assess whether the program theory actually worked the way it was intended, i.e., whether persons became aware of the campaign, whether their knowledge increased, whether their attitudes then changed, and whether attitude changes led to smoking cessation behaviors.

To ascertain whether the campaign impacts smokers in the way the program logic is intended, it is important to design an evaluation that actually tracks the way the campaign influences smokers over time. Ideally, the evaluation team wants to be able to see whether the program was visible; if it was, whether knowledge increased; if that happened, whether attitudes changed; and if attitudes changed, whether changes in behavior have been reported.

In a 2- to 3-page paper, explain the following:

  • What are the main features of your evaluation design?
  • How would it be implemented?
  • How does the design deal (if it does) with possible rival hypotheses (internal validity threats)?
  • How does the design address statistical conclusions, construct, and external validity?

Submission Details:

 
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Psychology Concepts and Reasoning

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Psychology Concepts and Reasoning

(Psychology Concepts and Reasoning)

Recently, Marika had to end an 18-month long relationship with Joshua, a man with whom she was deeply in love. She recognized, however, that they did not want the same things out of life; specifically, Joshua wanted to get married someday, and Marika was not interested in marriage. Though they tried to work out a compromise, it was not going to work out. Even though ending the relationship was painful, Marika was able to understand and manage her own feelings, even to the point of helping Joshua through the break-up with as little pain as possible. Marika is clearly very gifted in the area of __________ intelligence.

A. self-aware

B. intrapersonal

C. savantish

D. emotional

Question 2 of 30

3.3334 Points

Which of the following is not a type of reasoning, according to your textbook?

A. Deductive reasoning

B. Discursive reasoning

C. Pantheoretical reasoning

D. Syllogistic Reasoning

Question 3 of 30

3.3334 Points

The __________ fallacy is a phenomenon that causes people to believe that additional information increase the probability that a statement is true, even though that probability actually decreased.

A. hindsight

B. irrationality

C. conjunction

D. discursion

Question 4 of 30

3.3334 Points

In __________, a French scientist by the name of Alfred Binet was asked to develop a test that could help teachers identify school children who had special needs.

A. 1890

B. 1892

C. 1897

D. 1904

Question 5 of 30

3.3334 Points

Which of the following is not one of the errors in reasoning that is discussed in your textbook?

A. The representative heuristic

B. Overconfidence

C. The hindsight bias

D. The conjunction bias

Question 6 of 30

3.3334 Points

(Psychology Concepts and Reasoning)

When a person is trying to decide what to do or how to act, they are engaging in _________ reasoning.

A. theoretical

B. syllogistic

C. practical

D. deductive

uestion 7 of 30

3.3334 Points

Which of the following individuals would be considered a prodigy?

A. Stephen Hawking

B. Albert Einstein

C. Lance Armstrong

D. Barack Obama

 

Question 8 of 30

3.3334 Points

Last week, Dr. Diop gave her Multicultural Psychology class an exam that tested their mastery of the information she had presented for the first half of the course. This type of test, one that measures knowledge and progress, is called a(n) __________ test.

A. intelligence

B. academic

C. aptitude

D. achievement

(Psychology Concepts and Reasoning)

Question 9 of 30

3.3334 Points

Which of the following is one of the eight multiple intelligences proposed by Howard Gardner?

A. Crystallized

B. General

C. Creative

D. Naturalistic

Question 10 of 30

3.3334 Points

Martha has lost her keys. She looks in her purse, only to find that they are not there. She looks in various places – rooms of her house, cushions of the sofa, even in the refrigerator – but she keeps coming back to her purse to make sure that the keys are not there. Martha’s tendency to solve the problem using a successful past solution is an example of __________.

A. an algorithm

B. functional fixedness

C. the mental set

D. a heuristic

Question 11 of 30

3.3334 Points

Which of the following might demonstrate the result of discursive, or theoretical, reasoning?

A. Opting to delay studying for an exam so that you can go to a party tonight

B. The willingness to turn down a job now so that you can get a better job later

C. A person’s religious beliefs

D. The decision to camp out all night to buy tickets to a rock concert

Question 12 of 30

3.3334 Points

When it comes to testing the intelligence of people from different cultural backgrounds who live in the same community, which of the following statements is the most accurate?

A. It may be impossible to create an intelligence test completely free of cultural bias.

B. As long as the IQ test is given in a uniform manner, the influence of different cultural backgrounds is minimal and it is not necessary to consider those differences.

