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Project “2” Personal Analysis of a Major Loss Background: We are all survivors of some type of loss. Everyone in this class has experienced some type of loss and accompanying grief. Besides death of a significant other, there are many other types of losses that produce grief. The purpose of this project is to analyze a loss you have experienced by using concepts you have learned in this course. Listed below are examples of losses that you may write about: 1. The death of someone important to you: - A parent, child, sibling, spouse, or other relative - A close friend or someone you were romantically involved with. - Someone famous that meant a lot to you. 2. The loss of a relationship through: - betrayal, divorce, separation, or desertion - kidnapping, murder, or disappearance - mental illness - substance abuse 3. The loss of a job (yours or someone you depended on for support) 4. Moving away from home, becoming homeless, becoming a refugee. 5. Loss of physical capacity or ability through illness, accident, the aging process. 6. The loss of a pet (through death, ran away, was stolen, etc.) 7. Loss of something valuable to you (home/property destroyed by fire, flood, natural disaster) 8. Loss of or denial of membership in a group that was important to you. 9. Loss of respect for, or sense of betrayal by a person, organization, or group that you had previously held in high esteem. Loss of your reputation. 10. Loss of trust in others, or loss of self-esteem due to physical, emotional, or sexual abuse. Directions: Please Use These Sub-Headers Part 1: Description of the loss event. 2-3 pages in length. Write this from the 3 rd person point of view to describe the events. Part 2: The Reactions to the Loss: Again, write this from the 3 rd person point of view. Use concepts from the text and your class notes to describe the reaction to the loss. Do this in 2-3 pages, double-spaced. Use the APA format to cite specific concepts from the text. Questions to consider when writing Part 2: 1. When he/she experienced this loss, what emotions, feelings, thought, and physical symptoms did the person experience? 2. How did this loss affect the person mentally, emotionally, physically, spiritually, socially? 3. Did the person’s reactions to this loss mirror any of the theories of grief in the text? If yes, describe the similarities. If not, describe the differences. Part 3: The Current Status . 2-3 pages. Switch to 1 st person for this section. Describe how you feel now. How have your feelings, thoughts, reactions changed over time? How has your life changed due to the loss? What did you learn from this? Be sure to use concepts from chapters 9, 10, and 11 of the text, a website, class notes, magazine article, other book. Use APA format. Formatting Instructions: 1. Title page with your name, class name, class number, assignment name, and date. 2. Double-spaced. 1” margins on all sides. 12-point font size. N.
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Project 2”Personal Analysis of a Major LossBackground We are.docx
Project “2”
Personal Analysis of a Major Loss
Background: We are all survivors of some type of loss. Everyone in this class has experienced some type of loss and accompanying grief. Besides death of a significant other, there are many other types of losses that produce grief. The purpose of this project is to analyze a loss you have experienced by using concepts you have learned in this course.
Listed below are examples of losses that you may write about:
1. The death of someone important to you:
- A parent, child, sibling, spouse, or other relative
- A close friend or someone you were romantically involved with.
- Someone famous that meant a lot to you.
2. The loss of a relationship through:
- betrayal, divorce, separation, or desertion
- kidnapping, murder, or disappearance
- mental illness
- substance abuse
3. The loss of a job (yours or someone you depended on for support)
4. Moving away from home, becoming homeless, becoming a refugee.
5. Loss of physical capacity or ability through illness, accident, the aging process.
6. The loss of a pet (through death, ran away, was stolen, etc.)
7. Loss of something valuable to you (home/property destroyed by fire, flood, natural disaster)
8. Loss of or denial of membership in a group that was important to you.
9. Loss of respect for, or sense of betrayal by a person, organization, or group that you had previously held in high esteem. Loss of your reputation.
10. Loss of trust in others, or loss of self-esteem due to physical, emotional, or sexual abuse.
Directions: Please Use These Sub-Headers
Part 1: Description of the loss event. 2-3 pages in length. Write this from the 3rd person point of view to describe the events.
Part 2: The Reactions to the Loss: Again, write this from the 3rd person point of view. Use concepts from the text and your class notes to describe the reaction to the loss. Do this in 2-3 pages, double-spaced. Use the APA format to cite specific concepts from the text.
Questions to consider when writing Part 2:
1. When he/she experienced this loss, what emotions, feelings, thought, and physical symptoms did the person experience?
2. How did this loss affect the person mentally, emotionally, physically, spiritually, socially?
3. Did the person’s reactions to this loss mirror any of the theories of grief in the text?
If yes, describe the similarities. If not, describe the differences.
Part 3: The Current Status. 2-3 pages. Switch to 1st person for this section. Describe how you feel now. How have your feelings, thoughts, reactions changed over time? How has your life changed due to the loss? What did you learn from this?
Be sure to use concepts from chapters 9, 10, and 11 of the text, a website, class notes, magazine article, other book. Use APA format.
Formatting Instructions:
1. Title page with your name, class name, class number, assignment name, and date.
2. Double-spaced. 1” margins on all sides. 12-point font size. Number pages in top right hand corner.
3. Make sure you have th.
Personal Analysis of a Major LossBackground We are all surviv.docx
Personal Analysis of a Major Loss
Background:
We are all survivors of some type of loss. Everyone in this class has experienced some type of loss and accompanying grief. Besides death of a significant other, there are many other types of losses that produce grief. The purpose of this project is to analyze a loss you have experienced by using concepts you have learned in this course.
Listed below are examples of losses that you may write about:
1. The death of someone important to you:
- A parent, child, sibling, spouse, or other relative
- A close friend or someone you were romantically involved with.
- Someone famous that meant a lot to you.
2. The loss of a relationship through:
- betrayal, divorce, separation, or desertion
- kidnapping, murder, or disappearance
- mental illness
- substance abuse
3. The loss of a job (yours or someone you depended on for support)
4. Moving away from home, becoming homeless, becoming a refugee.
5. Loss of physical capacity or ability through illness, accident, the aging process.
6. The loss of a pet (through death, ran away, was stolen, etc.)
7. Loss of something valuable to you (home/property destroyed by fire, flood, natural disaster)
8. Loss of or denial of membership in a group that was important to you.
9. Loss of respect for, or sense of betrayal by a person, organization, or group that you had previously held in high esteem. Loss of your reputation.
10. Loss of trust in others, or loss of self-esteem due to physical, emotional, or sexual abuse.
Directions: Please Use These Sub-Headers
Part 1:
Description of the loss event.
2-3 pages in length. Write this from the 3
rd
person point of view to describe the events.
Part 2: The Reactions to the Loss:
Again, write this from the 3
rd
person point of view. Use concepts from the text and your class notes to describe the reaction to the loss. Do this in 2-3 pages, double-spaced. Use the APA format to cite specific concepts from the text.
Questions to consider when writing Part 2:
1. When he/she experienced this loss, what emotions, feelings, thought, and physical symptoms did the person experience?
2. How did this loss affect the person mentally, emotionally, physically, spiritually, socially?
3. Did the person’s reactions to this loss mirror any of the theories of grief in the text?
If yes, describe the similarities. If not, describe the differences.
Part 3:
The Current Status
. 2-3 pages. Switch to 1
st
person for this section. Describe how you feel now. How have your feelings, thoughts, reactions changed over time? How has your life changed due to the loss? What did you learn from this?
Be sure to use concepts from chapters 9, 10, and 11 of the text
, a website, class notes, magazine article, other book
. Use APA format.
