1 page write up(Concept Map)Social IssueBullying Ex.docx
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1 page write up (Concept Map) Social Issue: Bullying Existing Social Condition 1: physical impact Existing Social Condition 2: psychological impact Social Roles 1: student Social Roles 2: employee Cultural Beliefs and Biases 2: persons religious faith and beliefs Cultural Beliefs and Biases 1: race Social Inequalities 1: special health needs and disablities making that individual powerless to their bully Social Inequalities 2: finacial differences making that individual a target (Guidelines below) Specifically the following critical elements must be addressed: III. Creating Connections: Now that you have broken the social issue into smaller pieces in the concept map, you will explain the connections you made and how these connections will help you better understand the issue, using your knowledge from the course. You will use your knowledge from the course to describe the connections between the sociological concepts and the social issue and demonstrate the value of using a sociological view when examining social issues. A. Cultural 1. Describe the relationship between the cultural beliefs and biases identified in the map and the social issue, and provide specific examples to support your description. For example, you might describe how the relationship is positive, negative, or strained. 2. Explain how the cultural beliefs and biases identified in the map help you better understand the social issue. B. Social 1. Describe the relationship between the social roles identified in the map and the social issue, and provide specific examples to support your description. For example, you might describe how the relationship is positive, negative, or strained. In your response, you might consider what expectations are in place because of the social roles. 2. Explain how the social roles identified in the map help you better understand the social issue. Roles C. Social Inequalities 1. Describe the relationship between the social inequalities identified in the map and the social issue. How are the social inequalities present in the issue? 2. Explain how the social inequalities identified in the map help you better understand the social issue. ...
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Now that you have broken the social issue into smaller pieces in t.docx
Now that you have broken the social issue into smaller pieces in the concept map, you will explain the connections you made and how these connections will help you better understand the issue. You will use your knowledge from the course to describe the connections between the sociological concepts and the social issue and demonstrate the value of using a sociological view when examining social issues.
Specifically the following critical elements must be addressed:
III. Creating Connections: Now that you have broken the social issue into smaller pieces in the concept map, you will explain the connections you made and how these connections will help you better understand the issue, using your knowledge from the course. You will use your knowledge from the course to describe the connections between the sociological concepts and the social issue and demonstrate the value of using a sociological view when examining social issues. A. Cultural
1. Describe the relationship between the cultural beliefs and biases identified in the map and the social issue, and provide specific examples to support your description. For example, you might describe how the relationship is positive, negative, or strained.
2. Explain how the cultural beliefs and biases identified in the map help you better understand the social issue. B. Social Roles
1. Describe the relationship between the social roles identified in the map and the social issue, and provide specific examples to support your description. For example, you might describe how the relationship is positive, negative, or strained. In your response, you might consider what expectations are in place because of the social roles.
2. Explain how the social roles identified in the map help you better understand the social issue. C. Social Inequalities
1. Describe the relationship between the social inequalities identified in the map and the social issue. How are the social inequalities present in the issue?
2. Explain how the social inequalities identified in the map help you better understand the social issue
.
WEEK-2-MODULE-2.pptx
This document outlines activities to help students learn about the various social science disciplines. It introduces the main social science disciplines (Sociology, History, Anthropology, Economics, Political Science, Demography, Geography, and Linguistics) and has students identify which discipline relates to different pictures. One activity has students examine pictures of artifacts from different cultures and play the role of an anthropologist, making interpretations about the cultures based on the artifacts. The goal is for students to understand and be able to compare the key social science disciplines.
UCSP-Week 9.docx
This document contains a daily lesson plan for a Grade 12 Understanding Culture, Society, and Politics class taught by Ms. Emerlyn M. Lincallo. Over three days, the lesson will cover social organizations by discussing their forms on the first day, functions on the second day, and both forms and functions on the third day. Learning activities include defining terms, identifying examples, analyzing differences between social organization types, and assessing students' understanding through short answer questions. The lesson aims to help students understand how social organizations shape individuals and society.
Choose one of the following questions 1. Do people adjust .docx
Choose one of the following questions:
1. Do people adjust their role performance and presentation of the self to affect the opinion of others? Would you say that we have different “social selves” that we present in different settings? How does this relate to the concepts of impression management and/or the looking-glass self? Provide examples in your explanation.
2. Do you think the mass media significantly contributes to the socialization process? When answering this question be sure to identify and describe the major agents of socialization in U.S. society today. Has the media changed social interaction? Also share a recent news piece (within the last 3 months) that relates to the impact of the media on society. Briefly describe the news piece and please include a link for the article, video, etc. (a full citation is not needed).
The Week 2 Forum meets the following course objectives:
Apply a sociological perspective to the social world
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Describe culture and socialization.
Recognize and define social structure and social interaction.
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Concepta, aspects and changes in Culture and Society.pptx
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UCSP Module 2
The document provides information about understanding culture and society, including:
1) It defines culture and society from anthropological and sociological perspectives and discusses their relationship.
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Sociology is the scientific study of human behavior. Professionals i.docx
Sociology is the scientific study of human behavior. Professionals in the field apply a sociological lens to examine various influences on society in order to better understand current and historical behaviors. This perspective assists professionals in examining various social structures and institutions, which are systems in society that influence human behavior, to inform their understanding of groups as well as daily interactions with diverse viewpoints. For this project, you will examine a contemporary social issue using your sociological lens. You will create a concept map, breaking the social issue that you have chosen into smaller pieces related to certain sociological concepts, describe the relationship of the concepts and smaller pieces to the social issue, and explain how the sociological concepts help you better understand the social issue. The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Five. The final concept map and paper will be submitted in Module Seven. In this assignment you will demonstrate your mastery of the following course outcomes: Explain cultural beliefs and biases utilizing a sociological lens . Explain the influences that shape the creation of roles within society utilizing real-world examples . Draw basic connections between social inequalities and human behavior . Identify the relationship between social change and contemporary social problems through the application of basic sociological concepts Prompt You will begin by selecting your own contemporary social issue to use as the base of your project. You may use an issue from the list provided below or choose an issue of interest to you that you find in the news or media, or perhaps one you encounter in your daily life. Bullying , Crime and violence ,Drug and alcohol abuse ,Income inequality and wealth distribution You will then create a concept map to break down your selected issue into supporting sociological concepts. These sociological concepts will include: Cultural beliefs and biases ,Social roles , Social inequalities , Existing social conditions You will also explain the relationship between the sociological concepts and the social issue, describing how the concept is present in the social issue. In paper format, you will explain how the connections you made in the map between the sociological concepts and the social issue helped you better understand the social issue. This is where you will demonstrate the importance of using a sociological view when examining social issues.
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Module 6: PHILOSOPHY The human person in society
1) Human beings are inherently social and can only grow and develop fully within the context of relationships and society.
2) Society refers to groups of interacting individuals who share a common culture. It is made up of various elements including government, family, schools, churches, and economic systems.
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Now that you have broken the social issue into smaller pieces in t.docx
Now that you have broken the social issue into smaller pieces in the concept map, you will explain the connections you made and how these connections will help you better understand the issue. You will use your knowledge from the course to describe the connections between the sociological concepts and the social issue and demonstrate the value of using a sociological view when examining social issues.
Specifically the following critical elements must be addressed:
III. Creating Connections: Now that you have broken the social issue into smaller pieces in the concept map, you will explain the connections you made and how these connections will help you better understand the issue, using your knowledge from the course. You will use your knowledge from the course to describe the connections between the sociological concepts and the social issue and demonstrate the value of using a sociological view when examining social issues. A. Cultural
1. Describe the relationship between the cultural beliefs and biases identified in the map and the social issue, and provide specific examples to support your description. For example, you might describe how the relationship is positive, negative, or strained.
