Final Argument Paper

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Final Argument Paper

(Final Argument Paper)

This final assignment is designed to involve all of the main skills that you have learned during this course. In particular, your paper should demonstrate the ability to construct a deductively valid or inductively strong argument, clearly and accurately explain your reasoning, use high-quality academic sources to support the premises of your argument, fairly and honestly evaluate contrary arguments and objections, and identify fallacies and biases that occur within the arguments or objections presented.

You will continue to build on the option you chose in your Week One Initial Argument Paper. You will need to research a minimum of three scholarly sources from the Ashford University Library. (For further information about discovering and including scholarly research, take a look at the FindIt@AU Tutorial instructional resource.)

In your paper

  • Explain the topic you are addressing and your position on it. Provide a preview of your paper and a statement of your thesis in your opening paragraph. [Approximately 100 words]
  • Present your main argument for your thesis in standard form, with each premise and the conclusion on a separate line. Clearly indicate whether your argument is intended to be inductive or deductive. Follow up the presentation of your argument by clarifying the meaning of any premises that could use some explanation. [About 150 words]
    • If your argument is deductive, then it shouldbevalid(in the strict logical sense of the word); if it is inductive, then it should bestrong. Make sure to avoid committing logical fallacies within your argument (e.g., begging the question). Additionally, the premises should be true, to the best of your knowledge. If one of your premises has a pretty obvious counter-example, then you should either fix the argument so that it does not have this flaw, or later, in your paper (steps three through five) you should address the apparent counter-example (showing that it does not really refute the truth of your premise). Arguments that are not valid, not very strong, commit fallacies, or that have counter-examples that are not adequately addressed will not receive full credit.
  • Provide supporting evidence for the premises of your argument. [Approximately 350 words]
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments (arguments whose conclusions are premises of the main argument), or other ways of demonstrating the truth of those premises. This section should include at least one scholarly research source.
  • Explain a strong objectionto your argument. [Approximately 250 words]
    • Study what people on the other side of this question think about your reasoning and present the best possible objection that someone could have to your argument. Do not commit the straw man fallacy here. Reference at least one scholarlyresearch source. See the “Practicing Effective Criticism” section of Chapter 9 of the course text for more information.
  • Defend your argument against the objection. [Approximately 200 words]
    • Once you have presented the objection, indicate clearly how you might respond to it. It is acceptable to admit that reasonable people might disagree with you or that there might be an area in which your argument could be further strengthened, but you should do your best to explain why your argument is sound or cogent despite the objections.
  • Provide an appropriate conclusion. [Approximately 75 words]

For further instruction on how to create arguments, see the How to Construct a Valid Main Argument and Tips for Creating an Inductively Strong Argument documents as well as the Contructing Valid Arguments Video. For an example of a completed Final Paper, see the annotated example The Ethics of Elephants in Circuses. Let your instructor know if you have questions about how to complete this paper.

 

The Final Argument Paper

  • Must be 1,100 to 1,400 words in length, double-spaced, (not including the title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • 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 three scholarly sources in addition to the course text.
    • The Scholarly, Peer Reviewed, and Other Credible Sources 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 (for more information about how to create an APA reference list see the Ashford Writing Center APA References List webpage).
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center
 
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Critique ethical legal concepts

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Critique ethical legal concepts, principles, & dilemmas related to the provision of health care.

(Critique ethical legal concepts)

Question description

My part is in BOLD… I only need one part done. NOT the whole paper! 2-3 pages.

MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care.

Please take a moment to watch this Assignment Introduction, or read the presentation transcript.

Instructions:

You will construct a group contract in Unit 2. In the contract, you will determine how your group will communicate and share documents. Roles of the group will be delineated. You will work from Unit 3 to Unit 7 on a malpractice case.

There are two malpractice cases. Your instructor will assign your group either Case Study 1: Malpractice Action brought by Yolanda Pinnelas or Case Study 2: Wrongful Death by Howard Carpenter on Behalf of Wilma Carpenter, Deceased. The group will construct a 10–15-page paper about the legal constructs involved in one of the cases.