C. The only time an IQ test has cultural bias is if the test administrator has a particular desire to act in a way that discriminates against the test taker.

D. Cultural bias is not something that needs to be considered, but gender bias is a very salient topic in the world of intelligence testing.

Question 13 of 30

3.3334 Points

(Psychology Concepts and Reasoning)

While Alfred Binet is generally credited with creating the first test used to measure intelligence, this is actually a bit of a mistake! The test that he developed, in fact, measured a child’s __________.

A. processing speed

B. mental age

C. mathematics skills

D. verbal fluency

Question 14 of 30

3.3334 Points

Randi loves to cook, but unfortunately she finds herself almost incapable of creating meals by just “throwing together” different ingredients. She requires a recipe to make her dishes, and she follows those recipes precisely as written. According to Robert Sternberg, which type of intelligence does Randi fail to demonstrate her cooking skills?

A. Analytical

B. Creative

C. Practical

D. Social

Question 15 of 30

3.3334 Points

Scott is very convinced that all Jewish individuals are very cheap, and he is not afraid to share his views with other people. As he is walking down the street, however, he noticed that an orthodox Jewish gentleman is putting money into the cup of a homeless person who has asked for some help. “He’s just trying to make himself look good,” Scott thinks to himself. The fact that Scott maintains his beliefs even when there is evidence that shows him that he is wrong is called belief __________.

A. perseverance

B. maintenance

C. stability

D. exempting

Question 16 of 30

3.3334 Points

“Raindrops keep falling on my head. And just like the guy whose feet are too big for his bed, nothing seems to fit!” These lyrics to a popular song describe a very uncomfortable sleeping arrangement! There are several ways this problem can be solved. If the singer chooses to go out in the morning and buy a bigger bed, this would be similar to the Piagetian concept of __________.

A. assimilation

B. accommodation

C. schema transformation

D. adaptation

Question 17 of 30

3.3334 Points

(Psychology Concepts and Reasoning)

__________ studies collect data from the same individuals over a period of time to track age changes.

A. Cross-sectional

B. Continual

C. Contiguous

D. Longitudinal

 

Question 18 of 30

3.3334 Points

What is the age range bound by the four stages of Piaget’s theory?

A. Birth through adolescence

B. Toddlerhood through adolescence

C. Birth through adulthood

D. Birth through toddlerhood

Question 19 of 30

3.3334 Points

__________ psychologists study the physical, cognitive, and social changes that people experience throughout their lives.

A. Evolutionary

B. Cognitive

C. Developmental

D. Social

Question 20 of 30

3.3334 Points

__________ investigations consist of research conducted in order to establish averages or baselines.

A. Normative

B. Control

C. Population

D. Continuity

Question 21 of 30

3.3334 Points

When a parent wants a young child to look at something on the floor, the phenomenon called joint visual attention says that the parent should __________.

A. point to the object

B. look at that object

C. set the baby down in front of the object

D. lift the baby up so that (s)he is looking down at the object.

Question 22 of 30

3.3334 Points

Based on the existing research, how much alcohol have researchers determined is “safe” for a mother to drink during pregnancy without risking harmful effects to the baby?

A. Up to two glasses of red wine per week is safe for a pregnant woman.

B. A pregnant woman can have a maximum of one alcoholic beverage per day without risk to the baby.

C. This is impossible to answer because each pregnancy is different.

D. There is no safe amount of alcohol for a pregnant woman.

Question 23 of 30

3.3334 Points

Teenagers in the formal operational stage of Piaget’s theory of cognitive development may get involved in __________ thinking, which refers to imagining possibilities or impossibilities.

A. schema-based

B. egocentric

C. hypothetical

D. centrical

Question 24 of 30

3.3334 Points

(Psychology Concepts and Reasoning)

The fact that children tend to develop their motor skills from “top to bottom” is a demonstration of the __________ rule.

A. north-to-south

B. proximodistal

C. cephalocaudal

D. head-to-toe

Question 25 of 30

3.3334 Points

The average newborn baby has approximately _______ nerve cells in his or her brain.

A. 103 million

B. 23 billion

C. 23 million

D. 234,000

Question 26 of 30

3.3334 Points

If you wanted to study age changes, which type of research would be the best to conduct?