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2. Explain how the social roles identified in the map help you better understand the social issue. C. Social Inequalities
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WEEK-2-MODULE-2.pptx
This document outlines activities to help students learn about the various social science disciplines. It introduces the main social science disciplines (Sociology, History, Anthropology, Economics, Political Science, Demography, Geography, and Linguistics) and has students identify which discipline relates to different pictures. One activity has students examine pictures of artifacts from different cultures and play the role of an anthropologist, making interpretations about the cultures based on the artifacts. The goal is for students to understand and be able to compare the key social science disciplines.
UCSP-Week 9.docx
This document contains a daily lesson plan for a Grade 12 Understanding Culture, Society, and Politics class taught by Ms. Emerlyn M. Lincallo. Over three days, the lesson will cover social organizations by discussing their forms on the first day, functions on the second day, and both forms and functions on the third day. Learning activities include defining terms, identifying examples, analyzing differences between social organization types, and assessing students' understanding through short answer questions. The lesson aims to help students understand how social organizations shape individuals and society.
Choose one of the following questions 1. Do people adjust .docx
Choose one of the following questions:
1. Do people adjust their role performance and presentation of the self to affect the opinion of others? Would you say that we have different “social selves” that we present in different settings? How does this relate to the concepts of impression management and/or the looking-glass self? Provide examples in your explanation.
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The Week 2 Forum meets the following course objectives:
Apply a sociological perspective to the social world
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Describe culture and socialization.
Recognize and define social structure and social interaction.
.
Concepta, aspects and changes in Culture and Society.pptx
This document discusses the concept of culture and society, analyzing their key aspects and changes. It defines culture as shared experiences that shape a group's understanding of the world. The document also examines elements of culture like symbols, language, norms and values, as well as how social and cultural changes occur over time.
UCSP Module 2
The document provides information about understanding culture and society, including:
1) It defines culture and society from anthropological and sociological perspectives and discusses their relationship.
2) It describes some major characteristics of culture and society, such as shared territory, interaction, common way of life.
3) It differentiates between the various meanings of culture within society, such as norms, values, and patterns of interaction.
Sociology is the scientific study of human behavior. Professionals i.docx
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Module 6: PHILOSOPHY The human person in society
1) Human beings are inherently social and can only grow and develop fully within the context of relationships and society.
2) Society refers to groups of interacting individuals who share a common culture. It is made up of various elements including government, family, schools, churches, and economic systems.
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SocializationChoose one of the following questions .docx
Socialization
Choose one of the following questions:
1.
Do people adjust their role performance and presentation of the self to affect the opinion of others? Would you say that we have different “social selves” that we present in different settings? How does this relate to the concepts of impression management and/or the looking-glass self? Provide examples in your explanation.
2.
Do you think the mass media significantly contributes to the socialization process? When answering this question be sure to identify and describe the major agents of socialization in U.S. society today. Has the media changed social interaction? Also share a recent news piece (within the last 3 months) that relates to the impact of the media on society. Briefly describe the news piece and please include a link for the article, video, etc. (a full citation is not needed).
Please meets the following course objectives:
Apply a sociological perspective to the social world
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Describe culture and socialization.
Recognize and define the social structure and social interaction.
450-500 words, APA style format and a minimum of 3 references
.
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Choose one of the following questions 1. Do people adjust .docx
Choose one of the following questions:
1. Do people adjust their role performance and presentation of the self to affect the opinion of others? Would you say that we have different “social selves” that we present in different settings? How does this relate to the concepts of impression management and/or the looking-glass self? Provide examples in your explanation.
2. Do you think the mass media significantly contributes to the socialization process? When answering this question be sure to identify and describe the major agents of socialization in U.S. society today. Has the media changed social interaction? Does the media have more influence over socialization than the other agents of social control? Why or why not?
The Week 2 Forum meets the following course objectives:
Apply a sociological perspective to the social world
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Describe culture and socialization.
Recognize and define social structure and social interaction.
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Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world. Learners will engage with the instructor and peers throughout the learning week. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
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SOC 213 Final Project Part I Guidelines and Rubric Ov.docx
SOC 213 Final Project Part I Guidelines and Rubric
Overview
The first part (Part I) of the final project for this course is preparing for the letter of intent.
The field of sociology presents a unique perspective to viewing the world’s social problems. Social problems tend to be viewed solely as individual constructs and
responsibilities, but sociologists take a deeper dive into the complex set of variables driving the development of these problems using various theoretical
perspectives. As these problems surface in individual lives, the workplace, and communities, a sociological perspective is valuable for providing a framework for
deeper investigation of variables and limiting personal biases when analyzing problems.
In this project, you will play the part of a sociologist who has been requested by your national community to craft a letter of intent to the potential funder, the
Department of Health and Human Services. The project will be divided into two parts. In the first part, you will prepare to write the letter of intent by conducting
research on the social problem and thinking about how to limit your personal biases when later analyzing the social issue. In the second part of the project, the
letter of intent, you will analyze the problem from a sociological perspective, outlining the influential variables and the local and global impacts of the problem,
and finally suggest a potential solution.
This project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. The Part I milestones will be submitted in Modules Two and Three. The final submission for Part I is due in Module Five.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze contemporary social problems on local and global scales by applying key theoretical perspectives
Analyze social variables and determinants for their influence in the development of contemporary social problems on a local and global scale
Suggest potential solutions that are aligned with best practices for addressing the negative impacts of social issues
Illustrate how the use of sociological theory limits personal and societal biases in analyzing social problems
Part I
Before you can write the letter of intent, you must first identify social variables influencing the problem and previously attempted solutions. Also, before you can
analyze the problem, you must first think about your biases and how you can limit these biases using sociological theory when analyzing the social issue.
Specifically, the following critical elements must be addressed:
I. Introduction: Explain the contemporary social problem that you selected, and explain why you chose this specific social problem.
II. Research: In order to further understand the social problem, you will conduct some research on its influences, impacts,.
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For your Paper, you will have to answer two sets of questions (y.docx
For your Paper, you will have to answer two sets of questions (you must answer both):
(1)Among all the topics we talked about this quarter (i.e. student loan debt, poverty, homelessness, addiction, etc.) which one was most interesting to you? Why?
(2)What social problems topic would you like to see added to a future iteration of this class? In what ways is the topic you have identified both a personal trouble and public issue?
Please produce a written response that answers both sets of questions. Your written responses must be between 500-600 words.
pre-requisite：Most Interesting in the topic of inequality than others(like i.e. student loan debt, poverty, homelessness, addiction). This is my inequality paper before, talking around inequality, and have same basic understanding as my previous paper, but don’t copy it PLZ. Thanks!
For Inequality
“ In "The 1 percent's Problem" and "The Pitchforks are Coming" various arguments are presented which situate socioeconomic inequality as a social problem. Focus on 1-2 of the arguments from the readings that you personally find most compelling (for example, "the fairness problem"). Briefly outline these arguments and evaluate them. Are these valid reasons for why inequality matters? Why or why not? ”
“The 1 Percent’s Problem” contains extensive arguments shedding light socioeconomic inequality as a social problem. The consumption problem springs up as a result of a widening gap between rich and poor. It is profound that too much power possessed by one interest group helps them to formulate the policies that will help them in the short run, rather than helping the entire society in the long run. The American tax policy, public investment and regulatory policy are all result of a persistent gap between the two classes. The effects of channeling the wealth and income in one direction only are easy to discern on household expenditure which is the backbone of the American economy. When too much money is accumulated by the upper strata of society the spending of the average American abate. The flow of money from the bottom to the top reduced the consumption, as the high-income group spends money on consumption with respect to their income, lower than the lower income group.