Formatting Instructions:
1. Title page with your name, class name, class number, assignment name, and date.
2. Double-spaced. 1” margins on all sides. 12-point font size. Number pages in .
Pneumonic plague stress and coping
Stress can be defined as any demand or change that the human system must respond to. Stress becomes distress when it lasts too long, occurs too often, or is too severe. The document discusses different stress reactions at various ages, types of stress including basic, cumulative and traumatic stress, common coping mechanisms like avoidance and approach, and the impact of stress on communities. It emphasizes the special needs of children in dealing with stress, abuse and grief, and how to help children build resiliency after disasters through community-based interventions. The document also discusses recognizing when to refer people for professional help.
BIAS AND PREJUDICE [Autosaved].pptx
This document discusses biases and prejudices. It defines bias as a preference or inclination that prevents unprejudiced consideration, while prejudice refers to preconceived judgments or opinions formed before the facts are known. The document provides examples to differentiate between bias and prejudice. For instance, bias is shown when a teacher assumes one student started a fight because she knows that student, while prejudice is evident when someone believes boys are better than girls at math based on their gender alone. The document emphasizes that biases and prejudices are common but unfair, and provides tips to maintain objectivity like identifying possible biases in images and situations.
Anything Most Updated Ppt 2011
This document provides guidance for educators on supporting students dealing with grief, loss, trauma, and other difficult experiences. It discusses types of loss students may face, how loss can affect them, strategies for addressing common reactions, and ideas for classroom activities and memorials. Key recommendations include listening without judgment, maintaining routines, acknowledging emotions, and connecting grieving students to support networks.
Guided Questions for Reflective Journal #1The purpose of the.docx
Guided Questions for Reflective Journal #1
The purpose of the reflective journals in this course is to build your reflective thinking which will lead to increased emotional intelligence (Riley, 2020). The first reflective journal will focus on self-awareness, one of the EI domains. Please be sure to complete all readings and surveys prior to answering guided questions. Responses should be substantive and not just a few sentences. This is about students having a better understanding of what makes an effective communicator. As this is a reflective journal, you are not required to provide references, but if you do use any citations, you will need to provide a reference list.
Instructions: Using this Word document,
type your responses in a different color
and upload to drop box by Sunday @ 11:30 pm. Please keep this document as this information will also be compiled into your midterm Self-Awareness paper. Work smarter, not harder.
Emotional Intelligence Domain: Self-Awareness (Level 2 or 3 heading for paper)
Ø Define self-awareness as an emotional intelligence domain and what influence this has on becoming an effective communicator.
Ø Describe how reflective thinking increases emotional intelligence.
Ø Know your story and how it affects you. What were the findings of your EI survey? How can you continue to build your EI intelligence as a student, nurse, and human being?
Ø Make peace with your past and practice forgiveness. This is a tough one. Describe a scenario, again leaving out names and other details that would implicate another person. We need to respect one another’s privacy. Speak in hypothetical terms. Sometimes we need to forgive ourselves. Know that whatever you state in your journal, stays between you and me.
Ø Share your beliefs, your emotions, and your behavior patterns. As a student in an accelerated or second degree nursing program, how do you respond to the stressors from school, from home, from work? Do you believe your responses or behaviors are equitable to the situation or are they exaggerated or understated?
Ø Identify your individual feelings and emotions (anger, sadness, fear, and joy) that you experience in various situations. Think about the past semester again as a student, nurse and human being during a pandemic situation. How did the pandemic alter your way of learning or how you were working or having privileges such as going to a movie? How do you feel about wearing a mask when out in public? Is it too soon to return to normal life and remove social distancing?
...
Stigma as a Social Problem
This document discusses the concept of stigma as it relates to mental illness. It defines stigma as a mark or sign that discredits a person and leads to social rejection through attitudes like fear, anger, pity and disgust. These negative attitudes can result in discrimination against those with mental illness in areas like housing, employment and education. The document also examines how stigma is exacerbated and perpetuated through misleading portrayals of mental illness in movies and media, and explores the cognitive and social psychological processes that underlie the development and maintenance of stigma.
Discussion 1Prior to engaging in this discussion, read Chapters .docx
Discussion 1
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
Discussion 2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which indiv.
Recommended
Project 2”Personal Analysis of a Major LossBackground We are.docx
Project “2”
Personal Analysis of a Major Loss
Background: We are all survivors of some type of loss. Everyone in this class has experienced some type of loss and accompanying grief. Besides death of a significant other, there are many other types of losses that produce grief. The purpose of this project is to analyze a loss you have experienced by using concepts you have learned in this course.
Listed below are examples of losses that you may write about:
1. The death of someone important to you:
- A parent, child, sibling, spouse, or other relative
- A close friend or someone you were romantically involved with.
- Someone famous that meant a lot to you.
2. The loss of a relationship through:
- betrayal, divorce, separation, or desertion
- kidnapping, murder, or disappearance
- mental illness
- substance abuse
3. The loss of a job (yours or someone you depended on for support)
4. Moving away from home, becoming homeless, becoming a refugee.
5. Loss of physical capacity or ability through illness, accident, the aging process.
6. The loss of a pet (through death, ran away, was stolen, etc.)
7. Loss of something valuable to you (home/property destroyed by fire, flood, natural disaster)
8. Loss of or denial of membership in a group that was important to you.
9. Loss of respect for, or sense of betrayal by a person, organization, or group that you had previously held in high esteem. Loss of your reputation.
10. Loss of trust in others, or loss of self-esteem due to physical, emotional, or sexual abuse.
Directions: Please Use These Sub-Headers
Part 1: Description of the loss event. 2-3 pages in length. Write this from the 3rd person point of view to describe the events.
Part 2: The Reactions to the Loss: Again, write this from the 3rd person point of view. Use concepts from the text and your class notes to describe the reaction to the loss. Do this in 2-3 pages, double-spaced. Use the APA format to cite specific concepts from the text.
Questions to consider when writing Part 2:
1. When he/she experienced this loss, what emotions, feelings, thought, and physical symptoms did the person experience?
2. How did this loss affect the person mentally, emotionally, physically, spiritually, socially?
3. Did the person’s reactions to this loss mirror any of the theories of grief in the text?
If yes, describe the similarities. If not, describe the differences.
Part 3: The Current Status. 2-3 pages. Switch to 1st person for this section. Describe how you feel now. How have your feelings, thoughts, reactions changed over time? How has your life changed due to the loss? What did you learn from this?
Be sure to use concepts from chapters 9, 10, and 11 of the text, a website, class notes, magazine article, other book. Use APA format.
Formatting Instructions:
1. Title page with your name, class name, class number, assignment name, and date.
2. Double-spaced. 1” margins on all sides. 12-point font size. Number pages in top right hand corner.
3. Make sure you have th.
Personal Analysis of a Major LossBackground We are all surviv.docx
Personal Analysis of a Major Loss
Background:
We are all survivors of some type of loss. Everyone in this class has experienced some type of loss and accompanying grief. Besides death of a significant other, there are many other types of losses that produce grief. The purpose of this project is to analyze a loss you have experienced by using concepts you have learned in this course.
Listed below are examples of losses that you may write about:
1. The death of someone important to you:
- A parent, child, sibling, spouse, or other relative
- A close friend or someone you were romantically involved with.
- Someone famous that meant a lot to you.
2. The loss of a relationship through:
- betrayal, divorce, separation, or desertion
- kidnapping, murder, or disappearance
- mental illness
- substance abuse
3. The loss of a job (yours or someone you depended on for support)
4. Moving away from home, becoming homeless, becoming a refugee.
5. Loss of physical capacity or ability through illness, accident, the aging process.
6. The loss of a pet (through death, ran away, was stolen, etc.)
7. Loss of something valuable to you (home/property destroyed by fire, flood, natural disaster)
8. Loss of or denial of membership in a group that was important to you.
9. Loss of respect for, or sense of betrayal by a person, organization, or group that you had previously held in high esteem. Loss of your reputation.