A. A cross-sectional study

B. A longitudinal study

C. A quasi-experimental study

D. A naturalistic observation

Question 27 of 30

3.3334 Points

__________ development is defined as the emergent ability to execute physical actions.

The engine

B. Muscular

C. Physical

D. Physiological

Question 28 of 30

3.3334 Points

Which of the following is a commonly discussed criticism of Piaget’s theory of cognitive development in children?

A. Piaget felt that development was more fluid and continuous than modern researchers believe.

B. Piaget underestimated the cognitive ability of children.

C. The foundations of formal operational thinking appear later than Piaget theorized.

D. Piaget did allow for the fact that teratogens during pregnancy could impair cognitive development.

Question 29 of 30

3.3334 Points

The period of transition from childhood to adulthood that involves many different domains of development is called __________.

A. puberty

B. adolescence

C. preadulthood

D. the teens.

Question 30 of 30

3.3334 Points

Robin is working as a student teacher while she finishes her degree in education. Each day she has a portion of the class time where she is in charge, and the teacher who serves as her mentor observes her, takes notes, and offers her constructive feedback on how to improve her work. This “mentor/apprentice” model of learning is most similar to __________’s theory of cognitive development.

A. Erik Erikson’s

B. Carl Jung’s

C. Jean Piaget’s

 
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Cultural Considerations in Mental Health

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Cultural Considerations in Mental Health Nursing

(Cultural Considerations in Mental Health)

Question description

Submit an evidence-based practice paper about cultural competency in mental health nursing. An evidence-based practice paper allows you to explore best practice and help improve client outcomes on a psychiatric unit. Your paper should describe how you, as a nurse, will include – or have included – cultural awareness in a client diagnosed with a mental illness. The person you describe could be someone in your clinical setting, someone you have worked with in the past, or a theoretical client.

Remember that culture can also include gender equality, sexual orientation, and other cultures besides race and religion – including cultures unique to one particular family. Your paper should be at least 3 pages (double-spaced, not including the title or reference pages) in APA Format and include:

  • Assessment: Discuss what you would assess in regard to a client’s culture. For example, are there specific dietary requirements? Are schedule changes necessary to avoid conflicts with religious practices? Who is the spokesperson for the family? What would you assess?
  • Diagnosis: List any mental health nursing diagnoses this person has or may be at risk for. Include at least one cultural diagnosis.
  • Planning: What planning needs to be done to ensure the cultural and emotional safety of the client?
  • Implementation: What are interventions that would ensure the safety of your client in regard to culture? Include at least two interventions. For example, if your client has religious beliefs that affect the ability to take medications, what interventions would you create to ensure the client’s safety? What can you do to make sure the client’s cultural needs are met?
  • Evaluation: How will you evaluate whether your implementation was effective? Make sure the parameters are objective and measurable.
  • In your summary, discuss whether any completed interventions were successful. What could be done differently in the future? If the interventions have not yet been carried out, you might discuss some institutional changes that could be made to ensure cultural safety for all clients in that setting.
  • Your paper should utilize proper APA guidelines and include at least three scholarly sources to support your paper. A scholarly source is a source that has been peer reviewed and has appropriate authors that are credentialed.
 
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Human Biological Sample Ethics

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Human Biological Sample Ethics

(Human Biological Sample Ethics)

Response To Peer Discussion Question

Upon review of “Ethical issues in the export, storage and reuse of human biological samples in biomedical research: perspectives of key stakeholders in Ghana and Kenya,” there are several key issues identified in the trial in regards to bio-specimens (Tindana, P., Molyneux C., Bull, S., & Parker, M., 2014). The first being the ability to understanding the collection process and the purpose for the collected samples. There were many misconceptions to how blood samples were transported and if it was safe to be collected. The second issue identified was the determination of consenting to biological samples being used for future use and what the potential impact of the future studies have on a the research subjects and/or community. The third issue was the ownership of samples once collected and is the work of collecting the samples acknowledged in future research and publications. The cultural negative associations with blood complicated these issues and the consenting process. Although suggestions to aid in the protection of subjects and their biological samples were provided, like the IRB deciding future use acceptability, the intertwining of all of the issues was clearly depicted indicating the complexity of a solution (Tinda et al., 2014).

The study, “The debate over research on stored biological samples: what do the sources think” supports the complexity of bio-specimen collection and processing, even with the subject population being in the United States of America (Wendler & Emanuel, 2002). The debate included samples that were personably identifiable versus “anoymized” and the difference in future research for the disease the sample was originally collected for versus new indications. The idea to consent subjects at the start of the trial for future research, so re-consenting difficulties to “lost” subjects can be minimalized, adds the issue of how subjects can consent to future research when they do not know the future risks and benefits. The data collected indicated five suggestions to the current process, like “requiring consent the first time the samples are used for research purposes.” (Wendler & Emmanuel, 2002).