The consumption lowers when inequality rises because lower-income individuals do not have enough money to spend. In addition, lower income individuals are more than high-income individuals. In terms of economics, the relationship is simple. As the high-income group accumulates more and more money the aggregate demand goes down. The total demand in the economy goes down despite its high capability of supplying. As a result, the unemployment increases which damp the demand even more. The purchasing power decreases with the less money supply among the lower income individuals which compel them to spend less. Thus, we could say that increasing income inequality decreased the overall consumption of the economy.
Another economic jargon is ren ...
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Discussion 2 - Week 2COLLAPSEIssue PostsThe discussion
Discussion 2 - Week 2
COLLAPSE
Issue Posts:
The discussion topic this week focuses on conceptual foundations of community psychology, with particular attention to ecological foundations and issues of power and injustice. Consider and respond to the following. Be sure to draw from and cite required readings as well as your own personal and professional experiences and other sources of knowledge.
Issue Post Discussion #2
:
Give an example of an injustice that concerns you. Describe the potential role of community psychology for addressing the injustice. Discuss the importance of commitment and accountability in addressing injustice at personal, relational, and collective levels.
Issue main posts are due by Day 5.
Review Nelson & Prilleltensky's (2010) guidelines for psychopolitical validity (Tables 6.1 & 6.2). Consider how your own personal experiences with power and injustice are likely to influence your sense of commitment and accountability to social change at collective, relational, and personal levels.
...
SOC 213 Final Project Guidelines and RubricOverviewThe final.docx
SOC 213: Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a sociological imagination PowerPoint presentation.
The presentation is designed to encourage students to think about social problems—past or present, local or global—using their sociological imagination, which involves looking beyond the traditional expectations or veneer associated with social problems. This sociological skill set is imperative in order for student’s to truly begin to grasp the relationship and distinction between individual biography and social structures. Social problems are aspects of society that communities of people are concerned about and want to change or improve. Because social problems are social creations, students will uncover structural and cultural variables that help explain how a current social problem has emerged and persisted, and students will ultimately develop a “sociological imagination”“—the ability to see behaviors socially and understand how they interact and influence each other. The objective is to submit, in a creative PowerPoint presentation, a compelling case for why a student’s chosen social problem is indeed a social and cultural problem and not simply the result of individual choices. Sociologists do not discount the role of personal responsibility within a certain context, but rather seek to understand the power of an environment in shaping personal choices and patterns.
For example, consider the social problem of youth unemployment. It is well-documented that in the last several years of America’s economy, young people have experienced unemployment in greater numbers. A presentation in this course about youth unemployment might be framed initially about how, in an American culture that is so focused on individual responsibility and achievement, an issue such as youth unemployment can be treated as purely an individual problem.
False information surrounding youth unemployment at large sounds like this: “Today's youth are self-centered and lazy, and they have a sense of entitlement.” “They are not willing to make the sacrifices that we did by working their way up the corporate ladder.” To more specifically understand this sociological problem, students would need to narrow its parameters by selecting a given time period and/or a specific geographic area for youth unemployment. If a student chose to understand unemployment as a result of the Great Recession, it would be easier to scope the range of factors that contribute to this ongoing issue. To better individualize this issue, a student might choose to share his or her own story or that of a family member or a friend who experienced losing a job. Or, a student could choose to share the narrative from a movie, such as The Pursuit of Happiness or another contemporary example. Following this, it would be important to highlight a particular sociological theory: conflict, functionalism, or symbolic interactionism.
Because theories are simp ...
UCSP Lesson 1 Week 1.pptx
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You Are Defining and Defined by Social ResponsibilityThe first obs.docx
You Are Defining and Defined by Social Responsibility
The first observation of a social issue can be confusing for a young person. Noticing extremes of wealth and poverty from one neighborhood to the next—or from one country to another—or hearing statistics related to literacy and school dropout rates in developed countries can be shocking. While growing up, how did your community of family, friends, and teachers respond to social disparities? Were they ignored or confronted? Did you perceive a sense of helplessness or responsibility to help? Whether you feel burdened by, or called to address, the myriad of social concerns in the world today, your response stems, in part, from how you see yourself in the world in relation to others.
In this Discussion, you explore the influence of personal values on your concept of social responsibility.
To prepare for this Discussion:
Review examples of social responsibility presented in the assigned reading from the Loeb (2010) course text.
Review “The Golden Rule” from this week’s Resources to identify commonalities across quotes and to determine whether any quotes align with your own values.
Complete the Cultural Genogram: Dimensions of Culture document in this week’s Resources to discover personal values related to social responsibility.
Think of the community or communities where you grew up. What issue of concern or need in that community(ies) did you see addressed directly or indirectly?
Think about the elements in your life that might have influenced your definition of social responsibility.
Did any of your family members choose careers that served the community in which they lived?
What convictions do you hold that were formed early in life that now influence the way you view social responsibility?
Read the
Discussion Spark
topic, question or comment posted by your Instructor in the Discussion thread on
Day 1.
With these thoughts in mind:
Post by Day 2
a response to the Discussion Spark post. Your response should contain at least two
significant
paragraphs. Read the Discussion Rubric as it will inform your writing.
Important Note:
The Discussion Spark and the weekly Discussion topic below will be graded together. You will see one score in your My Grades area.
Post by Day 4
an example of a socially responsible act that has influenced your life. Explain why this example influenced you and describe how this example and the motivation behind it reflect your personal values regarding social responsibility. For example, are there particular aspects of social change that resonate with you? In addition, define
social responsibility
in your own words and provide two examples from this week’s Resources that support or influence the development of your definition.
Read
a selection of your colleagues' postings.
Respond by Day 7
to at least two of your colleagues' postings in one or more of the following ways:
Validate your colleague’s example of social responsibility by sharing one of your own sim.
Chapter 1
This chapter introduces sociology as the systematic study of society, distinct from philosophical reflections and common sense observations. It discusses how sociology examines the relationship between individuals and society using the concept of the sociological imagination. Sociology studies both how social forces influence individuals and how individuals can influence society. The chapter also discusses how sociology uses empirical observation and develops concepts, methods, and data to understand society, rather than relying on naturalistic or individualistic explanations.
2Defining the Community and Power RelationshipsReview.docx
2
Defining the Community and Power Relationships
“Reviews of the effectiveness of collaborations for improving community health indicate that they can be effective but that there are many
potential obstacles to realizing the benefits of a participatory approach in both public health research and programs. In particular, the
lack of an accepted definition of community can result in different collaborators forming contradictory or incompatible assumptions about
community and can undermine our ability to evaluate the contribution of community collaborations to achievement of public health
objectives.”1
In this chapter we will explore some important questions:
• What is community?
• Who represents community?
• What is a community advisory board?
• Who are the right stakeholders?
• What are the existing power relationships between academics and community partners?
• What are the rules of CBPR partnerships?
• What are strategies for assessing community readiness for research?
WHAT IS COMMUNITY?
