Communication: An Argument Essay

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Communication: An Argument Essay

(Communication: An Argument Essay)

Question description

Make an argument for communication and why it is one of the most vital commodities, and potentially one of the scarcest resources in a disaster. The paper should be 2-3 pages, well written. Cite at least three scholarly sources.

Example of Argumentative Essay:

Argumentative Essays

Summary:

The Modes of Discourse—Exposition, Description, Narration, Argumentation (EDNA)—are common paper assignments you may encounter in your writing classes. Although these genres have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these approaches and students’ need to understand and produce them.

Contributors:Jack Baker, Allen Brizee, Elizabeth Angeli
WHAT IS AN ARGUMENTATIVE ESSAY?(Communication: An Argument Essay)

The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.

Please note: Some confusion may occur between the argumentative essay and the expository essay. These two genres are similar, but the argumentative essay differs from the expository essay in the amount of pre-writing (invention) and research involved. The argumentative essay is commonly assigned as a capstone or final project in first year writing or advanced composition courses and involves lengthy, detailed research. Expository essays involve less research and are shorter in length. Expository essays are often used for in-class writing exercises or tests, such as the GED or GRE.

Argumentative essay assignments generally call for extensive research of literature or previously published material. Argumentative assignments may also require empirical research where the student collects data through interviews, surveys, observations, or experiments. Detailed research allows the student to learn about the topic and to understand different points of view regarding the topic so that she/he may choose a position and support it with the evidence collected during research. Regardless of the amount or type of research involved, argumentative essays must establish a clear thesis and follow sound reasoning.

The structure of the argumentative essay is held together by the following.

  • A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way. Next the author should explain why the topic is important (exigence) or why readers should care about the issue. Lastly, students should present the thesis statement. It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

  • Clear and logical transitions between the introduction, body, and conclusion.(Communication: An Argument Essay)

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.

  • Body paragraphs that include evidential support.

Each paragraph should be limited to the discussion of one general idea. This will allow for clarity and direction throughout the essay. In addition, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph. Some paragraphs will directly support the thesis statement with evidence collected during research. It is also important to explain how and why the evidence supports the thesis (warrant).

However, argumentative essays should also consider and explain differing points of view regarding the topic. Depending on the length of the assignment, students should dedicate one or two paragraphs of an argumentative essay to discussing conflicting opinions on the topic. Rather than explaining how these differing opinions are wrong outright, students should note how opinions that do not align with their thesis might not be well informed or how they might be out of date.

  • Evidential support (whether factual, logical, statistical, or anecdotal).

The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence. As noted in the paragraph above, a successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is unethical to exclude evidence that may not support the thesis. It is not the student’s job to point out how other positions are wrong outright, but rather to explain how other positions may not be well informed or up to date on the topic.

  • A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students may begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work.

A COMPLETE ARGUMENT(Communication: An Argument Essay)

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of World War II and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the argument in the middle of my second point, questions would arise concerning the current effects on those who lived through the conflict. Therefore, the argumentative essay must be complete, and logically so, leaving no doubt as to its intent or argument.

THE FIVE-PARAGRAPH ESSAY

A common method for writing an argumentative essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of (a) an introductory paragraph (b) three evidentiary body paragraphs that may include discussion of opposing views and (c) a conclusion.

LONGER ARGUMENTATIVE ESSAYS

Complex issues and detailed research call for complex and detailed essays. Argumentative essays discussing a number of research sources or empirical research will most certainly be longer than five paragraphs. Authors may have to discuss the context surrounding the topic, sources of information and their credibility, as well as a number of different opinions on the issue before concluding the essay. Many of these factors will be determined by the assignment.

 
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Analyzing Psychological Beliefs

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Analyzing Psychological Beliefs

(Analyzing Psychological Beliefs)

Fact or Fiction?

The final assignment for this course is a paper.  The purpose of the Final Paper is for you to explore a topical area and apply critical insight to discern fact from fiction.  You will review the available evidence for a commonly held belief and provide a conclusion regarding the merit of this claim by describing concepts in core psychological domains and examining variations in psychological functioning.

PSY101.W5A1.jpg

You have already selected your topic from the list below in Week Three of the course to complete an annotated bibliography. These sources should inform your thinking and assist you in making a conclusion regarding the “truth” (i.e., scientific validity) of a commonly held belief. You must continue with your selected topic unless you have received permission from your instructor otherwise.  Click herePreview the documentView in a new window for the various topic options that are available.