Directions:

The group will write a10–15-page APA formatted paper (title page and references list do not count towards the 10–15 pages). Support the paper with peer reviewed articles and case law where applicable. You must have minimum of eight references. You may have an appendix that has samples of documents that support your positions or expands on the facts of the case.

You will post a draft of the group paper in the Discussion Board of Unit 6. This will give you an opportunity to get peer feedback and to learn from others.

You may use Goggle Hangouts™, SKYPE®, or other conferencing tools. Additionally, you may want to use a document-sharing tool such as Google Drive®. The paper should discuss the following issues:

  • Liability issues
  • Parties involved and who should be sued
  • Defenses of the parties
  • Documents that the plaintiff’s side will ask for and how they will be used
  • Standards of care
  • Duty, breach, damages, and proximate cause
  • Insurance issues
  • Risk management issues before and after the incident
  • Documentation and mandatory reporting
  • Who should write the incident report and what should it say?
  • The doctrine of Respondeat Superior and how it would apply the issues surrounding informed consent Preparation for court of the parties (MY PART)

Due: Day 7 by 11:59 p.m. (ET)

Case Study 1: Malpractice Action Brought by Yolanda Pinnelas

People involved in case:

Yolanda Pinnelas — patient

Betty DePalma, RN, MS — nursing supervisor

Elizabeth Adelman, RN — recovery room nurse

William Brady, M.D. — plastic surgeon

Mary Jones, RN — IV insertion

Carol Price, LPN

Jeffery Chambers, RN — staff nurse

Patricia Peters, PharmD — pharmacy

Diana Smith, RN

Susan Post, JD — risk manager

Amy Green — quality assurance

Michael Parks, RN, MS, CNS — education coordinator

SAFE-INFUSE — pump

Brand X infusion — pump

Caring Memorial Hospital

Facts:

The patient, Yolanda Pinellas, is a 21-year-old female admitted to Caring Memorial Hospital for chemotherapy. Caring Memorial is a hospital in upstate New York. Yolanda was a student at Ithaca College and studying to be a music conductor.

Yolanda was diagnosed with anal cancer and was to receive Mitomycin for her chemotherapy. Mary Jones, RN, inserted the IV on the day shift around 1300, and the patient, Yolanda, was to have Mitomycin administered through the IV. An infusion machine was used for the delivery. The Mitomycin was hung by Jeffery Chambers, RN, and he was assigned to Yolanda. The unit had several very sick patients and was short staffed. Jeffery had worked a double shift the day before and had to double back to cover the evening shift. He was able to go home between shifts and had about 6 hours of sleep before returning. The pharmacy was late in delivering the drug so it was not hung until the evening shift. Patricia Peters, PharmD, brought the chemotherapy to the unit.

On the evening shift, Carol Price, LPN, heard the infusion pump beep several times. She had ignored it as she thought someone else was caring for the patient. Diana Smith, RN, was also working the shift and had heard the pump beep several times. She mentioned it to Jeffery. She did not go into the room until about 45 minutes later. The patient testified that a nurse came in and pressed some buttons and the pump stopped beeping. She was groggy and not sure who the nurse was or what was done.

Diana Smith responded to the patient’s call bell and found the IV had been dislodged from the patient’s vein. There was no evidence that the Mitomycin had gone into the patient’s tissue. Diana immediately stopped the IV, notified the physician, and provided care to the hand. The documentation in the medical record indicates that there was an infiltration to the IV.

The hospital was testing a new IV infusion pump called SAFE-INFUSE. The supervisory nurse was Betty DePalma, RN. Betty took the pump off the unit. No one made note of the pump’s serial number as there were six in the hospital being used. There was also another brand of pumps being used in the hospital. It was called Brand X infusion pump. Betty did not note the name of the pump or serial number. The pump was not isolated or sent to maintenance and eventually the hospital decided not to use SAFE-INFUSE so the loaners were sent back to the company.

Betty and Dr. William Brady are the only ones that carry malpractice insurance. The hospital also has malpractice insurance.

Two weeks after the event, the patient developed necrosis of the hand and required multiple surgical procedures, skin grafting, and reconstruction. She had permanent loss of function and deformity in her third, fourth, and fifth fingers. The claimant is alleging that, because of this, she is no longer able to perform as a conductor, for which she was studying.