When embarking on a CBPR project, one of the first challenges is to define the community of interest. Who is the
population of interest? What are the boundaries of their “community”? Is this a community that is geographically
bounded (city, neighborhood, county) or one that is nongeographically defined by a common culture (Latinos, African
Americans) or condition (parents of children with special needs) or other shared concern? Are you planning to work
with those directly impacted by the issue or with the organizations that represent or serve them? The CBPR approach is
often used to examine issues for underserved populations, to give voice to their concerns and help identify their
perspective on the problem. However one chooses to define “community,” it remains the conceptual underpinning of
CBPR, influencing who collaborates and participates, how sampling is conducted, where dissemination takes place,
and, most importantly, how relevant the work is to the community of interest.
Example 1: Everett Immigrant Health
A community coalition in Everett was interested in engaging a researcher to learn more about the health implications
of Immigration and Customs Enforcement (ICE) on immigrant health in their community. The coalition had a diverse
membership, including agency directors, school administrators, several teachers, and representatives from several
immigrant advocacy groups. Many were leaders in local Everett institutions (schools, community-based organizations).
They had come together previously around a multiplicity of health and social service issues and together had
successfully garnered resources for new programming. They shared common interests in wanting to make a difference
in their city. While they generally defined their “community” as geographic—that is, those who worked and lived in
Everett—they were particularly concerned with the most vulnerable populations (e.g., the poor, recent immigrants, and
youth). Thus, f ...
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
Now the Earth has had wide variations in atmospheric CO2-level throu.docx
Now the Earth has had wide variations in atmospheric CO2-level throughout its long history before the evolution of humans and certainly before the Industrial Revolutions.In terms of the oceans and the Earth's whole history then could you find information to support the coal and oil industry's claims that we're NOT the cause of climate change? Do some research and cite other factors in climate besides CO2 levels that would support your claims. Also read the attached article about the controversy. Remember too that there is a lot of money and certainly politics involved in this issue. Some scientists have built their whole careers on trying to prove or disprove the human connections to global warming.
As you'll see when you do your research the figures for sea-level rise are all over the place. That's because they're based on models that are even more complex than hurricane tracking models (they drive even supercomputers nuts).
Now the term
"sea-level"
is relative. If you check a geologic map you'll see that just about every piece of land on Earth has been underwater at least once. That's why sedimentary rocks are the most common type of land surface rock. Sea-level has been up and down thousands of times in the Earth's long history. We're just living on the "latest edition" of our planet. Also the one thing that I want everybody to learn from this course: we live on the Earth and we certainly affect it but
we
DO NOT control it
even though we like to think we do. We're just riding this wet rock through space.
As for the continuing scientific controversy check out this recent article:
Climate panel: warming 'extremely likely' man-made
.
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The document discusses key concepts in anthropology, sociology, and political science such as human cultural variation, social differences, social change, and identity politics. It provides examples for each concept and asks questions about understanding one's social location and how social features can provide opportunities or constraints. Learners are also prompted to analyze a photo related to a social issue and explain how the three disciplines could help address the issue.
SocializationChoose one of the following questions .docx
Socialization
Choose one of the following questions:
1.
Do people adjust their role performance and presentation of the self to affect the opinion of others? Would you say that we have different “social selves” that we present in different settings? How does this relate to the concepts of impression management and/or the looking-glass self? Provide examples in your explanation.
2.
Do you think the mass media significantly contributes to the socialization process? When answering this question be sure to identify and describe the major agents of socialization in U.S. society today. Has the media changed social interaction? Also share a recent news piece (within the last 3 months) that relates to the impact of the media on society. Briefly describe the news piece and please include a link for the article, video, etc. (a full citation is not needed).
Please meets the following course objectives:
Apply a sociological perspective to the social world
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Describe culture and socialization.
Recognize and define the social structure and social interaction.
450-500 words, APA style format and a minimum of 3 references
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DRRR Week 2 Module 2.pdf
This document discusses analyzing disasters from different perspectives, including physical, psychological, socio-cultural, economic, political, and biological. It provides examples and activities to demonstrate understanding disasters from these perspectives. Specifically, it aims to help readers analyze how disasters are influenced by physical and psychological factors, understand how impact is affected by socio-cultural and economic perspectives, and recognize how politics and biology influence disaster impact.
Choose one of the following questions 1. Do people adjust .docx
Choose one of the following questions:
1. Do people adjust their role performance and presentation of the self to affect the opinion of others? Would you say that we have different “social selves” that we present in different settings? How does this relate to the concepts of impression management and/or the looking-glass self? Provide examples in your explanation.
2. Do you think the mass media significantly contributes to the socialization process? When answering this question be sure to identify and describe the major agents of socialization in U.S. society today. Has the media changed social interaction? Does the media have more influence over socialization than the other agents of social control? Why or why not?
The Week 2 Forum meets the following course objectives:
Apply a sociological perspective to the social world
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Describe culture and socialization.
Recognize and define social structure and social interaction.
Instructions for all Forums:
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world. Learners will engage with the instructor and peers throughout the learning week. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
...
Sociology researches social issues through the use of theoretical.docx
1. Sociology examines social issues through theoretical frameworks like conflict theory, functionalism, and symbolic interactionism. A sociologist might ask different questions about a news story on police brutality, poverty, or sexual assault depending on which framework they use. These differing approaches combined can build a deeper understanding of the issue.
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SOC 213 Final Project Part I Guidelines and Rubric Ov.docx
SOC 213 Final Project Part I Guidelines and Rubric
Overview
The first part (Part I) of the final project for this course is preparing for the letter of intent.
The field of sociology presents a unique perspective to viewing the world’s social problems. Social problems tend to be viewed solely as individual constructs and
responsibilities, but sociologists take a deeper dive into the complex set of variables driving the development of these problems using various theoretical
perspectives. As these problems surface in individual lives, the workplace, and communities, a sociological perspective is valuable for providing a framework for
deeper investigation of variables and limiting personal biases when analyzing problems.
In this project, you will play the part of a sociologist who has been requested by your national community to craft a letter of intent to the potential funder, the
Department of Health and Human Services. The project will be divided into two parts. In the first part, you will prepare to write the letter of intent by conducting
research on the social problem and thinking about how to limit your personal biases when later analyzing the social issue. In the second part of the project, the
letter of intent, you will analyze the problem from a sociological perspective, outlining the influential variables and the local and global impacts of the problem,
and finally suggest a potential solution.
This project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. The Part I milestones will be submitted in Modules Two and Three. The final submission for Part I is due in Module Five.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze contemporary social problems on local and global scales by applying key theoretical perspectives
Analyze social variables and determinants for their influence in the development of contemporary social problems on a local and global scale
Suggest potential solutions that are aligned with best practices for addressing the negative impacts of social issues
Illustrate how the use of sociological theory limits personal and societal biases in analyzing social problems
Part I
Before you can write the letter of intent, you must first identify social variables influencing the problem and previously attempted solutions. Also, before you can
analyze the problem, you must first think about your biases and how you can limit these biases using sociological theory when analyzing the social issue.
Specifically, the following critical elements must be addressed:
I. Introduction: Explain the contemporary social problem that you selected, and explain why you chose this specific social problem.
II. Research: In order to further understand the social problem, you will conduct some research on its influences, impacts,.
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DIASS-Q1-Module 1.pdf
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For your Paper, you will have to answer two sets of questions (y.docx
For your Paper, you will have to answer two sets of questions (you must answer both):
(1)Among all the topics we talked about this quarter (i.e. student loan debt, poverty, homelessness, addiction, etc.) which one was most interesting to you? Why?
(2)What social problems topic would you like to see added to a future iteration of this class? In what ways is the topic you have identified both a personal trouble and public issue?