10. Loss of trust in others, or loss of self-esteem due to physical, emotional, or sexual abuse.
Directions: Please Use These Sub-Headers
Part 1:
Description of the loss event.
2-3 pages in length. Write this from the 3
rd
person point of view to describe the events.
Part 2: The Reactions to the Loss:
Again, write this from the 3
rd
person point of view. Use concepts from the text and your class notes to describe the reaction to the loss. Do this in 2-3 pages, double-spaced. Use the APA format to cite specific concepts from the text.
Questions to consider when writing Part 2:
1. When he/she experienced this loss, what emotions, feelings, thought, and physical symptoms did the person experience?
2. How did this loss affect the person mentally, emotionally, physically, spiritually, socially?
3. Did the person’s reactions to this loss mirror any of the theories of grief in the text?
If yes, describe the similarities. If not, describe the differences.
Part 3:
The Current Status
. 2-3 pages. Switch to 1
st
person for this section. Describe how you feel now. How have your feelings, thoughts, reactions changed over time? How has your life changed due to the loss? What did you learn from this?
Be sure to use concepts from chapters 9, 10, and 11 of the text
, a website, class notes, magazine article, other book
. Use APA format.
Formatting Instructions:
1. Title page with your name, class name, class number, assignment name, and date.
2. Double-spaced. 1” margins on all sides. 12-point font size. Number pages in .
Pneumonic plague stress and coping
Stress can be defined as any demand or change that the human system must respond to. Stress becomes distress when it lasts too long, occurs too often, or is too severe. The document discusses different stress reactions at various ages, types of stress including basic, cumulative and traumatic stress, common coping mechanisms like avoidance and approach, and the impact of stress on communities. It emphasizes the special needs of children in dealing with stress, abuse and grief, and how to help children build resiliency after disasters through community-based interventions. The document also discusses recognizing when to refer people for professional help.
BIAS AND PREJUDICE [Autosaved].pptx
This document discusses biases and prejudices. It defines bias as a preference or inclination that prevents unprejudiced consideration, while prejudice refers to preconceived judgments or opinions formed before the facts are known. The document provides examples to differentiate between bias and prejudice. For instance, bias is shown when a teacher assumes one student started a fight because she knows that student, while prejudice is evident when someone believes boys are better than girls at math based on their gender alone. The document emphasizes that biases and prejudices are common but unfair, and provides tips to maintain objectivity like identifying possible biases in images and situations.
Anything Most Updated Ppt 2011
This document provides guidance for educators on supporting students dealing with grief, loss, trauma, and other difficult experiences. It discusses types of loss students may face, how loss can affect them, strategies for addressing common reactions, and ideas for classroom activities and memorials. Key recommendations include listening without judgment, maintaining routines, acknowledging emotions, and connecting grieving students to support networks.
Guided Questions for Reflective Journal #1The purpose of the.docx
Guided Questions for Reflective Journal #1
The purpose of the reflective journals in this course is to build your reflective thinking which will lead to increased emotional intelligence (Riley, 2020). The first reflective journal will focus on self-awareness, one of the EI domains. Please be sure to complete all readings and surveys prior to answering guided questions. Responses should be substantive and not just a few sentences. This is about students having a better understanding of what makes an effective communicator. As this is a reflective journal, you are not required to provide references, but if you do use any citations, you will need to provide a reference list.
Instructions: Using this Word document,
type your responses in a different color
and upload to drop box by Sunday @ 11:30 pm. Please keep this document as this information will also be compiled into your midterm Self-Awareness paper. Work smarter, not harder.
Emotional Intelligence Domain: Self-Awareness (Level 2 or 3 heading for paper)
Ø Define self-awareness as an emotional intelligence domain and what influence this has on becoming an effective communicator.
Ø Describe how reflective thinking increases emotional intelligence.
Ø Know your story and how it affects you. What were the findings of your EI survey? How can you continue to build your EI intelligence as a student, nurse, and human being?
Ø Make peace with your past and practice forgiveness. This is a tough one. Describe a scenario, again leaving out names and other details that would implicate another person. We need to respect one another’s privacy. Speak in hypothetical terms. Sometimes we need to forgive ourselves. Know that whatever you state in your journal, stays between you and me.
Ø Share your beliefs, your emotions, and your behavior patterns. As a student in an accelerated or second degree nursing program, how do you respond to the stressors from school, from home, from work? Do you believe your responses or behaviors are equitable to the situation or are they exaggerated or understated?
Ø Identify your individual feelings and emotions (anger, sadness, fear, and joy) that you experience in various situations. Think about the past semester again as a student, nurse and human being during a pandemic situation. How did the pandemic alter your way of learning or how you were working or having privileges such as going to a movie? How do you feel about wearing a mask when out in public? Is it too soon to return to normal life and remove social distancing?
...
Stigma as a Social Problem
This document discusses the concept of stigma as it relates to mental illness. It defines stigma as a mark or sign that discredits a person and leads to social rejection through attitudes like fear, anger, pity and disgust. These negative attitudes can result in discrimination against those with mental illness in areas like housing, employment and education. The document also examines how stigma is exacerbated and perpetuated through misleading portrayals of mental illness in movies and media, and explores the cognitive and social psychological processes that underlie the development and maintenance of stigma.
Discussion 1Prior to engaging in this discussion, read Chapters .docx
Discussion 1
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
Discussion 2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which indiv.
Health Course Chapter 2
This document discusses personality and its development. It describes how personality consists of behaviors, attitudes, feelings, and ways of thinking that make each person unique. It notes that psychologists often use five central traits - extroversion, agreeableness, conscientiousness, emotional stability, and openness to experiences - to describe personality. It explains that personality is influenced both by heredity and one's environment, including family, friends, and culture. The document also examines self-esteem and how it relates to personality, developing over time, and impacting health.
Psy 312 Massive Success / snaptutorial.com
Pablo believes that diversity is the most important issue in our culture, and that it is greatly underemphasized. On the other hand, Ralph rarely thinks of diversity, except when it is mentioned in the workplace. Monica is sensitized to multicultural issues because her parents are immigrants who still struggle with discrimination after being here for 20 years.
Life Skill UNIT 2
This document discusses developing self-awareness among students. It begins with objectives of helping students identify their interests, strengths, weaknesses and concerns. It then describes a process of explaining the importance of self-awareness and self-exploration through self-reflection and sharing. Several activities are outlined to enhance students' understanding of their self in a creative manner, such as completing a worksheet about themselves and discussing role models. The document stresses that developing self-awareness can help students like themselves, feel confident and optimistic about the future.
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- The difference between substance abuse vs. dependence, with an example of Joseph experiencing substance abuse through drinking binges.
- Recaps of different drug categories (depressants, stimulants, hallucinogens) and concepts in social perception like primacy/recency effects.
- Overviews of schemas, identity development models, and factors influencing group behaviors like obedience, conformity, and mob mentality.
- Summaries of psychological disorders addressed in the DSM-IV-TR like mood disorders, schizophrenia, and personality disorders.
Personality (Business Psychology)
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7Th Grade Science Essay Questions. Online assignment writing service.
The document provides instructions for a multi-step process to request writing assistance from HelpWriting.net. It outlines the following steps:
1. Create an account by providing a password and email.
2. Complete a 10-minute order form with instructions, sources, deadline, and optional sample work.
3. Writers will bid on the request and the client can choose a writer based on qualifications.
4. The client will receive a paper for review and can request revisions before authorizing final payment.
7Th Grade Science Essay Questions. Online assignment writing service.