During the procedure for the skin grafting, the plastic surgeon, Dr. William Brady, used a dermatome that resulted in uneven harvesting of tissue and further scarring in the patient’s thigh area where the skin was harvested.

The risk manager is Susan Post, JD, who works in collaboration with the quality assurance director Amy Green. Amy had noted when doing chart reviews over the last 3 months prior to this incident that there were issues of short staffing and that many nurses were working double shifts, evenings, and nights then coming back and working the evening shift. She was in the process of collecting data from the different units on this observation. She also noted a pattern of using float nurses to several units. Prior to this incident, the clinical nurse specialist, Michael Parks, RN, MS, CNS, was consulting with Susan Post and Amy Green about the status of staff education on this unit and what types of resources and training was needed.

 
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Literature Review4

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Literature Review4

(Literature Review4)

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

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

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

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

  • Compare the assessments currently in use by clinical and counseling psychologists.
  • Explain the trend towards cultural-clinical psychology and the suitability of clinical assessments with diverse clients.

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

  • Compare and contrast technical eclecticism, assimilative integration and theoretical integration.
  • Provide a historical context and identify the major theorists for each perspective.
  • Assess the trends in psychotherapy integration.
  • List three pros and cons for each perspective, sharing which perspective most closely aligns with your own.
  • Analyze the major trends in psychology and explain the connection between evidenced-based practices and psychotherapy integration.

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

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

The Literature Review

  • Must be 7 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least seven peer-reviewed sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outline
 
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MANAGED CARE & ACCOUNTABLE CARE ORGANIZATIONS

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MANAGED CARE & ACCOUNTABLE CARE ORGANIZATIONS

(MANAGED CARE & ACCOUNTABLE CARE ORGANIZATIONS)

Assignment Overview (MANAGED CAR)There are various types of plans consumers can select. MCOs, HMOs, PPOs, POSs, or ACOs are the most common ones; however they all supply various benefits and drawbacks. Consumers (patients) have the right to choose the type of plan that best fits their needs. In fact, health care is a consumer-driven industry and as health care costs have continued to increase, consumer-driven health plans (CDHP) have become the next new thing (after managed care) (Fronstin & MacDonald, 2008). As a health care leader, it is vital that you understand the differences in these plans.

Fronstin, P. & MacDonald, J. (2008). Consumer- Driven Health Plans: Are they Working. Retrieved from http://online.wsj.com/ad/employeebenefits-consumer_driven_plans.html

Case AssignmentFor the Module 2 Case Assignment, conduct additional research as needed and prepare a 3- to 4-page comparative essay. Your comparative analysis should include a detailed comparative chart (see example at the following source: https://philsblogspace.files.wordpress.com/2012/10/eco-chart.jpg?w=1400). In your comparative analysis and chart, you are to evaluate and discuss:

  1. The key features, differences, and disadvantages between MCOs, HMOs, PPOs, POSs, and ACOs.
  2. The key features of a Consumer-Driven Health Care Plan (CDHP).
  3. The future of CDHPs, MCOs, HMOs, PPOs, POSs, and ACOs.

You are to support your analysis and views with at least four scholarly references (i.e., peer-reviewed journal).

For additional information on how to write a comparative analysis, review the following source: https://writingcenter.fas.harvard.edu/pages/how-write-comparative-analysis

Assignment Expectations (MANAGED CARE & ACCOUNTABLE CARE ORGANIZATIONS)

  1. Conduct additional research to gather sufficient information to justify/support your proposal.
  2. Limit your response to a maximum of 4 pages.
  3. Support your proposal with at least 4 peer-reviewed articles. Use the following link for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php.
  4. You may use the following source to assist in your formatting your assignment: https://owl.english.purdue.edu/owl/resource/560/01/.
 
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Nursing Engagement & Outcomes

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Nursing Engagement & Outcomes

Nursing Engagement & Outcomes

Please Follow Instructions. Follow RUBRIC Please. Thanks

Prepare a 10-minute presentation (10-15 slides, not including title or reference slide) on organizational culture and values.