  • Review the sources you gathered for the Week 3 Annotated Bibliography.  Visit the Ashford Library (Links to an external site.)Links to an external site. to obtain additional scholarly articlesPreview the documentView in a new window as necessary to fully inform your thinking and address gaps in your knowledge of the topic.
  • Write a paper in which you summarize (Links to an external site.)Links to an external site. psychological theory and research that is pertinent to this topic.  Click herePreview the documentView in a new window for additional information on how to successfully summarize information from an article. The paper should appraise the evidence contained within your articles, supporting and/or contradicting the statement you have chosen to examine.  Your task is to distinguish whether or not this commonly held belief accurately represents psychological knowledge of the topic and discuss your conclusions.
    • If theory and research in psychology suggest that the statement is false (i.e., it is instead bubba or pop psychology), infer an alternative truth based on the literature.
    • If the theory and research in psychology suggest that the statement is true, point out how the research supports the statement.

Note: Using headings within your writing can assist you in organizing your thoughts more successfully. For more information about using heading, please click here (Links to an external site.)Links to an external site..

Writing the Final Paper(Analyzing Psychological Beliefs)
The paper

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

 
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Emergency Preparedness: Factory Explosion

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Emergency Preparedness: Factory Explosion

(Emergency Preparedness: Factory Explosion)

Max Points: 5.0Your hospital has been placed on alert for receiving patients from a local explosion at a large factory. Reports from the scene are spotty in terms of numbers killed or injured, and you do not know how many patients you may be getting. News reports are calling for casualties in the 100s, but local fire responders are sending in conflicting reports. You need to know what your ED will be receiving, so you can determine whether to close surgery to elective cases and to go on ED bypass for regular patients. Rumors are swirling inside the hospital and the chain of command about how severe the incident is and what it will do to your ability to function. What thoughts do you have about how to learn what you need to know in order to structure the hospital’s preparations and continue regular functioning at the same time? What resources can you tap in order to learn more accurately about the situation at the scene and what you can expect to come to your ED? How would you manage this situation to cause the minimum disruption to regular hospital functioning?

2. When faced initially with a disaster situation in a health care setting, what do you think your first five steps need to be? Why?

3. What are the major positives that you see in the PPACA legislation? What are the major negatives that you see in the PPACA legislation? Provide rationale for your answer.

4. What are your thoughts about the emerging accountable care organizations? In what ways do you think they will affect the current health care delivery system? How do you think the practice patterns of primary care physicians will change under the new models of health care? What are the biggest problems that this could bring to primary care practices?

Include a scholarly apa reference and intext citation for each.

 
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develop philosophy of nursing

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develop a philosophy of nursing, assignment help

(develop philosophy of nursing)

Question description

Develop a philosophy that supports advanced nursing practice reflecting the values, beliefs, and cultural competencies relative to nursing practice, science, and theory.

Please remember that your presentation should contain slides that have bullet points. The bullets should number no more than four to six per slide. The bullet point is not written as a complete sentence. It contains key words. You, as the presenter will explain in depth what each bullet point means in the audio portion of the presentation. Slides may contain graphics, but should be uncluttered. Background and font colors should be of sufficient contrast to make reading them easy on the eyes. Attention to colors should be paid so that a person who is colorblind can easily read the presentation.

Title Slide: A title slide that identifies the title of the presentation and name of the student.

  • Introduction Slide: An introduction slide that includes brief information about you and your program track. The slide should also explain to the audience the purpose of the presentation.
  • Model Slides: The third and fourth slides will address your chosen model. The bullet points should consist of the specific characteristics of the model. You will need at least one citation that identifies where the model came from. Your audio will expound upon the model and what the characteristics mean. The fourth slide should include why you chose the model and how you will apply it in practice.
  • Theory Slides: The next three slides will focus on your chosen theory. The first slide should present your theory and why you chose it. The next slide would present the key concepts of the theory and how it has been used to date in past research no older than 5 years ago. The third slide will discuss how you will use this theory in practice as an advance practice nurse upon graduation.
  • Philosophy Slide: The next area will consist of one slide that presents your philosophy of advance practice nursing in the post-graduate role you will assume. The philosophy statement will consist of one to three sentences that distill the essence of what you believe advance practice nursing is and your conception of nursing as a profession. It is written in the first person and present tense. It is a personal statement of your beliefs about the profession of nursing. This should present guiding statements for your future practice in the advanced practice role. An example of a philosophy statement might read this way: Advanced practice nursing takes the art and science of nursing to a level of “other” and “self” interacting together to reach a state of optimal wellness guided with compassion and love for the culture of the “other.”
  • Graphical Slide: The next-to-last slide will be a graphical representation of how the model, theory, and your philosophy fit together.
  • Conclusion Slide: The last slide will be a conclusion that brings together everything you have presented. It is not a summary that just reiterates what you presented. It is a judgment about what you presented and bring the audience home, ending the presentation on a positive note about the future.