The document provides instructions for using the HelpWriting.net service to have an essay written. It outlines a 5-step process: 1) Create an account; 2) Submit a request with instructions and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions to ensure satisfaction and receive a refund if plagiarized.
7Th Grade Science Essay Questions. Online assignment writing service.
The document provides instructions for a multi-step process to request writing assistance from HelpWriting.net. It outlines the following steps:
1. Create an account by providing a password and email.
2. Complete a 10-minute order form with instructions, sources, deadline, and optional sample work.
3. Writers will bid on the request and the client can choose a writer based on qualifications.
4. The client will receive a paper for review and can request revisions before authorizing final payment.
Mental Health and Stress_1.pptx
Stress can be caused by both external factors like school, relationships, and work as well as internal factors like worries and unresolved emotions. Common stressors for teenagers include academics, relationships with peers and family, and social pressures. Left unmanaged, stress can negatively impact physical and mental health by increasing risks of depression, anxiety, and other disorders. It is important for teenagers to understand stress and learn healthy coping strategies like exercise, social support, and relaxing activities to help manage the impacts of stress.
InstructionsAs we explored this week, late adulthood is a dynami.docx
Instructions
As we explored this week, late adulthood is a dynamic, rich time of life with many transitions and times of both growth and loss. One of the most profound experiences in late adulthood is that of death and dying – both our own death and the loss of loved ones. In our readings this week, we learned about how important cultural contexts are in understanding the death and dying process. As current/future healthcare professionals, having an understanding of how others process death and grief is key to being able to provide quality support and care. For our final assignment for this class, you will be reflecting on the following scenarios.
Part I: Imagine…you are 77 years old. You have lived a happy, fulfilling life, but have recently learned you have terminal cancer and are reflecting on how you want to spend your last few months and what you would like for your final wishes. In 1-2 pages, describe what you would like this last chapter of your life to look like. Consider:
1. What is your cultural heritage? What cultural traditions do you or your family hold that would impact your dying process and last wishes? (i.e. I’m Irish and my family and cultural heritage view death as a time to celebrate the life of a loved one with a long Irish wake, stories about our loved one, laughter, etc. We view funerals as a time to be very emotionally expressive about our loss).
How does your family communicate about or view death? What impact does communication with loved ones have on the death and dying process?
Part II: Imagine…you are a nurse, social worker, hospice volunteer or other healthcare professional working with a 77-year-old terminal cancer patient who is struggling with her end of life decisions. She is stoic and hard-working. Her culture values privacy and independence. She doesn’t wish to burden her family and so changes the subject anytime her children try to broach the topic of her final wishes, taking care of her house/pets, her will, etc. She becomes uncomfortable anytime you or other care providers ask to discuss her wishes on things such as DNR orders, religious wishes, or final arrangements. Her children are concerned about her and are worried they don’t know how to best fulfill her wishes and are imploring you to help. In 1-2 pages, consider:
1. How might your own views on death and dying impact your work with this patient?
2. How might you seek to guide or help this patient and her family through this time?
3. What cultural context might be at work here to consider?
Remember, as you reflect on these topics, connect your own experiences and ideas to the theory and research we are learning about in class, referencing your text and at least two other sources.
Writing Requirements (APA format)
Length: 3-4 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 2 outside scholarly sources in addition to course text).
A. Describe an organizational experience from your own life.docx
A.
Describe an organizational experience from your own life
—either something that affected you personally, or
something you witnessed—using the following criteria:
1.
Think over the experiences you have had in organizations
, especially those experiences having some relationship to identity or diversity. Note that these could be experiences focused on your own identity, the identity of another person, or the collective identity of a particular social group within the organization. You could write about the overall experience of one person or group within an organization, or you could describe one particular incident that seemed significant. (If more than one story or situation comes to mind, use the one
that had the greatest emotional impact on you.)
2.
Examples of the types of situations you might describe
:
a. A time when you or another person experienced
discrimination
within an organization.
b. Your observation of how a particular identity group has received what you perceive to be
unfair
treatment within an organization.
c. Your observation of how a particular group receives
preferential
treatment within an organization.
d. A time when you or another person received
unusual
treatment (not necessarily negative) due to a lack of understanding about this person’s identity or culture. For example, if something about this person’s identity seemed unusual to most people in the organization, they may have felt unsure as to how they should interact with this person. They may have intended to do “the right thing,” but the overall treatment of this person
seemed unusual or awkward.
3.
Remember
: The word
organization
does not refer only to business or the workplace. There are also social clubs, student & professional organizations, sports teams, volunteer groups, self-help groups, etc.
B.
After telling the story, answer the following questions
:
1. How did you
feel
about what you experienced or witnessed? What were your
emotions
?
2. How did you perceive
power
functioning in this situation? Of those involved, who seemed to have more formal or official power in the organization?
3. Ideally, how do you wish this situation had been addressed or handled differently?
Minimum word count:
300
.
Part 1, Social Stress Personal Analysis (2-4 pages)Research stre.docx
Part 1, Social Stress Personal Analysis (2-4 pages)
Research stress inventories on the Internet and write a critical analysis of the site. Include the URL, name of the inventory, how long it takes to complete the inventory, and your opinion of the results. Answer the following questions in your analysis:
How do you explain that an event that you might find stressful may not be identified as a stressor by someone else?
Discuss what the term
stress
means to you. Is it different from anxiety? What are your current stressors? Which ones do you have control over? What do you do to cope with the stressors you have control over? What do you do to cope with the stressors you have no control over? Which stressors are harder to cope with? Why?
SHARE #2 WITH YOUR GROUP. Identify the themes discussed in your group.
The text points out Cooley’s looking-glass self. Discuss how you believe others see you, and how that may lead to distress.
Part 2, Social Stress and Race, Class and Gender (3-5 pages)
Using scholarly sources and a critical sociological perspective (not blaming the victim), Research how race, class, and gender impacts stress, stress-related illnesses, treatment of stress and coping strategies. Answer the following questions in your analysis (3-5 pages):
Without stereotyping, discuss the various social and psychological ways in which different people with different backgrounds can combat social stresses. Include the importance of extended families, friends and peers, religious organizations, support groups, and telephone hotlines.
Using the feminist perspective, discuss why there is gender disparity in stress.
How would you explain this statement: “Research has demonstrated that black individuals have higher rates of psychological distress than white individuals.” Include information about systemic and institutionalized racism, police violence, high incarceration rates, etc.
Conclusion (1-2pages):
Discuss how society, especially the medical society, can provide better support in helping people handle stress. Give solutions and resources. What changes/improvements can you make in your own life to better handle social stress?
Use in-text citations from your research, journal articles, websites, the text etc. to support your statements. Include a
Reference Page
. Paper will be written in APA format.
.
Care of terminally ill patient full chapter fundamental of nursing
Care of terminally ill patient,include concept of loss,grief , grieving,types of losses,type of grief,factors influencing loss and grief ,stage of grief and losses(DABDA) ,sign of clinical death,care of dying patient , palliative and hospice care, advance directive,legal documents related to advance directive,and after death care in fundamental of nursing full chapter.
WEEK 5-Module 7.pptx persona development
This document discusses mental health and well-being in adolescence. It outlines common mental disorders like eating disorders, anxiety disorders, depression, bipolar disorder, conduct disorders, personality disorders, schizophrenia, and substance abuse disorders. It also discusses threats to psychological well-being such as family, socioeconomic factors, and school bullying. The document provides strategies for preventing mental health problems including enhancing self-esteem, resilience, self-regulation, and social skills.