  1. Describe how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.
  2. Discuss how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem solving. Incorporate how system needs and the culture of health may influence the outcomes. How does this relate to health promotion and disease prevention in the larger picture?
  3. Identify a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align. Describe the impact this had on nurse engagement and patient outcomes.

While APA style format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, 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 not required to submit this assignment to Turnitin.

RUBRIC:

Describes how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.

A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought

Discusses how an individual can use effective communication techniques to Overcome Workplace Challenges, Encourage Collaboration Across Groups, and Promote Effective Problem-Solving.

A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought. The influence of system needs and culture of health is thoroughly discussed; a strong correlation of how these relate to health promotion and disease prevention is established.

Identify a specific instance from your own professional experience in which the values of the organization and the values of individual nurses did or did not align. Describe the impact this had on nurse engagement and patient outcomes.

An example from your professional experience is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.

Layout

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Writer is clearly in control of standard, written academic English.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation.

 
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Evolution of Nursing Theories

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Evolution of Nursing Theories

(Evolution of Nursing Theories)

Comment

The aspect that I found most interesting in the reading is the polarity between the older and the newer nursing theories. The older nursing theories are associated with taxonomies and quantitative measures, whereas the newer more holistic nursing theories are more qualitative measures and softer phenomena (Shelly, J., 2006). The revolution in the approach of how we think about nursing and nursing interventions in association to ethical decision making relates to a belief that nursing as a profession is both  a science and an art-based profession, and the the new theories expand upon the concept. The other aspect that is interesting to me is using world views to challenge contemporary ethos by using philosophical clarity, religious sensitivity, and proportionate level of care for the sick and others who may need other forms of physiological and psychological interventions and/or wellbeing.

As medicine is traditionally considered a healing profession, and modern medicine claims legitimacy to heal through its scientific approach to medicine (Starr, P., 1982), the marriage of science and medicine has generally empowered nurses and physicians to intervene actively in the course of disease, to effect cures, to prevent illness, and to eradicate disease Hauerwas, S. (1990). In the wake of such success, nurses and physicians trained as biomedical scientists, have focused on the diagnosis, treatment, and prevention of disease. In the process, cure, not care, became the primary purpose of medicine; as nurses and physician’s role have transformed to the “curer of disease” rather than “healer of the sick (Starr, P. (1982). Thus, healing in a holistic sense has faded from medical attention and is rarely discussed in the medical literature.

Comment2

The polarity between the older and newer nursing theories is the aspect which I have found to be the most interesting during my reading. From my reading, I have found that the older theories are a quantitative while, the newer ones are of qualitative measures.The revolution in the approach of how we consider nursing and nursing intercessions in relationship to basic moral leadership identifies with a conviction that nursing as a calling is both a science and a craftsmanship based calling, and the new speculations develop the idea (Puchalski, Blatt, Kogan, & Butler, 2014).The other perspective that is intriguing to me is utilizing world perspectives to challenge contemporary ethos by utilizing philosophical clearness, religious affectability, and proportionate level of watch over the wiped out and other people who may require different types of physiological and mental intercessions and additionally prosperity.

As medication is customarily viewed as a recuperating calling, and present-day solution claims authenticity to mend through its logical way to deal with prescription, the marriage of science and drug has by and large, engaged attendants and doctors to intercede effectively over the span of ailment, to impact cures, to avert ailment, and to destroy illness. In the wake of such achievement, medical attendants and doctors prepared as biomedical researchers have concentrated on the finding, treatment, and anticipation of the malady. All the while, cure, not give it a second thought, turned into the central role of the solution; as medical attendants and doctor’s part have changed to the curer of ailment instead of healer of the wiped out. Along these lines, recuperating in an all-encompassing sense has blurred from restorative consideration and is once in a while examined in the therapeutic writing.

 
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Evidence-Based Mentorship

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Evidence-Based Mentorship: Overcoming Tradition

(Evidence-Based Mentorship)

Evidence-based nursing mentorship solutions are crucial for fostering professional growth and development among nurses. Firstly, implementing structured mentorship programs with clear objectives and guidelines ensures consistency and effectiveness. These programs should be tailored to individual needs, considering factors like experience level, specialty, and career aspirations.