The complexity of research biological samples is apparent, but I do not believe it always gets the attention it deserves. As someone who has worked in a clinical research laboratory processing research samples, I can attest to the high level of care and detail put forth to process and handle samples correctly, so the proper analysis could be completed. The samples are irreplaceable, which supports the concern for ownership of the samples once collected that the first article described with publications (Tinda et al., 2014). I have also consented patients to clinical trials and had to explain the different bio-specimen collection parameters outlined in the consent form. From my experience, most patients do not truly understand what will happen to their biological samples, but they understand it could potentially help make new discoveries in science and medicine, so they are more inclined to participate. The idea if subjects consent to future research for their disease then they are open to future research for other diseases (Wendler & Emmanuel, 2002), also holds true when I have personally spoke to patients. It is interesting to me to learn about the perceptions of biological samples collection for different diseases, as almost all of my research experience is in oncology and there is definitely an altruistic component to consenting to research when it is a matter of life and death.

References:

Tindana, P., Molyneux C., Bull, S., & Parker, M. (2014). Ethical issues in the export, storage and reuse of human biological samples in biomedical research: Perspectives of key stakeholders in Ghana and Kenya. . BMC Medical Ethics. 15(1). Retrieved From https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4210627/

Wendler D., & Emanuel E. (2002). The debate over research on stored biological samples: what do the sources think? Arch Intern Med, 162. (pp. 1457–1462). Retrieved From http://www.lcg.unam.mx/frontiers/files/frontiers/Wendler%20D.pdf

 
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Discrimination: Reflection & Interview

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Discrimination: Reflection & Interview

(Discrimination: Reflection & Interview)

Watch the Frontline program online.

Frontline: A Class Divided http://www.pbs.org/wgbh/pages/frontline/shows/divided/

A Class Divided explores the nature of prejudice. Third grade teacher Jane Elliott deliberately created a classroom situation to teach her students how it feels to be on the receiving end of discrimination. This is an encore presentation of the classic documentary on third-grade teacher Jane Elliott’s “blue eyes/brown eyes” exercise, originally conducted in the days following the assassination of Rev. Martin Luther King Jr. in 1968. This classic classroom experiment, conducted in the late 1960s in a small Midwestern town, demonstrates how quickly and easily schoolchildren can internalize prejudice and discriminate. Years later, these children discuss the valuable lessons they learned from this experiment. Elliott employs this same teaching strategy with a group of adults in the workplace, and discusses their reactions.

This assignment is designed to allow you to synthesize what you have been learning about the various dimensions of diversity and the necessity of treating everyone in an inclusive, sensitive and respectful manner.

Discrimination Paper Part I: Interpersonal Reflection(Discrimination: Reflection & Interview)

After viewing the video, consider the following questions and write your response. Your response should be 4-5 pages and should address each question thoroughly, reflecting an accurate representation of what you have learned in this course. Demonstrate scholarship by utilizing supporting resources to justify your ideas and responses:

  • What did you learn from the film? What scene or scenes do you think you’ll still remember a month from now and why those scenes?
  • Did any part of the film surprise you? Do you think someone with a disability, of a different sexual orientation, an older American or some of a different religion would also find it surprising? Why or why not?
  • Both Elliott and her former students talk about whether this exercise should be done with all children. What do you think? If the exercise could be harmful to children, as Elliott suggests, what do you think actual discrimination might do? Use an example, different from the example you used to describe labels, from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.
  • How can negative and positive labels placed on a group become self-fulfilling prophecies? Use an example from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.
  • Based on what you have learned in this course, discuss an example (either from the video or from your experiences) that illustrates each of the following statements:
    • Dimensions of diversity may be hidden or visible.
    • Dimensions of diversity are in a constant state of flux.
    • Dimensions of diversity are not always clear-cut or easily defined.