You will need supporting citations for your theory and model slides, and possibly for your philosophy, as appropriate. You will include the citations where appropriate and your very last slide will be a reference slide.

The total slide count should not exceed 15 slides. This does not include the reference slide(s) or the title slide.

(NO AUDIO NEEDED)

 
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Genetic Foundations: Brain & Behavior

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Genetic Foundations: Brain & Behavior

(Genetic Foundations: Brain & Behavior)

University of Phoenix Material

Week One Quiz

Multiple Choice

Choose the correct option for each question.

  1. Chromosomes consist of large, double-stranded molecules of:
    1. deoxyribonucleic acid.
    2. ribonucleic acid.
    3. autosomal genes.
    4. recombination genes.
  2. Which of the following is NOT one of the many ways that genes can affect behavior?
    1. Genes may affect neurotransmitter levels or receptors.
    2. Genes can act indirectly by making it more likely you will be raised in a particular environment.
    3. Genes themselves cause behavior without any influence of the environment.
    4. Genes produce proteins that may make it more likely for a person to become addicted.
  3. Nerves from the central nervous system convey information to the muscles and glands by way of the:
    1. autonomic nervous system.
    2. somatic nervous system.
    3. sympathetic nervous system.
    4. parasympathetic nervous system.
  4. When researchers try to estimate the heritability of a human behavior, what are the main kinds of individuals they consider?
    1. Twins and adopted children
    2. People from non-western cultures
    3. Newborns and infants
    4. Uneducated people living in educated societies
  5. The sweat glands, adrenal glands, and muscles that constrict blood vessels have input from only the ____ nervous system.
    1. sympathetic
    2. parasympathetic
    3. central
    4. dorsal root
  6. The temporal lobe of the cerebral cortex is the primary target for which kind of sensory information?
    1. somatosensory, including touch
    2. the simplest aspects of vision
    3. gustatory
    4. auditory
  7. Suppose a virus damaged only the dorsal roots of the spinal cord, but not the ventral roots. What would happen to the sensory and motor abilities of the affected area?
    1. Loss of sensation, but preserved motor control
    2. Loss of both sensation and motor control
    3. Loss of motor control, but preserved sensation
    4. Unaffected sensation and motor control
  8. Units of heredity that maintain their structural identity from one generation to another are:
    1. enzymes.
    2. mutations.
    3. nucleic acids.
    4. genes.
  9. Color vision deficiency is more common in males than in females because it is controlled by a:
    1. sex-limited gene.
    2. Y-linked gene.
    3. dominant X-linked gene.
    4. recessive X-linked gene.
  10. The central nervous system is composed of:
    1. the brain and spinal cord.
    2. all the nerves outside the brain and spinal cord.
    3. the sympathetic and parasympathetic nervous systems.
    4. the somatic and autonomic nervous systems.
  11. Almost all humans have 23 pairs of which of the following?
    1. RNA
    2. Chromosomes
    3. Genes
    4. Corduroys
  12. In one family, all three children are homozygous for a recessive gene. What can be concluded about the parents?
    1. Each parent is also homozygous for the recessive gene.
    2. Each parent is heterozygous.
    3. One parent is homozygous for the dominant gene; the other is homozygous for the recessive gene.
    4. Each parent is either homozygous for the recessive gene or heterozygous.
  13. If the spinal cord is cut at a given segment, the brain loses sensation at:
    1. that segment only.
    2. that segment and all segments above it.
    3. that segment and all segments below it.
    4. all other segments.
  14. Changes in single genes are called:
    1. alterations.
    2. mutations.
    3. mendelians.
    4. enzymes.
  15. Cortical blindness may result from the destruction of:
    1. any part of the cortex.
    2. the occipital cortex.
    3. the parietal cortex.
    4. the central sulcus.
  16. Damage to the ____ often causes people to lose their social inhibitions and to ignore the rules of polite conduct.
    1. corpus callosum
    2. cerebellum
    3. prefrontal cortex
    4. striate cortex
  17. If a trait has high heritability:
    1. hereditary differences account for none of the observed variations in that characteristic within that population.
    2. the environment cannot influence that trait.
    3. it is still possible for the environment to influence that trait.
    4. the trait is not influenced by heredity.
  18. If a person has difficulty determining which of two rhythms is faster, it is likely that she suffered damage to the:
    1. cerebellum.
    2. forebrain.
    3. tectum.
    4. medulla.
  19. Recessive genes manifest their effects only when the individual is ____ for them.
    1. sex limited
    2. homo sapien
    3. homozygous
    4. heterozygous
  20. An impairment of eating, drinking, temperature regulation, or sexual behavior suggests possible damage to which brain structure?
    1. Midbrain
    2. Hippocampus
    3. Hypothalamus
    4. Cerebellum