Secondly, utilizing technology can enhance mentorship accessibility and engagement. Online platforms and virtual meetings facilitate communication and resource sharing, overcoming barriers of distance and scheduling conflicts. Additionally, incorporating evidence-based practice modules and resources into these platforms promotes continuous learning and skill development.

Thirdly, fostering a culture of mentorship within healthcare institutions encourages peer support and collaboration. Establishing mentorship networks where experienced nurses mentor newer colleagues creates a supportive environment for knowledge exchange and professional guidance.

Lastly, regular evaluation and feedback mechanisms are essential to assess the effectiveness of mentorship programs and make necessary improvements. Utilizing feedback from both mentors and mentees ensures that the program remains responsive to evolving needs and challenges.

By implementing these evidence-based mentorship solutions, healthcare organizations can support the ongoing development of nursing staff, ultimately enhancing patient care outcomes.

COMMENT 6

An Ohio State University study found that fewer than a third of nurses surveyed had health care mentors that were available to help them learn about evidenced-based practices. It is imperative that new nurses need to be partnered with model mentors that are dedicated to seeking out current research. Established nurse leaders need to make more time to seek out current research and communicate when change needs to be made. A way to change this would be to have nurses review a procedure or current concern each quarter for their floor and see how they are rating.  Complacency tends to happen when there is no plan.

Another barrier that was identified in this same study was that nurses may stick to the tradition or previous teaching that they received when they were originally educated. New nurses who have received more up-to-date evidenced based training in school, may be up against nursing tradition when they come to the workplace.  These nurses may not be allowed or encouraged to implement this new evidence based practice and be orientated to the organization’s old policies and procedures (Nursing Times, 2012). A great way to tackle this is to survey new nurses throughout orientation and ask them if they were taught with different technique.  Once discrepancies are identified, the nurse manager could begin looking into the EBP for that concern.

 
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Pathophysiology 2

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Pathophysiology 2

(Pathophysiology 2)

Pathophysiology is the study of how diseases or injuries affect the normal functioning of the body’s organs and systems. It delves into the mechanisms underlying the development of various conditions, examining changes in cellular, tissue, and organ function. Understanding pathophysiology is crucial for healthcare professionals as it guides diagnosis, treatment, and management strategies.

At its core, pathophysiology explores the disruptions in homeostasis, the body’s ability to maintain internal stability despite external changes. These disruptions can arise from a multitude of factors including genetic predispositions, environmental influences, infections, trauma, or lifestyle choices.

Disease processes often involve complex interactions between different body systems. For example, diabetes mellitus disrupts glucose regulation, leading to complications in multiple organs such as the kidneys, eyes, nerves, and cardiovascular system. Similarly, heart failure can affect the function of the heart, lungs, and kidneys, creating a cascade of physiological consequences.

Studying pathophysiology involves analyzing the sequence of events from the initial insult to the manifestation of symptoms. This may include cellular responses such as inflammation, oxidative stress, or apoptosis, as well as systemic effects like hormonal imbalances or immune dysfunction.

Ultimately, a deep understanding of pathophysiology provides the foundation for effective healthcare interventions aimed at restoring normal physiological function and improving patient outcomes.

Pathophysiology 2

Jesse is a 57-year-old male who presents with gradual onset of dyspnea on exertion and fatigue. He also complains of frequent dyspepsia with nausea and occasional epigastric pain. He states that at night he has trouble breathing especially while lying on his back. This is relieved by him sitting up. His vitals are 180/110, P = 88, T = 98.0 F, R = 20. After a thorough work-up, he is diagnosed with congestive heart failure.

  1. What is the etiology of congestive heart failure?
  2. Describe in detail the pathophysiological process of congestive heart failure.
  3. Identify hallmark signs identified from the physical exam, diagnostic lab work and symptoms.
  4. Describe the pathophysiology of complications of congestive heart failure
  5. What teaching would you provide this patient to avoid heart failure symptoms?