Please produce a written response that answers both sets of questions. Your written responses must be between 500-600 words.
pre-requisite：Most Interesting in the topic of inequality than others(like i.e. student loan debt, poverty, homelessness, addiction). This is my inequality paper before, talking around inequality, and have same basic understanding as my previous paper, but don’t copy it PLZ. Thanks!
For Inequality
“ In "The 1 percent's Problem" and "The Pitchforks are Coming" various arguments are presented which situate socioeconomic inequality as a social problem. Focus on 1-2 of the arguments from the readings that you personally find most compelling (for example, "the fairness problem"). Briefly outline these arguments and evaluate them. Are these valid reasons for why inequality matters? Why or why not? ”
“The 1 Percent’s Problem” contains extensive arguments shedding light socioeconomic inequality as a social problem. The consumption problem springs up as a result of a widening gap between rich and poor. It is profound that too much power possessed by one interest group helps them to formulate the policies that will help them in the short run, rather than helping the entire society in the long run. The American tax policy, public investment and regulatory policy are all result of a persistent gap between the two classes. The effects of channeling the wealth and income in one direction only are easy to discern on household expenditure which is the backbone of the American economy. When too much money is accumulated by the upper strata of society the spending of the average American abate. The flow of money from the bottom to the top reduced the consumption, as the high-income group spends money on consumption with respect to their income, lower than the lower income group.
The consumption lowers when inequality rises because lower-income individuals do not have enough money to spend. In addition, lower income individuals are more than high-income individuals. In terms of economics, the relationship is simple. As the high-income group accumulates more and more money the aggregate demand goes down. The total demand in the economy goes down despite its high capability of supplying. As a result, the unemployment increases which damp the demand even more. The purchasing power decreases with the less money supply among the lower income individuals which compel them to spend less. Thus, we could say that increasing income inequality decreased the overall consumption of the economy.
Another economic jargon is ren ...
Social mapping.pptx ctse kg. sungai latoh
Social mapping uses ethnography, social network analysis, and focus group discussions to understand community behaviors, relationships, and problems. Ethnography involves observing daily life to understand traditions. Social network analysis maps relationships between stakeholders to identify influential individuals and power structures. Focus group discussions bring together influential community members to discuss and get historical perspectives on problems and how the community solves them. Together these methods provide insights into social conditions, linkages, and issues within a community.
DLL-DIASS-Week 9.docx
This document outlines a daily lesson plan for a Grade 12 social sciences class. The lesson focuses on the roles, functions, and work areas of social workers. Key points include:
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- Assessment tasks require students to explain roles and functions of social workers and identify their work areas.
Discussion 2 - Week 2COLLAPSEIssue PostsThe discussion
Discussion 2 - Week 2
COLLAPSE
Issue Posts:
The discussion topic this week focuses on conceptual foundations of community psychology, with particular attention to ecological foundations and issues of power and injustice. Consider and respond to the following. Be sure to draw from and cite required readings as well as your own personal and professional experiences and other sources of knowledge.
Issue Post Discussion #2
:
Give an example of an injustice that concerns you. Describe the potential role of community psychology for addressing the injustice. Discuss the importance of commitment and accountability in addressing injustice at personal, relational, and collective levels.
Issue main posts are due by Day 5.
Review Nelson & Prilleltensky's (2010) guidelines for psychopolitical validity (Tables 6.1 & 6.2). Consider how your own personal experiences with power and injustice are likely to influence your sense of commitment and accountability to social change at collective, relational, and personal levels.
...
SOC 213 Final Project Guidelines and RubricOverviewThe final.docx
SOC 213: Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a sociological imagination PowerPoint presentation.
The presentation is designed to encourage students to think about social problems—past or present, local or global—using their sociological imagination, which involves looking beyond the traditional expectations or veneer associated with social problems. This sociological skill set is imperative in order for student’s to truly begin to grasp the relationship and distinction between individual biography and social structures. Social problems are aspects of society that communities of people are concerned about and want to change or improve. Because social problems are social creations, students will uncover structural and cultural variables that help explain how a current social problem has emerged and persisted, and students will ultimately develop a “sociological imagination”“—the ability to see behaviors socially and understand how they interact and influence each other. The objective is to submit, in a creative PowerPoint presentation, a compelling case for why a student’s chosen social problem is indeed a social and cultural problem and not simply the result of individual choices. Sociologists do not discount the role of personal responsibility within a certain context, but rather seek to understand the power of an environment in shaping personal choices and patterns.
For example, consider the social problem of youth unemployment. It is well-documented that in the last several years of America’s economy, young people have experienced unemployment in greater numbers. A presentation in this course about youth unemployment might be framed initially about how, in an American culture that is so focused on individual responsibility and achievement, an issue such as youth unemployment can be treated as purely an individual problem.
False information surrounding youth unemployment at large sounds like this: “Today's youth are self-centered and lazy, and they have a sense of entitlement.” “They are not willing to make the sacrifices that we did by working their way up the corporate ladder.” To more specifically understand this sociological problem, students would need to narrow its parameters by selecting a given time period and/or a specific geographic area for youth unemployment. If a student chose to understand unemployment as a result of the Great Recession, it would be easier to scope the range of factors that contribute to this ongoing issue. To better individualize this issue, a student might choose to share his or her own story or that of a family member or a friend who experienced losing a job. Or, a student could choose to share the narrative from a movie, such as The Pursuit of Happiness or another contemporary example. Following this, it would be important to highlight a particular sociological theory: conflict, functionalism, or symbolic interactionism.
Because theories are simp ...
UCSP Lesson 1 Week 1.pptx
This document outlines the content and performance standards for a course on Understanding Culture, Society and Politics (UCSP). The content standard covers understanding human cultural variation, social differences, social change, and political identities. The performance standard requires students to acknowledge these concepts, adopt an open attitude, and appreciate anthropology, sociology and political science. The document then provides learning competencies and objectives for discussing the nature, goals and perspectives of anthropology, sociology and political science. Sample activities are also included to help students understand key concepts.
You Are Defining and Defined by Social ResponsibilityThe first obs.docx
You Are Defining and Defined by Social Responsibility
The first observation of a social issue can be confusing for a young person. Noticing extremes of wealth and poverty from one neighborhood to the next—or from one country to another—or hearing statistics related to literacy and school dropout rates in developed countries can be shocking. While growing up, how did your community of family, friends, and teachers respond to social disparities? Were they ignored or confronted? Did you perceive a sense of helplessness or responsibility to help? Whether you feel burdened by, or called to address, the myriad of social concerns in the world today, your response stems, in part, from how you see yourself in the world in relation to others.
In this Discussion, you explore the influence of personal values on your concept of social responsibility.
To prepare for this Discussion:
Review examples of social responsibility presented in the assigned reading from the Loeb (2010) course text.
Review “The Golden Rule” from this week’s Resources to identify commonalities across quotes and to determine whether any quotes align with your own values.
Complete the Cultural Genogram: Dimensions of Culture document in this week’s Resources to discover personal values related to social responsibility.
Think of the community or communities where you grew up. What issue of concern or need in that community(ies) did you see addressed directly or indirectly?
Think about the elements in your life that might have influenced your definition of social responsibility.
Did any of your family members choose careers that served the community in which they lived?
What convictions do you hold that were formed early in life that now influence the way you view social responsibility?
Read the
Discussion Spark
topic, question or comment posted by your Instructor in the Discussion thread on
Day 1.
With these thoughts in mind:
Post by Day 2
a response to the Discussion Spark post. Your response should contain at least two
significant
paragraphs. Read the Discussion Rubric as it will inform your writing.