Discrimination Paper Part II: Personal Interview(Discrimination: Reflection & Interview)

For Part II of this assignment, you will have a conversation with someone who you feel may have faced discrimination. Examples include someone with a disability, an older American, someone who is a sexual minority, or someone who lives in a multicultural family. After choosing an individual to interview, explain to this individual what you have seen in the Class Divided program. Invite them to watch the program, or parts of the program, with you. After watching or discussing the program, pose the following questions to the individual. Be sure to explain the reason for your questions and why you have selected them to participate in the interview:

  • What, if any, discrimination do you experience?
  • How have you coped with this situation?
  • What do you think needs to change at the cultural level to reduce discrimination?

Following your refection (Part I listed above), add 2-3 pages to your paper which addresses the following:

  • A description of the individual you chose to interview and why. Explain how you went about approaching this individual for the interview.
  • What are your observations about the person’s view of discrimination and how it affects his/her daily life?
  • Did the interaction with the person change your view of discrimination? If so, explain how the interaction has affected you either positively or negatively. If it did not change your view of discrimination, explain why.
  • How well do you think you would cope with discrimination from this person’s perspective?
  • Finally, what is the best manner in which to advocate for those facing discrimination? What actions will you change based on what you have learned in this course and how will you serve as an advocate for those individuals who face discrimination?

Your final assignment, consisting of both Part I and II, should be approximately 6 -8 pages. Be sure to address each topic listed above and, as appropriate, cite the online course, the textbook, and other credible sources to substantiate the points you are making. For example, when discussing an example of how diversity may be hidden or invisible cite sources, which you have referenced to substantiate the points you are making.

 
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Decision Making and Persuasion

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Decision Making and Persuasion

(Decision Making and Persuasion)

Decision Making involves selecting the best course of action among alternatives. It requires identifying options, evaluating their potential outcomes, and considering both rational analysis and emotional responses. Effective decision making balances intuition and structured methods like SWOT analysis or decision matrices, aiming for choices that maximize benefits and minimize risks. It is influenced by cognitive biases, such as overconfidence or anchoring, which can skew perceptions and judgments.

Persuasion is the art of influencing others’ attitudes, beliefs, or behaviors. It relies on ethos (credibility), pathos (emotional appeal), and logos (logical argument). Persuasion strategies include using compelling narratives, presenting evidence, and addressing counterarguments. Understanding the audience’s values and motivations is crucial. Techniques like reciprocity, commitment, social proof, and authority, identified by psychologist Robert Cialdini, enhance persuasive efforts.

In practice, decision making and persuasion intersect frequently. Leaders must persuade stakeholders to support decisions, while individuals often need to convince others to adopt their choices. Mastery of both skills enables effective leadership, successful negotiations, and the ability to drive change, making them essential for personal and professional growth.

APA format.  400 word minimum.

Short Answer Questions

1.  You are in the market for a new car and think you would like to own a Saab.  According to research reported by Richard Nisbett and his associates, which of the following would be most likely to influence your decision?

a.         television commercials for Saab that are both informative and emotionally appealing.

b.         print ads for Saab that are primarily informative.

c.          hearing about the huge repair bills a neighbor’s sister had on her Saab.

d.         a high ranking made by Consumer Reports based on a sample of 75,000 miles of testing.

Why is this the best answer and what might explain this influence?

2.  McAlister’s field experiment was successful in helping seventh-graders resist peer pressure to smoke cigarettes.  What did his strategy teach students to do that proved effective?

3. Drawing on laboratory research conducted by Berkowitz, Phillips tested the “modeling of aggression” hypothesis.  What did Phillips’ data indicate?

4.  Under what circumstance are you persuaded by an argument from a peer or an associate in your life?  Specifically, what are the things that they may do to increase your tendency to listen to their argument and what things should exist before you take action on their advice?

5.  In general, how successful are obvious attempts to persuade?  Summarize one piece of research that supports the notions that direct efforts to persuade are effective, and one that indicated that such direct efforts are relatively ineffective.

 
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Factors That Influence Disease

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 Discussion: Factors That Influence Disease

(Factors That Influence Disease)

Biological factors include genetics, which can predispose individuals to certain conditions, and age, which can influence disease susceptibility and severity. Gender can also play a role, with some diseases being more prevalent in one sex due to hormonal or physiological differences.

Environmental factors involve both physical and chemical exposures. Pollution, climate change, and exposure to toxic substances can increase the risk of diseases like cancer, respiratory disorders, and vector-borne diseases. Additionally, living conditions such as overcrowding and poor sanitation can facilitate the spread of infectious diseases.