HG-G8-Module-2-RTP.pdf
The document provides guidance for a Grade 8 homeroom module on self-improvement titled "I Can Be Better". It includes instructions for students and parents/guardians on how to approach the module activities and lessons. The module aims to help students develop personally, socially, academically, and in their career path. It contains six interactive activities for students to complete over 3-4 weeks that guide them through understanding themselves and others better.
Hg g8-module-2-rtp
This document is a module on self-discipline and emotional regulation for 8th grade students. It contains guidance for parents/guardians on supporting their child's learning. The module has six activities to help students identify ways to help their family and community, assess their own and others' self-discipline, learn steps to develop self-discipline like recognizing and managing emotions, compare their responses to situations with family members, analyze their emotional control, and reflect on building relationships through shared family duties. The overall goal is for students to better understand themselves and develop responsible behavior.
Family Systems Theory Cont’dFamily Projection Process – The wa.docx
Family Systems Theory Cont’d
Family Projection Process – The way parents transmit their emotional problems onto a child.
Increases the child’s vulnerability to clinical symptoms.
Examples of issues that may surface later on in adulthood include:
· Heightened need for attention and approval
· Difficulty dealing with expectations
· The tendency to blame oneself or others
· Feeling responsible for the happiness others or that others are responsible for their happiness
· And acting impulsively to relieve the anxiety of the moment rather than tolerating anxiety and acting thoughtfully.
The projection process happens in three steps:
1. The parent focuses on a child out of fear that something is wrong with them;
2. The parent interprets the child’s behavior as confirming the fear; and
3. The parent treats the child as if something really is wrong with the child.
For example: A parent begins to wonder whether or not their child has low self-esteem. The child says and does something that confirms this suspicion. The parent begins to treat the child differently. The parent repeatedly starts affirming and praising the child in an effort to boost their self-esteem. As a result, the child’s self-esteem grows dependent on the parent’s compliments, affirmations, and praise.
Later on in life, the adult needs attention and approval from others to feel good about the self. I may feel as though my spouse is not meeting my esteem needs. They are not meeting my expectations.
Germs – Fear of germs. They might project that fear onto their children. That child may grow up to have the clinical issue. A constant fear or phobia of germs.
Make mommy happy. May project this onto their child and the child develops issues with feeling responsible for the happiness of others and blaming themselves when others are not happy.
Neurotic parent full of anxieties. May project this onto their child and the child develops issues with managing anxiety
Emotional Cutoff – Emotional separation. Where individuals will emotionally begin to separate from their parents/caregivers. Look at the manner in which adolescents begin to emotionally separate from their caregivers.
Examples of emotional cutoff:
1. Isolating or avoiding a relationship with a parent/caregiver
2. Physically move away
3. We may to stop speaking to a parent/caregiver
4. We may argue and fight a lot with our parent or caregiver
5. Alcohol or drug use may be a way of emotionally cutting-off from our parent/caregiver
The more severe the emotional cut-off, the greater the likelihood that the individual will bring their unresolved emotional attachments into their future relationships.
Codependency
Is an unhealthy pattern of relating between a Substance User and Non-User. Because the non-user is to closely involve with the user.
The Codependent – As also known as an Enabler.
The codependent is overly focused and overly involved with the user
The relationship is usually too enmeshed. It’s usually ful.
COPING WITH LOSS.pptx
Coping with loss involves using problem-focused or emotion-focused strategies to manage stress and adapt to change. Problem-focused coping aims to directly address or eliminate the source of stress, while emotion-focused coping involves managing emotional responses to stress through activities like religious faith, humor, or substance use. Common types of loss include loss of external objects, familiar environments, aspects of self, and significant others. Theories on the grieving process outline stages like shock, awareness, restitution, and acceptance. Effective coping requires directly addressing problems when possible or reframing problems cognitively when not. Ineffective coping can drain energy and prevent better solutions. Nursing care involves comprehensive assessment of biological, psychological and social functioning, diagnosing
Prior to engaging in this discussion, read Chapters 10 and 11 in y.docx
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
dq2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which individuals, families, communi.
Part 1 Naturalistic observation or interview Students will be.docx
Part 1: Naturalistic observation or interview
Students will be expected to engage in a naturalistic observation of one of the stages of the lifespan to gain a first-hand view of the developmental issues and milestones encountered during this stage. You have the following two options for this assignment:
Option 1:
Observe infants, toddlers, school-aged children, or adolescents. This could be done in a daycare setting, in school, in church, or even in a public place such as at the playground. Note the child’s biological, cognitive, and psychological development using the theories and information outlined in your text. If possible, also pay attention to how the child interacts with other children and any interaction between the child and caregivers. Consider what social and cultural factors appear to be impacting the child’s development. Identify challenges in development for your observed age group. You need to spend enough time in your observations to be able to understand the points outlined above.
Option 2:
Interview someone currently in late adulthood about their life; allow him or her to share the story of their family, faith, career and memories with you. Note information about this person’s physical, cognitive, and psychological health. What major events seemed to shape his or her development? Does this person seem to express Ego Integrity or Despair according to Erikson? In what ways has this person coped with loss? What role has religion played in his or her life?
Part 2: Reflective Journal
The paper for this assignment will be a written description of your observations. Although the journal should report your personal experiences, impressions, and emotional reactions to your experience, it should also clearly integrate specific concepts from the text and from research, and should be written in an academic style of language, rather than a conversational or informal style. You are expected to reference a minimum of 2 scholarly sources in your journal.
The journal should be 3-5 pages (in addition to a cover and reference page), should be in proper APA format
.
PSCI 2228 Public Interest GroupsThe second written assignment on t.docx
PSCI 2228 Public Interest Groups
The second written assignment on the Anthony J. Nownes Book –
INTEREST GROUPS IN AMERICAN SOCIETY.
The topic questions for the written assignment are:
1. Define interest group formation and survival and discuss the barriers to interest group formation and survival.
2. Explain unequal interest group representation.
3. Some lobbying strategies and tactics are more effective than others: Discuss which ones are the most effective.
Five pages.
.
Providing Security Over Data Please respond to the following.docx
"Providing Security Over Data" Please respond to the following:
The CIA triad (confidentiality, integrity, and availability) offers three (3) security tenets that allow data owners the framework to secure data. Considering your place of employment or your home computing environment, discuss in detail the primary means in which each of the three (3) tenets are addressed to mitigate risk and enhance security in your chosen environment.
The proliferation of mobile devices to create or access data has had a significant effect on the security concerns surrounding personal and corporate data. From the selected e-Activity article, summarize the attack, and determine the key ways in which you would consider mitigating the threat.
.
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Psy 312 Massive Success / snaptutorial.com
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Life Skill UNIT 2
This document discusses developing self-awareness among students. It begins with objectives of helping students identify their interests, strengths, weaknesses and concerns. It then describes a process of explaining the importance of self-awareness and self-exploration through self-reflection and sharing. Several activities are outlined to enhance students' understanding of their self in a creative manner, such as completing a worksheet about themselves and discussing role models. The document stresses that developing self-awareness can help students like themselves, feel confident and optimistic about the future.
Quiz 2 review
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Personality (Business Psychology)
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7Th Grade Science Essay Questions. Online assignment writing service.
The document provides instructions for a multi-step process to request writing assistance from HelpWriting.net. It outlines the following steps:
1. Create an account by providing a password and email.
2. Complete a 10-minute order form with instructions, sources, deadline, and optional sample work.
3. Writers will bid on the request and the client can choose a writer based on qualifications.
4. The client will receive a paper for review and can request revisions before authorizing final payment.
7Th Grade Science Essay Questions. Online assignment writing service.