Important Note:
The Discussion Spark and the weekly Discussion topic below will be graded together. You will see one score in your My Grades area.
Post by Day 4
an example of a socially responsible act that has influenced your life. Explain why this example influenced you and describe how this example and the motivation behind it reflect your personal values regarding social responsibility. For example, are there particular aspects of social change that resonate with you? In addition, define
social responsibility
in your own words and provide two examples from this week’s Resources that support or influence the development of your definition.
Read
a selection of your colleagues' postings.
Respond by Day 7
to at least two of your colleagues' postings in one or more of the following ways:
Validate your colleague’s example of social responsibility by sharing one of your own sim.
Chapter 1
This chapter introduces sociology as the systematic study of society, distinct from philosophical reflections and common sense observations. It discusses how sociology examines the relationship between individuals and society using the concept of the sociological imagination. Sociology studies both how social forces influence individuals and how individuals can influence society. The chapter also discusses how sociology uses empirical observation and develops concepts, methods, and data to understand society, rather than relying on naturalistic or individualistic explanations.
2Defining the Community and Power RelationshipsReview.docx
2
Defining the Community and Power Relationships
“Reviews of the effectiveness of collaborations for improving community health indicate that they can be effective but that there are many
potential obstacles to realizing the benefits of a participatory approach in both public health research and programs. In particular, the
lack of an accepted definition of community can result in different collaborators forming contradictory or incompatible assumptions about
community and can undermine our ability to evaluate the contribution of community collaborations to achievement of public health
objectives.”1
In this chapter we will explore some important questions:
• What is community?
• Who represents community?
• What is a community advisory board?
• Who are the right stakeholders?
• What are the existing power relationships between academics and community partners?
• What are the rules of CBPR partnerships?
• What are strategies for assessing community readiness for research?
WHAT IS COMMUNITY?
When embarking on a CBPR project, one of the first challenges is to define the community of interest. Who is the
population of interest? What are the boundaries of their “community”? Is this a community that is geographically
bounded (city, neighborhood, county) or one that is nongeographically defined by a common culture (Latinos, African
Americans) or condition (parents of children with special needs) or other shared concern? Are you planning to work
with those directly impacted by the issue or with the organizations that represent or serve them? The CBPR approach is
often used to examine issues for underserved populations, to give voice to their concerns and help identify their
perspective on the problem. However one chooses to define “community,” it remains the conceptual underpinning of
CBPR, influencing who collaborates and participates, how sampling is conducted, where dissemination takes place,
and, most importantly, how relevant the work is to the community of interest.
Example 1: Everett Immigrant Health
A community coalition in Everett was interested in engaging a researcher to learn more about the health implications
of Immigration and Customs Enforcement (ICE) on immigrant health in their community. The coalition had a diverse
membership, including agency directors, school administrators, several teachers, and representatives from several
immigrant advocacy groups. Many were leaders in local Everett institutions (schools, community-based organizations).
They had come together previously around a multiplicity of health and social service issues and together had
successfully garnered resources for new programming. They shared common interests in wanting to make a difference
in their city. While they generally defined their “community” as geographic—that is, those who worked and lived in
Everett—they were particularly concerned with the most vulnerable populations (e.g., the poor, recent immigrants, and
youth). Thus, f ...
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SOC 213 Final Project Part I Guidelines and Rubric Ov.docx
For your Paper, you will have to answer two sets of questions (y.docx
For your Paper, you will have to answer two sets of questions (y.docx
Discussion 2 - Week 2COLLAPSEIssue PostsThe discussion
Discussion 2 - Week 2COLLAPSEIssue PostsThe discussion
SOC 213 Final Project Guidelines and RubricOverviewThe final.docx
SOC 213 Final Project Guidelines and RubricOverviewThe final.docx
You Are Defining and Defined by Social ResponsibilityThe first obs.docx
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2Defining the Community and Power RelationshipsReview.docx
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NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
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I
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
Now the Earth has had wide variations in atmospheric CO2-level throu.docx
Now the Earth has had wide variations in atmospheric CO2-level throughout its long history before the evolution of humans and certainly before the Industrial Revolutions.In terms of the oceans and the Earth's whole history then could you find information to support the coal and oil industry's claims that we're NOT the cause of climate change? Do some research and cite other factors in climate besides CO2 levels that would support your claims. Also read the attached article about the controversy. Remember too that there is a lot of money and certainly politics involved in this issue. Some scientists have built their whole careers on trying to prove or disprove the human connections to global warming.
As you'll see when you do your research the figures for sea-level rise are all over the place. That's because they're based on models that are even more complex than hurricane tracking models (they drive even supercomputers nuts).
Now the term
"sea-level"
is relative. If you check a geologic map you'll see that just about every piece of land on Earth has been underwater at least once. That's why sedimentary rocks are the most common type of land surface rock. Sea-level has been up and down thousands of times in the Earth's long history. We're just living on the "latest edition" of our planet. Also the one thing that I want everybody to learn from this course: we live on the Earth and we certainly affect it but
we
DO NOT control it
even though we like to think we do. We're just riding this wet rock through space.
As for the continuing scientific controversy check out this recent article:
Climate panel: warming 'extremely likely' man-made
.
NR224 Fundamentals SkillsTopic Safety Goals BOOK P.docx
This document discusses a nursing fundamentals skills assignment on safety goals. The assignment introduces students to the National Patient Safety Goals developed by The Joint Commission, specifically the Speak Up Initiatives program, which is designed to empower patients to take an active role in their own healthcare safety by speaking up about concerns. The document provides guidelines for the assignment and references a nursing fundamentals textbook for further information.
Nurse Education Today 87 (2020) 104348Contents lists avail.docx
Clinical mentors were interviewed about their experiences mentoring culturally and linguistically diverse nursing students. Mentors stated that empathy motivated them but they experienced a lack of support which caused strain. While mentors initially had fears of unknown cultures, positive mentoring experiences reduced this fear. Continuous education on intercultural communication could help mentors develop expertise to benefit students, patients, and staff.
Now that you’ve seen all of the elements contributing to the Devil’s.docx
Now that you’ve seen all of the elements contributing to the Devil’s Canyon enterprise architecture, Justin wants to move forward with developing privacy policies to ensure videos aren’t distributed or uploaded to the net without the consent of the people in them. This opens a much larger conversation: Devil’s Canyon is also in need of a complete security plan, as well as risk assessments.
In a 2- to 3-page rationale and table,
prepare
the following information to present to the Devil’s Canyon team:
Explain the relationship between policies and security plans. Identify potential policy needs, noting Justin’s privacy policy, in relation to the Devil’s Canyon enterprise structure.
Outline the importance of a security plan in relation to security roles and safeguards.
Analyze at least 5 security-related risks/threats that Devil’s Canyon may face.
Assess the probability and impact to the Devil’s Canyon if each risk occurs. Based on these two factors, determine the overall risk level. For purposes of this assignment, evaluate and categorize each factor as low, medium, or high, and create a table to illustrate the risks. For example, a risk/threat with a low likelihood of occurrence and a high impact would represent an overall medium risk.
Consider digital elements mentioned in the designing of the enterprise architecture, such as software, hardware, proposed security measures, smart lift tickets, web cam systems, and smartphones.
.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docx
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: Investigate safeguards and decision‐making support tools embedded in patient
care technologies and information systems to support a safe practice environment for
both patients and healthcare workers. (PO 4)
• CO #6: Discuss the principles of data integrity, professional ethics, and legal
requirements related to data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take
NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment
criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
Nurse Practitioner Diagnosis- Chest Pain.SOAPS-Subjective.docx
Nurse Practitioner Diagnosis- Chest Pain.