True or False(Genetic Foundations: Brain & Behavior)Choose whether each statement is True or False.

  1. Researchers have found specific genes linked to certain specific behaviors.
    1. True                                          b. False
  2. The parasympathetic nervous system activates the “fight or flight” response.
    1. True                                          b. False
  3. A strand of DNA serves as a template (model) for the synthesis of RNA molecules.
    1. True                                          b. False
  4. A tract in the spinal cord would most likely be found in the white matter.
    1. True                                          b. False
  5. The limbic system is important for motivation and emotional behaviors.
    1. True                                          b. False

 Short Answer(Genetic Foundations: Brain & Behavior)Answer the following questions in 50 to 100 words each.

  1. What are the four lobes of the brain? What is each lobe responsible for?
  2. What makes a behavior hereditary? What factors influence the heritability of behaviors?
 
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Alternative Model of Personality Disorders

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Discussion 1: Alternative Model of Personality Disorders

(Alternative Model of Personality Disorders)

The DSM-5 contributors did not make any changes to the DSM-IV criteria for the personality disorders (pp. 645-684). However, the contributors added an entirely new, alternative model for personality disorders (pp. 761-781) that the APA plans to transition towards.

For this Discussion, read the case study “Working with Clients with Dual Diagnosis (attached): The Case of Cathy” and review Cathy’s DSM-IV diagnosis.

Post an update of Cathy’s diagnosis into DSM-5 and ICD-10-CM. Then analyze how the addition of the alternative model for personality disorders affects Cathy’s DSM-5 diagnosis. What behaviors and/or symptoms may be a personality trait for her, versus criteria for a required diagnosis? How might the “Other Conditions That May Be a Focus of Clinical Attention” affect Cathy’s diagnosis?

References (use 3 or more)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

“Personality Disorders” (pp. 645–684)

“Alternative DSM-5 Model for Personality Disorders” (pp. 761–782)

Ferguson, C. (2010). Genetic contributions to antisocial personality and behavior: A meta-analytic review from an evolutionary perspective. The Journal of Social Psychology, 150(2), 160–180.

Gunderson, J. (2008). Borderline personality disorder. Social Work in Mental Health, 6(1), 5–12.

Ogrodniczuk, J. S., Piper, W. E., & Joyce, A. S. (2006). Treatment compliance among patients with personality disorders receiving group psychotherapy: What are the roles of interpersonal distress and cohesion? Psychiatry: Interpersonal & Biological Processes, 69(3), 249–261.

Verheul, R. (2005). Clinical utility of dimensional models for personality pathology. Personality Disorders, 19, 283–302.

Clinical Utility of Dimensional Models for Personality Pathology by Verheul, R. in Journal of Personality Disorders, 19/3. Copyright 2005 by Guilford Publications, Inc. Reprinted by permission of Guilford Publications, Inc. via the Copyright Clearance Center.

Widiger, T. A., & Simonsen, E. (2005). Alternative dimensional models of personality disorder: Finding a common ground. Personality Disorders, 19, 110–130.

Akehurst, S., & Thatcher, J. (2010). Narcissism, social anxiety and self-presentation in exercise. Personality and Individual Differences, 49(2), 130–135.

Allik, J. (2005). Personality dimensions across cultures. Personality Disorder, 19, 212–232.

Buffardi, L. E., & Campbell, W. K. (2008). Narcissism and social networking web sites. Personality and Social Psychology Bulletin, 34, 1303–1314.