The document provides instructions for using the HelpWriting.net service to have an essay written. It outlines a 5-step process: 1) Create an account; 2) Submit a request with instructions and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions to ensure satisfaction and receive a refund if plagiarized.
7Th Grade Science Essay Questions. Online assignment writing service.
The document provides instructions for a multi-step process to request writing assistance from HelpWriting.net. It outlines the following steps:
1. Create an account by providing a password and email.
2. Complete a 10-minute order form with instructions, sources, deadline, and optional sample work.
3. Writers will bid on the request and the client can choose a writer based on qualifications.
4. The client will receive a paper for review and can request revisions before authorizing final payment.
Mental Health and Stress_1.pptx
Stress can be caused by both external factors like school, relationships, and work as well as internal factors like worries and unresolved emotions. Common stressors for teenagers include academics, relationships with peers and family, and social pressures. Left unmanaged, stress can negatively impact physical and mental health by increasing risks of depression, anxiety, and other disorders. It is important for teenagers to understand stress and learn healthy coping strategies like exercise, social support, and relaxing activities to help manage the impacts of stress.
InstructionsAs we explored this week, late adulthood is a dynami.docx
Instructions
As we explored this week, late adulthood is a dynamic, rich time of life with many transitions and times of both growth and loss. One of the most profound experiences in late adulthood is that of death and dying – both our own death and the loss of loved ones. In our readings this week, we learned about how important cultural contexts are in understanding the death and dying process. As current/future healthcare professionals, having an understanding of how others process death and grief is key to being able to provide quality support and care. For our final assignment for this class, you will be reflecting on the following scenarios.
Part I: Imagine…you are 77 years old. You have lived a happy, fulfilling life, but have recently learned you have terminal cancer and are reflecting on how you want to spend your last few months and what you would like for your final wishes. In 1-2 pages, describe what you would like this last chapter of your life to look like. Consider:
1. What is your cultural heritage? What cultural traditions do you or your family hold that would impact your dying process and last wishes? (i.e. I’m Irish and my family and cultural heritage view death as a time to celebrate the life of a loved one with a long Irish wake, stories about our loved one, laughter, etc. We view funerals as a time to be very emotionally expressive about our loss).
How does your family communicate about or view death? What impact does communication with loved ones have on the death and dying process?
Part II: Imagine…you are a nurse, social worker, hospice volunteer or other healthcare professional working with a 77-year-old terminal cancer patient who is struggling with her end of life decisions. She is stoic and hard-working. Her culture values privacy and independence. She doesn’t wish to burden her family and so changes the subject anytime her children try to broach the topic of her final wishes, taking care of her house/pets, her will, etc. She becomes uncomfortable anytime you or other care providers ask to discuss her wishes on things such as DNR orders, religious wishes, or final arrangements. Her children are concerned about her and are worried they don’t know how to best fulfill her wishes and are imploring you to help. In 1-2 pages, consider:
1. How might your own views on death and dying impact your work with this patient?
2. How might you seek to guide or help this patient and her family through this time?
3. What cultural context might be at work here to consider?
Remember, as you reflect on these topics, connect your own experiences and ideas to the theory and research we are learning about in class, referencing your text and at least two other sources.
Writing Requirements (APA format)
Length: 3-4 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 2 outside scholarly sources in addition to course text).
A. Describe an organizational experience from your own life.docx
A.
Describe an organizational experience from your own life
—either something that affected you personally, or
something you witnessed—using the following criteria:
1.
Think over the experiences you have had in organizations
, especially those experiences having some relationship to identity or diversity. Note that these could be experiences focused on your own identity, the identity of another person, or the collective identity of a particular social group within the organization. You could write about the overall experience of one person or group within an organization, or you could describe one particular incident that seemed significant. (If more than one story or situation comes to mind, use the one
that had the greatest emotional impact on you.)
2.
Examples of the types of situations you might describe
:
a. A time when you or another person experienced
discrimination
within an organization.
b. Your observation of how a particular identity group has received what you perceive to be
unfair
treatment within an organization.
c. Your observation of how a particular group receives
preferential
treatment within an organization.
d. A time when you or another person received
unusual
treatment (not necessarily negative) due to a lack of understanding about this person’s identity or culture. For example, if something about this person’s identity seemed unusual to most people in the organization, they may have felt unsure as to how they should interact with this person. They may have intended to do “the right thing,” but the overall treatment of this person
seemed unusual or awkward.
3.
Remember
: The word
organization
does not refer only to business or the workplace. There are also social clubs, student & professional organizations, sports teams, volunteer groups, self-help groups, etc.
B.
After telling the story, answer the following questions
:
1. How did you
feel
about what you experienced or witnessed? What were your
emotions
?
2. How did you perceive
power
functioning in this situation? Of those involved, who seemed to have more formal or official power in the organization?
3. Ideally, how do you wish this situation had been addressed or handled differently?
Minimum word count:
300
.
Part 1, Social Stress Personal Analysis (2-4 pages)Research stre.docx
Part 1, Social Stress Personal Analysis (2-4 pages)
Research stress inventories on the Internet and write a critical analysis of the site. Include the URL, name of the inventory, how long it takes to complete the inventory, and your opinion of the results. Answer the following questions in your analysis:
How do you explain that an event that you might find stressful may not be identified as a stressor by someone else?
Discuss what the term
stress
means to you. Is it different from anxiety? What are your current stressors? Which ones do you have control over? What do you do to cope with the stressors you have control over? What do you do to cope with the stressors you have no control over? Which stressors are harder to cope with? Why?
SHARE #2 WITH YOUR GROUP. Identify the themes discussed in your group.
The text points out Cooley’s looking-glass self. Discuss how you believe others see you, and how that may lead to distress.
Part 2, Social Stress and Race, Class and Gender (3-5 pages)
Using scholarly sources and a critical sociological perspective (not blaming the victim), Research how race, class, and gender impacts stress, stress-related illnesses, treatment of stress and coping strategies. Answer the following questions in your analysis (3-5 pages):
Without stereotyping, discuss the various social and psychological ways in which different people with different backgrounds can combat social stresses. Include the importance of extended families, friends and peers, religious organizations, support groups, and telephone hotlines.
Using the feminist perspective, discuss why there is gender disparity in stress.
How would you explain this statement: “Research has demonstrated that black individuals have higher rates of psychological distress than white individuals.” Include information about systemic and institutionalized racism, police violence, high incarceration rates, etc.
Conclusion (1-2pages):
Discuss how society, especially the medical society, can provide better support in helping people handle stress. Give solutions and resources. What changes/improvements can you make in your own life to better handle social stress?
Use in-text citations from your research, journal articles, websites, the text etc. to support your statements. Include a
Reference Page
. Paper will be written in APA format.
.
Care of terminally ill patient full chapter fundamental of nursing
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WEEK 5-Module 7.pptx persona development
This document discusses mental health and well-being in adolescence. It outlines common mental disorders like eating disorders, anxiety disorders, depression, bipolar disorder, conduct disorders, personality disorders, schizophrenia, and substance abuse disorders. It also discusses threats to psychological well-being such as family, socioeconomic factors, and school bullying. The document provides strategies for preventing mental health problems including enhancing self-esteem, resilience, self-regulation, and social skills.
HG-G8-Module-2-RTP.pdf
The document provides guidance for a Grade 8 homeroom module on self-improvement titled "I Can Be Better". It includes instructions for students and parents/guardians on how to approach the module activities and lessons. The module aims to help students develop personally, socially, academically, and in their career path. It contains six interactive activities for students to complete over 3-4 weeks that guide them through understanding themselves and others better.