SOAP
S-Subjective
O-Objective
A-Assessment
P-Plan
One Page Only
Please use attachment only. Copy and paste it into *SOAP*
I OSCE1-Chest Pain attached and copy and paste into the temple.
.
NURS 6002 Foundations of Graduate StudyAcademic and P.docx
NURS 6002: Foundations of Graduate Study
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
Professional Development
Statement of Purpose
My main objective is to complete my master’s degree so as to qualify as a psych nurse practitioner. My focus is to learn how I can apply the knowledge I have gained from this program in delivering high-quality patient care. Consequently, I have developed several goals that I need to achieve so that they can help me in meeting y main objective.
Curriculum Vitae for Psych Nurse
PROFESIONAL BACKGROUND
Graduate in Psych Nursing from Warren University with experience of more than two years in nursing practice. Skill as a youth coach, identifying problems, and applying the most appropriate techniques for each case. Collaborator, team worker, with a good relationship with patients and experienced in preparing patient care programs.
COMPETENCES
-Diagnosis of problems.
-Direct interventions.
-Consultation and treatment.
-Development of programs.
-Easy for personal relationships.
-Collaborative team worker.
-Experience with students with special needs.
-Good adaptation to different tasks.
EXPERIENCE
· John Hopkins Hospital Practice in Psych Nursing from January 2017 to the present
· One-time actions with conflictive patients in crisis situations.
· Preparation of intervention projects in the hospital environment for patients at risk of social exclusion.
TRAINING
· Degree in Psych nursing. Walden University
CERTIFICATES
SOCIAL WORK
· Volunteer in Walden community working with minors in areas of social exclusion.
LANGUAGES
· English
SKILLS VOCATION
· Service.
· Responsibility and seriousness.
· Pharmacology knowledge.
· Ability to work under pressure and in emergency situations.
· Knowledge of nutrition and psychology.
· Resolute person.
· dealing with older adults and children.
· Extensive use of computer tools.
Professional Development Goals
The first thing that should be noted is that psych nursing is a recent academic option, which is highly relevant that more people are trained in it and help to broaden and deepen the scientific foundation of the care it offers. Although the psych nurses are already able to carry out different activities without the need for another health professional to indicate them, it is important that they can acquire greater independence so that their contribution is even greater, which is my first professional development goal. Therefore, the degree in psych nursing must be strengthened, with studies and evidence that allow the framework of the work of those who practice it to grow and, in turn, encourage its professionals to intervene promptly to avoid complicating the medical situation of a patient.
I would like to be supportive, have a vocation for service, be responsible, and be organized. It is these basic qualities that will allow me to develop a nursing career. The organization and responsibility would be oriented there because the nurse, by nat.
Nurse workforce shortage are predicted to get worse as baby boomers .docx
Nurse workforce shortage are predicted to get worse as baby boomers age and healthcare needs increase (AACN, n.d.). Registered nurse openings increase as nurses are retiring and leaving the workforce for various reasons such as burnout (AACN, n.d.). Enrollment increases to nursing educational programs does not meet the demand for nurses (AACN, n.d.). Nursing leader interventions that will impact the shortage is a focus on retention of nurses, attention to safe staffing ratios, and attention to quality care.
.
Now, for the exam itself. Below are 4 questions. You need to answer .docx
Now, for the exam itself. Below are 4 questions. You need to answer 2 of them with a mix of your ideas, quotes from the text, and some secondary research (non-Wikipedia, non-Litcharts). I am looking for about 5 pages for both mini-essays combined. The due date will be April 9 by 11:59pm. No extensions.
Questions:
1. Often we attribute cowardice for Hamlet’s lack of action in the face of an obvious call for revenge. Is there some other way to view Hamlet the character?
2. The death of Ophelia comes as a result of the dual grief for the loss of her father and the loss of her true love . Why would you say that Hamlet reacts so radically different to the same circumstances?
3. What would you say is the horror that Kurtz sees in his mind’s eye moments before his death? Is it simply a late late condemnation of colonialism?
4. Marlowe’s lie in Chapter 3 has been written about to death in academic circles. Gather two analytical interpretations of the lie and offer me another way of looking at this climactic moment.
.
Nur-501-AP4- Philosophical and Theoretical Evidence-Based research.docx
Nur-501-AP4- Philosophical and Theoretical Evidence-Based research
Watson’s philosophy and science of caring has four major concepts: human being, health, environment/society, and nursing Butts & Rich, 2015). In Watson’s view, the disease might be cured, but illness would remain because, without caring, health is not attained. Caring is the essence of nursing and connotes responsiveness between the nurse and the person; the nurse co-participates with the person. Watson contends that caring can assist the person to gain control, become knowledgeable, and promote health changes.
According to Watson (2009), the core of the Theory of Caring is that “humans cannot be treated as objects and that humans cannot be separated from self, other, nature, and the larger workforce.” Her theory encompasses the whole world of nursing; with the emphasis placed on the interpersonal process between the caregiver and care recipient. The theory is focused on “the centrality of human caring and on the caring-to-caring transpersonal relationship and its healing potential for both the one who is caring and the one who is being cared for” (Watson, 2009). The structure for the science of caring is built upon ten carative factors. Among them are human altruistic values, faith-hope, sensitivity to one’s self or other, trust, human caring relationship, and promotion of self-expression (.
Watson defines Human being as a valued person to be cared for, respected, nurtured, understood, and assisted, in general a philosophical view of a person as a fully functional integrated self. Personhood is viewed as greater than and different from the sum of his or her parts which are mind-body-soul-connection (Butt & Rich 2015)
The personhood concept in Watson theory of caring implies that patients are not all the same. Each person brings a unique background of experiences, values, and cultural perspective to health care encounter. Caring facilitates a nurse’s ability to know a patient, allowing the nurse to recognize a patient’s problem and find and implement individualized solution on the patient’s unique needs.
Knowing the person allows the nurse to avoid assumptions, to center on the one cared for (Keller, 2013). It also gives the nurse to opportunity to assess thoroughly by seeking clues to clarify the issue that the individual is going through.
The concept of personhood also integrates the human caring processes with healing environment, incorporating the life-generating and life receiving processes of human caring and healing for nurses and their patient. The concept put emphasis on developing a caring relationship with the person as a nurse and listen to the person’ stories to fully understand the meaning an impact of the individual’s condition. This information and understanding helps in the development and delivery of individualized patient centered care. The transpersonal caring theory rejects disease orientation to health care and places care before cure. When the .
NU32CH19-Foltz ARI 9 July 2012 1945Population-Level Inter.docx
NU32CH19-Foltz ARI 9 July 2012 19:45
Population-Level Intervention
Strategies and Examples
for Obesity Prevention
in Children∗
Jennifer L. Foltz,1 Ashleigh L. May,1 Brook Belay,1
Allison J. Nihiser,2 Carrie A. Dooyema,1
and Heidi M. Blanck1
1Division of Nutrition, Physical Activity, and Obesity, 2Division of Population Health,
National Center for Chronic Disease Prevention and Health Promotion, Centers for
Disease Control and Prevention, Atlanta, Georgia 30341; email: [email protected]
Annu. Rev. Nutr. 2012. 32:391–415
First published online as a Review in Advance on
April 23, 2012
The Annual Review of Nutrition is online at
nutr.annualreviews.org
This article’s doi:
10.1146/annurev-nutr-071811-150646
0199-9885/12/0821-0391$20.00
∗This is a work of the U.S. Government and is
not subject to copyright protection in the
United States.