Socio-economic factors are critical, as poverty and lack of access to healthcare can impede disease prevention, diagnosis, and treatment. Education and health literacy affect individuals’ ability to make informed health decisions and adhere to medical advice. Social determinants, including stress and social support, also impact mental and physical health.

Lifestyle factors include diet, physical activity, and behaviors such as smoking and alcohol consumption. Poor diet and sedentary lifestyle contribute to chronic diseases like obesity, diabetes, and cardiovascular diseases, while risky behaviors increase the likelihood of conditions such as liver disease and lung cancer.

Factors That Influence Disease

In clinical settings, some of the most common questions that patients ask are: “Why do I have this?”, “What caused this disorder?”, and “Will it ever go away?” These emotional questions can be difficult to ask and to answer. However, for patients to come to terms with their diagnoses and adhere to treatment plans, they must have an understanding of factors that might have caused or continue to impact their disorders. As an advanced practice nurse, it is important that you are able to explain disorders, associated alterations and symptoms, and changes that might occur within your patients’ bodies.

To prepare:

  • Review this week’s media presentation with Dr. Terry Buttaro. Reflect on the importance of developing an in-depth understanding of pathophysiology.
  • Select a disorder from the following list:
    • Adrenal Insufficiency (Addison’s disease)
    • Atherosclerosis
    • Cholelithiasis (gallstones)
    • Colon cancer
    • Cystic Fibrosis
    • Hemophilia
    • Nephrolithiasis (kidney stones)
    • Osteoporosis
    • Parkinson’s disease
    • Tuberculosis
  • Select one of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how that factor might impact your selected disorder, as well as potential associated alterations and symptoms.
  • Think about the pathophysiology of the associated alterations, including the normal and altered cellular function. Consider both intra- and extra-cellular changes that occur.
 
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Analyzing Homeostatic Alteration Variables

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Analyzing Homeostatic Alteration Variables

(Analyzing Homeostatic Alteration Variables)

Evaluate the presence and effects of alteration in the homeostatic state secondary to gender, genetic, ethnic and temporal variables

Select one of the case studies below, and include in your discussion an evaluation of the presence and effects of alteration in the homeostatic state secondary to gender, genetic, ethnic, and temporal variables.

Requirements:

  1. Make sure all of the topics in the case study have been addressed.
  2. Cite at least three sources; journal articles, textbooks or evidenced-based websites to support the content.
  3. All sources must be within 5 years.
  4. Do not use .com, Wikipedia, or up-to-date, etc., for your sources.
  5. 4 pages APA not including Title page and reference page

Case Study 1

Structure and Function of the Respiratory System

Brad is 45 years old and has been working as a coal cutter in a mine for the last 25 years. He likes the job because it pays well and the same mine had employed his father. Like many of his colleagues, Brad has had problems with a chronic cough. He has avoided his annual checkups for fear that he will be told he has “black lung,” or coal worker’s pneumoconiosis. The disease causes fibrosis, decreased diffusing capacity, and permanent small airway dilation. In later stages, pulmonary capillaries, alveoli, and airways are destroyed.

  1. How can the disease described above create a mismatch between ventilation and perfusion? Use your understanding of alveolar dead space and physiologic shunt to explain your answer.
  2. Individuals with chronic obstructive pulmonary disease have more difficulty exhaling than inhaling. Why is this so?
  3. In general terms, what mechanisms in lung disease can affect diffusing capacity across alveolar membranes? Use the Fick law to explain your answer.

 

Case Study 2

Respiratory Tract Infections, Neoplasms, and Childhood Disorders

Patricia was called at work by a woman at the local daycare center. She told Patricia to come and pick up her son because he was not feeling well. Her son, three-and-a-half-year-old Marshall, had been feeling tired and achy when he woke up. While at daycare, his cheeks had become red and he was warm to touch. He did not want to play with his friends, and by the time Patricia arrived, he was crying. Later that afternoon, Marshall’s condition worsened. He had fever, chills, a sore throat, runny nose, and a dry hacking cough. Suspecting Marshall had influenza, Patricia wrapped him up and took him to the community health care clinic.

  1. Why did Marshall’s presentation lead Patricia to think he had influenza and not a cold? Why is it important to medically evaluate and diagnose a potential influenza infection?
  2. Describe the pathophysiology of the influenza virus. Outline the properties of influenza A antigens that allow them to exert their effects in the host.
  3. Marshall may be at risk at contracting secondary bacterial pneumonia. Why is this so? Explain why cyanosis may be a feature associated with pneumonia.
 
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