Discussion 2: Are Social Networking Sites for Narcissists?

The term “narcissist” is used commonly in society to describe someone who is self-centered or self-absorbed. However, the DSM-5 requires much more extreme behaviors for someone to be diagnosed as having narcissistic personality disorder. See the list of criteria for this diagnosis (p. 669) and also review the “Alternative DSM-5 Model for Personality Disorders” (pp. 761 to 781). Personality disorders develop throughout the lifespan. Most social networking sites are based on individuals sharing information about themselves with very few limitations. Consider if these individuals are just participating in a cultural way of relating, or are they presenting behaviors of a narcissistic personality disorder?

For this Discussion, read the Buffardi and Campbell (2008) article (attached). Then review the DSM-5 on the traditional Narcissistic Personality Disorder and the Alternative DSM-5 Model for Personality Disorders to compare the models.

Post an analysis of your view on this topic using both types of DSM-5 personality criteria. Are individuals who use social networking sites displaying traits of narcissism? Is this a developmental stage in the lifespan?

Remember, this is not a place for personal opinion; this is a forum for professional, clinical discussion. Support your argument with evidence-based information (DSM-5, research) and other professional articles that you may find. Include examples of social networking websites. Remember you are to articulate your thoughts as a professional clinician.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

References (use 3 or more)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

“Personality Disorders” (pp. 645–684)

“Alternative DSM-5 Model for Personality Disorders” (pp. 761–782)

Ferguson, C. (2010). Genetic contributions to antisocial personality and behavior: A meta-analytic review from an evolutionary perspective. The Journal of Social Psychology, 150(2), 160–180.

Gunderson, J. (2008). Borderline personality disorder. Social Work in Mental Health, 6(1), 5–12.

Ogrodniczuk, J. S., Piper, W. E., & Joyce, A. S. (2006). Treatment compliance among patients with personality disorders receiving group psychotherapy: What are the roles of interpersonal distress and cohesion? Psychiatry: Interpersonal & Biological Processes, 69(3), 249–261.

Verheul, R. (2005). Clinical utility of dimensional models for personality pathology. Personality Disorders, 19, 283–302.

Clinical Utility of Dimensional Models for Personality Pathology by Verheul, R. in Journal of Personality Disorders, 19/3. Copyright 2005 by Guilford Publications, Inc. Reprinted by permission of Guilford Publications, Inc. via the Copyright Clearance Center.

Widiger, T. A., & Simonsen, E. (2005). Alternative dimensional models of personality disorder: Finding a common ground. Personality Disorders, 19, 110–130.

Akehurst, S., & Thatcher, J. (2010). Narcissism, social anxiety and self-presentation in exercise. Personality and Individual Differences, 49(2), 130–135.

Allik, J. (2005). Personality dimensions across cultures. Personality Disorder, 19, 212–232.

Buffardi, L. E., & Campbell, W. K. (2008). Narcissism and social networking web sites. Personality and Social Psychology Bulletin, 34, 1303–1314.

Discussion 3:
Policies and the Influence of Values

Ideology, politics, and the influence of values often override evidence-based policy. When there is evaluation conflict, a policy advocate must be prepared to defend his/her reasons for wanting to implement a policy. Because almost all proposed policies are circumscribed by politics (for reasons brought up by Jansson throughout the course when discussing the subtleties of policy implementation), you should be prepared for some conflict, ranging from having your research ignored, to having the accuracy of your data questioned, to having your personal values brought into question.

In this Discussion, you consider the assertion that the evaluation of specific policies is often strongly influenced by values. You also examine and evaluate ways to mitigate evaluation conflict to defend the feasibility of your policy.

By Day 3

Post a response to Jansson’s assertion that evaluating specific policies is strongly influenced by values with respect to the case of the evaluation of special services. How do the values of evaluation conflict adhere to social work values? What practices would you use to defend the feasibility of and effectiveness of your evidence-based policy?

References (use 3 or more)

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

Midgley, J., & Livermore, M. M. (Eds.) (2008). The handbook of social policy (2nd ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 33, “The Future of Social Policy” (pp. 557–569) (PDF)

English, D. J., Brummel, S., & Martens, P. (2009). Fatherhood in the child welfare system: Evaluation of a pilot project to improve father involvement. Journal of Public Child Welfare, 3(3), 213–234. Doi:10.1080/15548730903129764.