Hg g8-module-2-rtp
This document is a module on self-discipline and emotional regulation for 8th grade students. It contains guidance for parents/guardians on supporting their child's learning. The module has six activities to help students identify ways to help their family and community, assess their own and others' self-discipline, learn steps to develop self-discipline like recognizing and managing emotions, compare their responses to situations with family members, analyze their emotional control, and reflect on building relationships through shared family duties. The overall goal is for students to better understand themselves and develop responsible behavior.
Family Systems Theory Cont’dFamily Projection Process – The wa.docx
Family Systems Theory Cont’d
Family Projection Process – The way parents transmit their emotional problems onto a child.
Increases the child’s vulnerability to clinical symptoms.
Examples of issues that may surface later on in adulthood include:
· Heightened need for attention and approval
· Difficulty dealing with expectations
· The tendency to blame oneself or others
· Feeling responsible for the happiness others or that others are responsible for their happiness
· And acting impulsively to relieve the anxiety of the moment rather than tolerating anxiety and acting thoughtfully.
The projection process happens in three steps:
1. The parent focuses on a child out of fear that something is wrong with them;
2. The parent interprets the child’s behavior as confirming the fear; and
3. The parent treats the child as if something really is wrong with the child.
For example: A parent begins to wonder whether or not their child has low self-esteem. The child says and does something that confirms this suspicion. The parent begins to treat the child differently. The parent repeatedly starts affirming and praising the child in an effort to boost their self-esteem. As a result, the child’s self-esteem grows dependent on the parent’s compliments, affirmations, and praise.
Later on in life, the adult needs attention and approval from others to feel good about the self. I may feel as though my spouse is not meeting my esteem needs. They are not meeting my expectations.
Germs – Fear of germs. They might project that fear onto their children. That child may grow up to have the clinical issue. A constant fear or phobia of germs.
Make mommy happy. May project this onto their child and the child develops issues with feeling responsible for the happiness of others and blaming themselves when others are not happy.
Neurotic parent full of anxieties. May project this onto their child and the child develops issues with managing anxiety
Emotional Cutoff – Emotional separation. Where individuals will emotionally begin to separate from their parents/caregivers. Look at the manner in which adolescents begin to emotionally separate from their caregivers.
Examples of emotional cutoff:
1. Isolating or avoiding a relationship with a parent/caregiver
2. Physically move away
3. We may to stop speaking to a parent/caregiver
4. We may argue and fight a lot with our parent or caregiver
5. Alcohol or drug use may be a way of emotionally cutting-off from our parent/caregiver
The more severe the emotional cut-off, the greater the likelihood that the individual will bring their unresolved emotional attachments into their future relationships.
Codependency
Is an unhealthy pattern of relating between a Substance User and Non-User. Because the non-user is to closely involve with the user.
The Codependent – As also known as an Enabler.
The codependent is overly focused and overly involved with the user
The relationship is usually too enmeshed. It’s usually ful.
COPING WITH LOSS.pptx
Coping with loss involves using problem-focused or emotion-focused strategies to manage stress and adapt to change. Problem-focused coping aims to directly address or eliminate the source of stress, while emotion-focused coping involves managing emotional responses to stress through activities like religious faith, humor, or substance use. Common types of loss include loss of external objects, familiar environments, aspects of self, and significant others. Theories on the grieving process outline stages like shock, awareness, restitution, and acceptance. Effective coping requires directly addressing problems when possible or reframing problems cognitively when not. Ineffective coping can drain energy and prevent better solutions. Nursing care involves comprehensive assessment of biological, psychological and social functioning, diagnosing
Prior to engaging in this discussion, read Chapters 10 and 11 in y.docx
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
dq2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which individuals, families, communi.
Part 1 Naturalistic observation or interview Students will be.docx
Part 1: Naturalistic observation or interview
Students will be expected to engage in a naturalistic observation of one of the stages of the lifespan to gain a first-hand view of the developmental issues and milestones encountered during this stage. You have the following two options for this assignment:
Option 1:
Observe infants, toddlers, school-aged children, or adolescents. This could be done in a daycare setting, in school, in church, or even in a public place such as at the playground. Note the child’s biological, cognitive, and psychological development using the theories and information outlined in your text. If possible, also pay attention to how the child interacts with other children and any interaction between the child and caregivers. Consider what social and cultural factors appear to be impacting the child’s development. Identify challenges in development for your observed age group. You need to spend enough time in your observations to be able to understand the points outlined above.
Option 2:
Interview someone currently in late adulthood about their life; allow him or her to share the story of their family, faith, career and memories with you. Note information about this person’s physical, cognitive, and psychological health. What major events seemed to shape his or her development? Does this person seem to express Ego Integrity or Despair according to Erikson? In what ways has this person coped with loss? What role has religion played in his or her life?
Part 2: Reflective Journal
The paper for this assignment will be a written description of your observations. Although the journal should report your personal experiences, impressions, and emotional reactions to your experience, it should also clearly integrate specific concepts from the text and from research, and should be written in an academic style of language, rather than a conversational or informal style. You are expected to reference a minimum of 2 scholarly sources in your journal.
The journal should be 3-5 pages (in addition to a cover and reference page), should be in proper APA format
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7Th Grade Science Essay Questions. Online assignment writing service.
7Th Grade Science Essay Questions. Online assignment writing service.
7Th Grade Science Essay Questions. Online assignment writing service.
7Th Grade Science Essay Questions. Online assignment writing service.
7Th Grade Science Essay Questions. Online assignment writing service.
7Th Grade Science Essay Questions. Online assignment writing service.
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InstructionsAs we explored this week, late adulthood is a dynami.docx
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Prior to engaging in this discussion, read Chapters 10 and 11 in y.docx
Prior to engaging in this discussion, read Chapters 10 and 11 in y.docx
Part 1 Naturalistic observation or interview Students will be.docx
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PSCI 2228 Public Interest Groups
The second written assignment on the Anthony J. Nownes Book –
INTEREST GROUPS IN AMERICAN SOCIETY.
The topic questions for the written assignment are:
1. Define interest group formation and survival and discuss the barriers to interest group formation and survival.
2. Explain unequal interest group representation.
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The CIA triad (confidentiality, integrity, and availability) offers three (3) security tenets that allow data owners the framework to secure data. Considering your place of employment or your home computing environment, discuss in detail the primary means in which each of the three (3) tenets are addressed to mitigate risk and enhance security in your chosen environment.
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Provide
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Your assignment should be 250 words in length.
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Your assignment should be 250
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Pronombres
Fill in the blanks with the correct words.
Raúl y Valeria se divorciaron. No hay nada entre
[removed]
(blank)
. (
them
)
Daniela es la quinceañera. Necesitas comprar un regalo para
[removed]
(blank)
. (
her
)
Voy a casarme. Todos hablan de
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(blank)
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me
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[removed]
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with you
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La recién casada se sentó entre
[removed]
(blank)
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you
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El invitado
[removed]
(blank)
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Ana y yo no
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Ustedes
[removed]
(blank)
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Eduardo
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(blank)
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Listening and empathy are the most important principles for servant leaders to promote respect for diversity, as they allow leaders to understand different perspectives and build trust. The document discusses a leadership training where participants struggled to accept each other's cultural identities but were eventually able to work well together by listening to individuals. Employing servant leadership principles like listening can help respect for multiculturalism within organizations.