In addition to the textbook (McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby). utilize at least one peer-reviewed, evidence based resource to develop your post.

 
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Language Rich Environment

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Language Rich Environment

(Language Rich Environment)

All children learn language in a language-rich environment.  In thinking about what you have learned about language so far, how will you design the physical space of your classroom to allow for language opportunities?  You will need to think about the type of communication and interactions that you would like to see take place throughout your classroom.

For example, you might place drawing paper and clipboards in the block area to help foster communication so that children can draw their block creations on paper and share them with other children.  Having a large open space in the block area invites cooperation so children can verbally communicate and work together on large building structures.  You also might have the block shelf labeled for children to be able to see and provide books of shapes and building for children to explore.

For this assignment, you will create a floor plan of your classroom that fosters language development. Your classroom design should have a minimum of three physical areas of the classroom detailed including an explanation of how the design supports language acquisition.  You can use web resources such as Classroom Architect or Gliffy to design your classrooms or you may use Microsoft Word to draw your design using shapes and the textbox feature.  If you choose to use Classroom Architect or Gliffy, you will need to download your design as a PDF file or JPG file and insert the image into a Word document before uploading your final assignment.

For each area (minimum of three) that you define in your classroom floor plan, you must include the following:

  1. Explain how the area is set up
  2. Explain how specifically the area supports language development
  3. Describe the activity or experience that the children can specifically be engaged in
  4. Explain what the role of the teacher will be
  5. How you will assess the effectiveness of this area on language development

This assignment should be completed in a two- to three-page paper (in addition to the title page and reference page) that accompanies your visual floor plan.  Your project should be written in APA format as outlined in the Ashford Writing Center, and include at least two scholarly resources in addition to the course text.  Please remember to provide evidence from the textbook to support your design features.  You must also provide a reference citation in APA format at the bottom of your floor plan.

When you submit your assignments each week, they will be returned to you with specific feedback. This feedback should be used to revise the assignment for the Final Project.  Please make the necessary corrections and save for Week Five use in the Final Project.

 
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Positive Psychology Journal activities

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Positive Psychology Journal activities

Positive Emotion, Courage, Wisdom, And Knowledge

(Positive Psychology Journal activities)

Write a 3–4-page summary and analysis of your experiential learning after completing at least six Positive Psychology Journal activities.

 

Required Resources

The following resources are required to complete the assessment.

Capella Multimedia

Click the links provided below to view the following multimedia pieces:

  • Positive Psychology Journal | Transcript.
    • You are required to complete at least two activities from each of Sections 1, 2, and 3 of this media pieces.
      • From Section 1, complete journal activity 1.1 PERMA Assessment. Choose from the remaining activities in this section for your second activity.
      • From Section 2, complete journal activity 2.1 VIA Survey of Character Strengths. Choose from the remaining activities in this section for your second activity.
      • From Section 3, complete any two activities.

SHOW LESS

Suggested ResourcesThe following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella ResourcesClick the links provided to view the following resources:

Capella MultimediaClick the links provided below to view the following multimedia pieces:

Library ResourcesThe following e-books or articles from the Capella University Library are linked directly in this course:

Course Library GuideA Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4110 – Positive Psychology Library Guide to help direct your research.

 

Assessment Instructions

Note: You are strongly encouraged to complete the assessments in this course in the sequence in which they are presented. You will need to complete Assessments 1–3 before beginning Assessment 4.

PreparationDuring this course, you will complete at least 14 journal activities (4–6 per assessment) on your own and record your personal reflections (thoughts) and insights (things learned or relearned) in a Word document that will serve as your journal. You will use this record of your journal activities as a resource to help you complete the written assessments. The journal activities are provided in the Positive Psychology Journal media piece, which is linked in the Resources.

For this assessment, complete at least six journal activities, two from each of Sections 1–3 in the media piece:

  • From Section 1, complete journal activity 1.1 PERMA Assessment. Choose from the remaining activities in this section for your second activity.
  • From Section 2, complete journal activity 2.1 VIA Survey of Character Strengths. Choose from the remaining activities in this section for your second activity.
  • From Section 3, complete any two activities.