Swank, E. W. (2012). Predictors of political activism among social work students. Journal of Social Work Education,48(2), 245–266. Doi:10.5175/JSWE.2012.200900111.

Discussion 4:
Becoming a Lifelong Advocate

It is not enough to be compassionate. You must act.

—Tenzin Gyatso

As this course comes to a close, consider and reflect on how you can become a lifelong advocate for social change in your future social work practice. As a motivated policy advocate and social worker, your actions in your chosen profession will reflect your motivation to help relatively powerless, disenfranchised groups of people improve their resources, their opportunities, and their quality of life.

In this Discussion, you reflect upon your responsibility as a social worker, politically and professionally.

Post your thoughts on this question: As a social worker, what is your responsibility to engage in political action? Identify an area of social welfare where social work policy advocacy is needed.

References (use 3 or more)

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

Midgley, J., & Livermore, M. M. (Eds.) (2008). The handbook of social policy (2nd ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 33, “The Future of Social Policy” (pp. 557–569) (PDF)

English, D. J., Brummel, S., & Martens, P. (2009). Fatherhood in the child welfare system: Evaluation of a pilot project to improve father involvement. Journal of Public Child Welfare, 3(3), 213–234. Doi:10.1080/15548730903129764.

Swank, E. W. (2012). Predictors of political activism among social work students. Journal of Social Work Education,48(2), 245–266. Doi:10.5175/JSWE.2012.200900111.

 
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Treatment Of Hypertension

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Treatment Of Hypertension, health and medicine homework help

(Treatment Of Hypertension)

Question description

The below questions ( 1 & 2) are the fallow up to the Case study 1. The case study question and the response are under the Questions (1&2) Please make sure to read the case study the questions are base on that case study, thank you. Please use APA format, 2 references no more than 5 years old and well cited please make sure to go to the following web page to answer question 1. http://www.nmhs.net/documents/27JNC8HTNGuidelinesB…

1. Review the JNC8 algorithm and see if the recommendations you have made for C.F. align with best practice according to JNC8. If not, what would your recommendations be now that you have looked at the JNC8 algorithm?

http://www.nmhs.net/documents/27JNC8HTNGuidelinesB…

2. Do you think enough information is presented in the discussion question for you to safely make a recommendation? If not, what additional information would be useful to help influence your choice?

Case Study 1(Treatment Of Hypertension)

CF is a sixty-year-old African American male who presents as a new patient for initial evaluation and follow-up. He has been diagnosed with hypertension for the last twelve years and Type 2 diabetes for the same period of time. His current blood pressure is 162/90, with a pulse of 76. His body mass index (BMI) is 32. He is currently taking Maxzide 37.5/25 mg every morning. This is the only antihypertensive medication he has taken.

For this question, focus on the treatment of hypertension. Discuss the influences of his age, gender, and ethnicity on hypertensive medications. On the basis of an analysis of those factors, provide one option for improvement of his blood pressure and provide a clear and specific justification for that choice. Be sure to include dosage and scheduling. Include highlights of patient teaching and/or recommendations for any lifestyle changes. Support your decisions with at least one reference to a published clinical guideline and one peer-reviewed publication.

ANSWER

High blood pressure is a life-threatening condition where the blood’s long-term force on the walls of your artery is powerful enough to cause some heart disease (Go et al., 2014). It depends on the amount of the blood pumped by your heart and the resistance this blood encounters in your arteries. The narrower the arteries are, the higher the blood pressure. High blood pressure develops over the years. Fortunately, it is detectable and controllable. High blood pressure that is uncontrolled for a long time causes serious health problems such as heart attack, kidney failure, heart failure and stroke. However, hypertensive medication is influenced by the patient’s age, his or her gender, and ethnicity. Lifestyle changes boost the control and treatment of high blood pressure (Woo & Wynne, 2012).

The ideal blood pressure for people aged 60 years and above is 150/90. CF’s blood pressure is 162/90 which means it is high despite his daily intake of Maxzide 37.5/25. The ideal body mass (IBM) for an adult is between 18 and 24. CF is 32 meaning he is obese.Studies reveal that high blood pressure affects men more than women (Go et al., 2014). After the age of 55 years, women tend to suffer from blood pressure more than men.However, more male suffers from complications related to blood pressure more than females (Liao, at el., 2016). Most males with high blood pressure suffer from heart attack, heart failure, and other heart diseases if not controlled. Studies show that fewer people aged 39 years and below suffer from high blood pressure as compared to above 40. It is therefore correct to conclude that age influences the presence of high blood pressure. Several types of research have revealed that if one comes from a family history that has had blood pressure, there is a likelihood that they too are at an elevated risk of having high blood pressure at one time in their life. It is therefore evident that ethnicity has an influence in the presence or absence of blood pressure.