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Prompt:
Submit a draft of your implementation section. You will give a detailed description of the activities leading to achieving the objectives, including your rationale behind their selection, their sequence, and your reasoning behind why these methods may work.
Specifically, the following
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must be addressed:
V.
Implementation
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activities
leading to achieving the objectives identified, including your rationale behind their selection, their
sequence
, and your reasoning behind why these methods may work.
Guidelines for Submission:
The draft of your implementation section should be submitted as a 3- to 4-page Microsoft Word document with double spacing, 12- point Times New Roman font, and one-inch margins. Any references should be cited in APA format.
Proposal Topic : Patient Safety and Quality
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PROMPT: Think about how 5% of the population of the South managed to keep a system in place that was detrimental to the overwhelming majority of southerners, both black and white. What specific factor/tool/policy do you think was the key to their maintaining control and imposing their will? Why didn’t the rest of the population use their numbers to impose a system more beneficial the majority? Is there any comparison you can make to the power brokers in the north at the time? Time frame 1776 to 1790.
1 page, APA, references
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Prompt:
Write a short paper that describes a public health issue and the public health programs that have been implemented to address this specific issue. Specifically, the following critical elements must be addressed:
Would like the public health issue to be something affecting the Northeasten USA
- Describe the public health issue, including the affected population, and the social and behavioral risk factors that are associated with the issue
- Delineate between social and behavioral risk factors that contribute to disease, and diseases that contribute to social and behavioral risk factors
- Describe the public health programs implemented to address this issue, and determine how these programs addressed the social and behavioral risk factors associated with the disease
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- Select a program that you will examine for your final project, and provide the rationale for your choice
- Substantiate your work with data and references from peer-reviewed academic journals
Guidelines for Submission:
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Prompt:
How was St. Francis's message of empathy conveyed in the frescos of the church of St. Francis of Assisi? Find a second artwork (fresco, sculpture, etc.) – not from the textbook – that decorates a cathedral and memorializes the message of a saint. Compare the representation of St. Francis's message in this artwork to how your selection communicates a saint's message. Describe the method and provide similarities and differences. Cite your source(s).
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Prompt
Our readings from this unit engage with the topic of economic well-being, either directly or indirectly. This leads us to reconsider what we mean when we say something is “valuable.” Choose one primary text – either Sherman Alexie’s “This Is What It Means To Say Phoenix, Arizona,” or John Updike’s “A&P.” You will then select two secondary sources from your choices listed below (or you can use one below and locate another on your own). Your argument must clearly respond to the following question:How does the author of the primary text critique our society’s view of what is valuable, and do secondary sources support, refute, or complicate that critique? You must couch your
4-page response
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methods
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Secondary Sources
Two secondary sources will be incorporated into your response. Choose
one or two
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at least one
secondary source must be chosen from our course packet (see list above).
They must be typed in Times New Roman, 12 point, double-spaced, and single-sided, with your last name and page number in the upper right hand corner. Please follow MLA format at all times. A Works Cited page and your rough draft must also be attached.
Primary text- "A&P by John Updike
Secondary sources: "Shooting an elephant" by, George Orwell and "Sixty nine cents" by, Gary Snteygart
In our society today when something is valuable it mean that it is important and signicant.
Thesis claim: John Updike uses Irony to critique our society's view of what it values.
Paragraph 1: Primary source -fictional method
paragraph 2: primary source & secondary source 1
paragraph 3: primary source & secondary source 2
2 sentence thesis
#1- primary text & fictional method
#2- synthesis of all 3 sources
quotes and citation must be included.
no plagiarism
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Use the two logos below to help you answer the following question:
How does each of these logos build upon (and/or subvert) existing cultural forms to communicate a particular agenda? Consider the logos in relation to one another to build your argument, reflecting on the ways in which they aesthetically, conceptually, and ideologically converge and diverge. To craft your response, draw substantively from at least TWO of the course readings from Weeks 2-6.
To build your argument, you may discuss how the works...
...imagine and/or construct their audience.
...respond to a particular political or economic situation.
...speak to particular social conditions.
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...reference other media and/or other graphic design artifacts.
...take on meanings in different geographic locations or communities.
...adopt different meanings over time.
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Project should include your revisions based on faculty feedback, pee.docx
Project should include your revisions based on faculty feedback, peer DB considerations, and your own personal editing and continued research. The final version should include the following sections.
Note:
Part 5 requires new additional content.
Part I:
Transportation Regulations and Policies
Define the goal
Explain the relevance
National security
Public safety
Environment
Unrestrained competition
Part II:
Transportation Methodologies
Economic viability
Practical use
Applications in domestic and global markets
Part III:
Warehousing and Distribution
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Design
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Information systems and information technology
Third-party logistics providers (3PL)
Part IV:
Inventory Management
Inventory functions for intermediate and final products
Packaging techniques
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Future Opportunities
Write a final summary about the future opportunities of your company and your recommendations.
How can it measure its success in the future?
How will it help in gaining new customers?
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Prompt 1
Ethical Considerations
When using technology responsibly whether in the workplace or at home, you will need to consider the privacy and security of electronic data as well as the ethical concerns surrounding technology. Describe some of the moral, ethical, and legal issues surrounding responsible use of technology (and the information obtained through the technology) in the workplace. Do you have any personal experience with information being compromised?
Prompt 2
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Pick 1 prompt 100 words+ APA format
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- 1. Project “2” Personal Analysis of a Major Loss Background: We are all survivors of some type of loss. Everyone in this class has experienced some type of loss and accompanying grief. Besides death of a significant other, there are many other types of losses that produce grief. The purpose of this project is to analyze a loss you have experienced by using concepts you have learned in this course. Listed below are examples of losses that you may write about: 1. The death of someone important to you: - A parent, child, sibling, spouse, or other relative - A close friend or someone you were romantically involved with. - Someone famous that meant a lot to you. 2. The loss of a relationship through: -
- 2. betrayal, divorce, separation, or desertion - kidnapping, murder, or disappearance - mental illness - substance abuse 3. The loss of a job (yours or someone you depended on for support) 4. Moving away from home, becoming homeless, becoming a refugee. 5. Loss of physical capacity or ability through illness, accident, the aging process. 6. The loss of a pet (through death, ran away, was stolen, etc.) 7. Loss of something valuable to you (home/property destroyed by fire, flood, natural disaster) 8. Loss of or denial of membership in a group that was important to you. 9.
- 3. Loss of respect for, or sense of betrayal by a person, organization, or group that you had previously held in high esteem. Loss of your reputation. 10. Loss of trust in others, or loss of self-esteem due to physical, emotional, or sexual abuse. Directions: Please Use These Sub-Headers Part 1: Description of the loss event. 2-3 pages in length. Write this from the 3 rd person point of view to describe the events. Part 2: The Reactions to the Loss: Again, write this from the 3 rd person point of view. Use concepts from the text and your class notes to describe the reaction to the loss. Do this in 2-3 pages, double-spaced. Use the APA format to cite specific concepts from the text. Questions to consider when writing Part 2: 1.
- 4. When he/she experienced this loss, what emotions, feelings, thought, and physical symptoms did the person experience? 2. How did this loss affect the person mentally, emotionally, physically, spiritually, socially? 3. Did the person’s reactions to this loss mirror any of the theories of grief in the text? If yes, describe the similarities. If not, describe the differences. Part 3: The Current Status . 2-3 pages. Switch to 1 st person for this section. Describe how you feel now. How have your feelings, thoughts, reactions changed over time? How has your life changed due to the loss? What did you learn from this? Be sure to use concepts from chapters 9, 10, and 11 of the text, a website, class notes, magazine article, other book. Use APA format. Formatting Instructions:
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