DirectionsWrite a summary and analysis of your experiential learning from completing the journal entries. Organize your paper using the headings listed below to be sure you address each of the elements of this assessment. Use the APA Paper Template, available in the Resources, to properly format your assessment.

Journal Activity Summary

  • List each journal activity (for example, 1.1 PERMA Assessment) you completed for this assessment.
  • Include a very brief description of each activity with in-text citations and references as needed to identify the location or source of the activity or additional resources.
  • Summarize and explain your personal reflections and insights to demonstrate what you learned from each of these experiential learning activities. (As an experiential learner, developing insights is something you must actively work to ensure.)
  • Describe how these experiential activities or the character strengths they represent are related to optimal human functioning.

Application to Personal, Professional, or Social Issues

  • Summarize how what you learned from the activities and the study of character strengths for this assessment may be applied to a personal, professional (education- or work-related), or social issue.
  • Analyze the strengths and weaknesses (advantages and disadvantages, pros and cons) of applying what you learned or the character strengths studied to the personal, professional, or social issues.
  • Include supportive research findings related to these topics.

Be sure to use APA formatted in-text citations and references for the activity tools you select and cite all scholarly sources where appropriate. Your writing should be scholarly and professional, using proper APA formatting and style.

Additional Requirements

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • APA formatting: Your paper should be formatted according to current APA style and formatting.
  • Length: Your paper should be 3–4 typed and double-spaced pages, not including cover sheet and reference page.
  • References: Your paper should include 1–2 properly cited scholarly resources.
  • Font and font size: Times New Roman, 12 point.
Positive Emotion, Courage, Wisdom, and Knowledge Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain reflections and insights related to experiential learning activities. Does not explain reflections or insights related to experiential learning activities. Lists but does not explain reflections or insights related to experiential learning activities. Explains reflections and insights related to experiential learning activities. Analyzes reflections and insights related to experiential learning activities; identifies areas for further development.
Summarize how the study of character strengths may be applied to personal, professional, or social issues. Does not summarize how the study of character strengths may be applied to personal, professional, or social issues. Summarizes how the study of character strengths may be applied to personal, professional, or social issues, but applications are unclear or inappropriate. Summarizes how the study of character strengths may be applied to personal, professional, or social issues. Summarizes how the study of character strengths may be applied to personal, professional, or social issues; identifies areas of uncertainty related to these applications.
Describe the relationship between experiential activities or character strengths and optimal human functioning. Does not describe the relationship between experiential activities or character strengths and optimal human functioning. Describes the relationship between some experiential activities or character strengths and optimal human functioning; or relationship described is inaccurate. Describes the relationship between experiential activities or character strengths and optimal human functioning. Describes the relationship between experiential activities or character strengths and optimal human functioning; provides examples as illustrations.
Analyze the strengths and weaknesses of applying character strengths to the personal, professional, or social issues. Does not identify the strengths and weaknesses of applying character strengths to the personal, professional, or social issues. Identifies but does not analyze the strengths and weaknesses of applying character strengths to the personal, professional, or social issues. Analyzes the strengths and weaknesses of applying character strengths to the personal, professional, or social issues. Analyzes the strengths and weaknesses of applying character strengths to the personal, professional, or social issues; predicts outcomes or makes recommendations.
Support analysis with research findings related to topics. Does not identify research findings related to topics. Identifies research findings related to topics but does not use them to support the analysis. Supports analysis with research findings related to topics. Supports analysis with research findings related to topics; incorporates relevant real-world examples or scenarios.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. Writing does not support a central idea and does not use correct grammar, usage, and mechanics as expected of a psychology professional. Writing supports an idea but is inconsistent and contains numerous errors in grammar, usage, and mechanics. Writing coherently supports a central idea with few errors in grammar, usage, and mechanics. Writing is coherent, using evidence to support a central idea with correct grammar, usage, and mechanics, as expected of a psychology professional
Successfully implement APA style. Does not apply proper APA formatting and style. Written communication is adequate but has some APA errors and inconsistencies. Successfully implements APA style with only minor errors in format. Applies scholarly writing skills and uses proper APA formatting and style in the body of the paper and references list.
 
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