Most people with the diabetic condition, renal impairment, elderly or severely ill suffer from hyperkalemia, that is, high potassium in the blood. Maxzide should not be administered to patients with hyperkalemia and should discontinue immediately. There’s a likelihood that CF could be suffering from hyperkalemia following the fact that he is diabetic and elderly. That could be the reason why his blood pressure is still high despite taking the treatment. I recommend Calcium channel blockers. They are drugs that lower blood pressure by slowing calcium movement in the heart’s cells and in the walls of the blood vessels. It enables the heart to pump the blood and widen its vessels. With enlarged blood vessels, the heart needs not overwork hence the blood pressure is lowered (Liao et al., 2016). Norvasc (Amlodipine) is one of the best Calcium channel blockers used to treat high blood pressure. It is taken orally with or without food only once daily. Most people prefer taking it with water or milk. I would recommend that CF takes it with some milk of food. Dosage may be increased or decrease it depending on CF’s reaction. Calcium channel blocker is ideal for the black and elderly patients such as CF. He should avoid grape juice of fruit as it interferes with the drugs reaction on the body. I would ask CF to ensure that he eats a balanced diet and, a lot of fruits and vegetables. He should also ensure that he does lighter exercises like walking 30 minutes daily. He should also reduce his sodium intake, red meat, and cholesterol.

References

Go, A. S., Bauman, M. A., Coleman King, S. M., Fonarow, G. C., Lawrence, W., Williams, K. A., & Sanchez, E. (2014). An effective approach to high blood pressure control. Journal of the American College of Cardiology, 63(12), 1230-1238. doi:10.1016/j.jacc.2013.11.007

Liao, Y., Siegel, P. Z., White, S., Dulin, R., & Taylor, A. (2016). Improving actions to control high blood pressure in Hispanic communities—Racial and Ethnic Approaches to Community Health Across the US Project, 2009–2012. Preventive medicine, 83, 11-15.

Woo, T. & Wynne, A. (2012). Pharmacotherapeutics for Nurse Practitioner Prescribers. Philadelphia, PA: F.A. Davis Company
 
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Humanity And Justice

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Humanity And Justice

(Humanity And Justice)

Write a 3–4-page summary and analysis of your experiential learning after completing at least four 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:

SHOW LESS

Suggested Resources(Humanity And Justice)

The 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 Resources

Click the links provided to view the following resources:

Library Resources

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

Course Library Guide(Humanity And Justice)

A 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.

Preparation

For this assessment, complete at least four journal activities, two from each of Sections 4 and 5, from the Positive Psychology Journal media piece (linked in the Resources):

  • From Section 4, complete any two activities.
  • From Section 5, complete any two activities.
Directions(Humanity And Justice)

Write 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, 4.1 Appreciative Inquiry) you completed for this assessment.
  • Include a very brief description of the activity with in-text citations and references as needed to identify the location or source of the activity or additional resources.
  • Summarize your personal reflections and insights to demonstrate what you learned from each of these experiential learning activities.
  • 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 personal issues in your life, professional issues as in an educational or work setting, or social issues such as aging, mental health versus mental illness, and happiness and well-being.
  • 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 (1–2 scholarly resources).

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.
Humanity and Justice Scoring Guide(Humanity And Justice)
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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Genetic Foundations: Brain & Behavior2

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Genetic Foundations: Brain & Behavior2

(Genetic Foundations: Brain & Behavior2)

Select and then define a significant issue faced by the justice system, describe the scope and consequences of the issue, and discuss society’s responses to the issue (including public policies and other less formal responses). Papers should also present a clearly reasoned alternative, supported by scholarly research.

While the following example can be modified to suit your needs, this outline is likely to result in a high-quality Final Paper:

  • Title
  • Abstract
  • What is the problem? Be sure to narrow your problem enough to allow a focused examination.
  • What are the individual and social implications of this problem? Discussion of implications should be supported by accurate research data.
  • What do the experts say about the problem?
  • What have we, as a society, done about this problem? Consider public policies and other, less formal responses.
  • How are public policies and other, less formal responses working?
  • Describe an alternative solution to the problem.
  • Discuss why the alternative is, or can be, an effective response to the problem. Remember to consider negative consequences of the alternative response.
  • Conclude with your thoughts about your chosen social problem. This is a good place to include personal opinions, assuming you wish to share them in a research paper.
  • References

In short, define a problem, discuss the response, and provide alternative responses to the problem. For example, your problem could be drug use/abuse, with a focus on prescription drug abuse among teenagers. Your description of the problems should be fact based, relying on expert opinion. Your alternative response can be an adjustment of current policy or a new direction. For example, your may propose longer prison sentences, or legalization of all drugs. Be creative, although suggestions must be supported by scholarly research.

The paper must be eight to ten pages in length (excluding the title and reference pages) and formatted according to APA style. You must use at least five scholarly resources, at least three of which can be found in the Ashford Online Library, to support your claims and subclaims. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center within the Learning Resources tab on the left navigation toolbar. Please visit the Academic Research section on your course homepage (accessible through the Student Responsibilities and Policies tab on the left navigation toolbar) to review what types of materials are not acceptable for academic, university-level research.

Writing the Final Paper
The Final Paper:

  • Must be SIX double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  • Must begin with an introductory paragraph that has a succinct thesis statement.
  • Must address the topic of the paper with critical thought.
  • Must end with a conclusion that reaffirms your thesis.
  • Must use at least five scholarly resources, including a minimum of three from the Ashford Online Library.
  • Must document all sources in APA style, as outlined in the Ashford Writing Center.
  • Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
 
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ORGANIZATIONAL DEVELOPMENT AND CHANGE

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ORGANIZATIONAL DEVELOPMENT AND CHANGE

(ORGANIZATIONAL DEVELOPMENT AND CHANGE)

UNIT 6

Topic: Dealing with Change Dynamics

Contemporary Organization Evaluation

Details:

In today’s fast-paced and global community, most organizations are faced with constant change. Research contemporary organizations that are currently responding to a significant change within the industry, such as disruptive technology; state, government, or industry regulations; environmental constraints; judicial or legislative rulings; etc.

Choose one organization from your research that has recently responded to major change or is currently responding to change. Write a paper (1,250-1,500 words) discussing how well the organization is responding to the change dynamics. Include the following:

1. Describe the organization and the change to which it is responding.

2. Discuss the degree to which the change has been disruptive and how the organization has responded to the dynamics created by this change.

3. Evaluate the strategies the organization used in its change plan and determine the level of success the organization experienced with the strategies.

4. Determine the effect the change had on stakeholders, and to what degree stakeholders have resisted. Assess how well stakeholder resistance was addressed.

5. Evaluate the overall implications the change had on interdepartmental collaboration.

6. In your opinion, how well did the leaders of the organization respond and prepare for the change? What worked and what did not work with the strategies they implemented?

7. What modifications would you suggest the leaders of the organization make in order to better address the change dynamics? What additional strategies would you recommend to assist the organization through this change?

Prepare this assignment according to the guidelines found in the APA Style Guide.

Plagiarism Free.

RESOURCES

Textbook

1. The Heart of Change: Real-Life Stories of How People Change Their Organizations

Read Chapter/Step 6 in The Heart of Change: Real-Life Stories of How People Change Their Organizations.

http://gcumedia.com/digital-resources/harvard-business-school-press/2012/the-heart-of-change_real-life-stories-of-how-people-change-their-organizations_ebook_1e.php

e-Library Resource

1. Backseat Leaders

Read “Backseat Leaders,” by Schlachter and Hildebrandt, from Leadership Excellence Essentials (2012).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=82953867&site=ehost-live&scope=site 

2. Change Management: Leadership, Values and Ethics

Read “Change Management: Leadership, Values and Ethics,” by By, Burnes, and Oswick, from Journal of Change Management (2012).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=73326520&site=ehost-live&scope=site 

3. Group Imago and Group Development: Two Theoretical Additions and Some Ensuing Adjustments

Read “Group Imago and Group Development: Two Theoretical Additions and Some Ensuing Adjustments,” by Tudor, from Transactional Analysis Journal (2013).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-04423-008&site=ehost-live&scope=site 

4. May I Have Your Attention Please? A Review of Change Blindness

Read “May I Have Your Attention Please? A Review of Change Blindness,” by Ellis, from Organization Development Journal (2012).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=94475438&site=ehost-live&scope=site 

 
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