Keywords
obesity prevention, children, nutrition, physical activity, interventions
Abstract
With obesity affecting approximately 12.5 million American youth,
population-level interventions are indicated to help support healthy
behaviors. The purpose of this review is to provide a summary of
population-level intervention strategies and specific intervention exam-
ples that illustrate ways to help prevent and control obesity in children
through improving nutrition and physical activity behaviors. Informa-
tion is summarized within the settings where children live, learn, and
play (early care and education, school, community, health care, home).
Intervention strategies are activities or changes intended to promote
healthful behaviors in children. They were identified from (a) systematic
reviews; (b) evidence- and expert consensus–based recommendations,
guidelines, or standards from nongovernmental or federal agencies;
and finally (c) peer-reviewed synthesis reviews. Intervention examples
illustrate how at least one of the strategies was used in a particular
setting. To identify interventions examples, we considered (a) peer-
reviewed literature as well as (b) additional sources with research-tested
and practice-based initiatives. Researchers and practitioners may use
this review as they set priorities and promote integration across settings
and to find research- and practice-tested intervention examples that can
be replicated in their communities for childhood obesity prevention.
391
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NU32CH19-Foltz ARI 9 July 2012 19:45
IOM: Institute of
Medicine
Contents
INTRODUCTION . . . . . . . . . . . . . . . . . . 392
INTERVENTIONS BY
SETTINGS . . . . . . . . . . . . . . . . . . . . . . . 394
Early Care and Education . . . . . . . . . . 394
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Health .
Nurse Working in the CommunityDescribe the community nurses.docx
Nurse Working in the Community
Describe the community nurse's roles in assisting individuals, families, and communities. Include what barriers or challenges the nurse would need to overcome to achieve these goals.
Reference: Stanhope, M. & Lancaster, J. (2018). Foundations for Population Health in Community/Public Health Nursing (5 th ed.). Elsevier. (e-Book)
.
nursing diagnosis1. Decreased Cardiac Output related to Alter.docx
nursing diagnosis
1. Decreased Cardiac Output
related to Altered myocardial contractility
2.
Risk for Impaired Skin Integrity
related to immobility
3.
Activity Intolerance
related to immobility
4. Risk for Infection related to Inadequate primary defenses: broken skin, traumatized tissues; environmental exposure
5. Risk for Impaired Gas Exchange related to Alveolar/capillary membrane changes: interstitial, pulmonary edema, congestion
6.
Excess Fluid Volume related to
increased antidiuretic hormone (ADH) production, and sodium/water retention.
.
Nursing Documentation Is it valuable Discuss the value of nursin.docx
"Nursing Documentation: Is it valuable?" Discuss the value of nursing documentation in healthcare planning. Compare these purposes with the documentation format used in your area of practice. What are potential uses of the data you collect beyond the care of the individual patient?
Please reference Sewell, J. (2016). Informatics & Nursing:
Opportunities & Challenges
(5th ed.) Lippincott, Williams & Wilkins: Philadelphia.
.
NR631 Concluding Graduate Experience - Scope Project Managemen.docx
NR631 Concluding Graduate Experience - Scope : Project Management & Leadership
(This document must be attached as an appendix to the professional, scholarly paper explaining what you are doing. Include title page, headings, introduction, body of paper, summary and at least three current, relevant references. All information in this form below must be professional, complete sentences in APA format)
Appendix A: Scope Statement
Organization’s Name:
Project’s Name:
Project Manager:
Sponsor(s), Title:
Organizational Priority (High, Medium, Low):
______________________________________________________________________
Mission Statement:
Measureable Project Objectives – (Use 5 W’s and H. Sipes, 2016):
Justification of Project:
Implementation Strategy:
Project Resources – Human and Technical:
Completion Date:
Measures of Success – Include all Metrics:
Assumptions:
Constraints:
APPROVALSPrint or Type NameSignatureDate
Project Manager Approval:
Owner or Sponsor Title and Approval:
This document must be approved by sponsor before submission to Dropbox
Project Scope and Charter
Guidelines and Scoring Rubric
Purpose
This assignment is designed to help students lay the groundwork for their project plans with the help of mentors and professors. The mentor becomes a team member for the project that the student will manage. The student will identify the stakeholders, the project priority, how the measurable goals will be met for a successful project, and who will receive the report of the results of the project. The scope document describes the parameters of the project, including what can and cannot be accomplished and the measurable objectives and outcome measures. The project charter describes and defines the project. When the sponsor signs off on the project, it becomes the document that authorizes the project.
Week 2, you will complete the project scope and charter. Based on the information from the mentor and professor, each student finalizes and completes the project charter and scope documents or statements. The project scope must be approved by your practicum organization. Your mentor should help you obtain approval. Project approval must be received prior to submitting these documents. Appendices are provided for both of these documents in Course Resources.
Due Date: Sunday at 11:59 p.m. MT at the end of Week 2
Total Points Possible: 100
Requirements
1. Complete the Project Scope document, including signatures of approval.
1. Complete the Project Charter document.
1. Documents are attached as appendices to a professional scholarly paper following the guidelines for writing professional papers found in Course Resources.
1. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the sixth edition of the manual.
Preparing the Paper
1. All aspects of the Project Scope document must be completed, including signatures.
1. All aspects o.
Number 11. Describe at least five populations who are vulner.docx
Number 1
1. Describe at least five populations who are vulnerable to PTSD
2. What are eight DSM5 criteria for PTSD
3. Describe possible signs and symptoms a client experiencing PTSD could exhibit
4. Describe at least five triggers and how they can be manifested in client experiencing PTSD
5. Describe five treatment options for clients experiencing PTSD
Number 2
1) Describe some day to day challenges that face people who are voice hearers
2) Explain the subjective experience of hearing voices that are disturbing
3) Describe cultural humility for people who hear distressing voices through self-reflection, self-awareness and self-critique
4) What other conditions can stimulate or trigger hearing voices in the mind?
.
ntertainment, the media, and sometimes public leaders can perpetuate.docx
ntertainment, the media, and sometimes public leaders can perpetuate anxieties about the prevalence of crime, leading to feelings of vulnerability. Was there ever a more innocent, less crime-ridden era? If so, might the country be able to return to this state of perceived safety sometime in the future?
For this Discussion, imagine you are designing the police force of the future. Would you choose to expand or restrict that force’s role? Consider also how your decision might change the public perception of crime and safety.
By Day 3 of Week 2
Post:
To what degree do you think the role of law enforcement
should or should not
expand in the future? Why?
.
Now that you have completed Lesson 23 & 24 and have thought a.docx
Now that you have completed Lesson 23 & 24 and have thought about the factors that affect the health of various communities, do the following:
Identify prevalent issues or diseases that affect the health of your community (the specific populations you serve).
Compare and contrast two (2) specific populations in your practice that are affected by the above issue(s) or disease(s) by listing their commonalities and their differences.
Base on the information above, how can you change or refine your practice to meet each community's specific needs?
Your paper should:
be typed doubled-space.
a total of 100 to 200 words (not counting your list of commonalities and differences).
Use factual information.
be original work and will be checked for plagiarism.
have required APA format if references are utilized – type references according to the
APA Style Guide
.
.
nothing wrong with the paper, my professor just wants it to be in an.docx
nothing wrong with the paper, my professor just wants it to be in an outline format and also include how this information is relevant to the Saint Leo University Core Values of
Excellence
and
Integrity
in the context of health care policy analysis.
I will attach the original paper that was submitted as well as the guideline that my professor provided me. The topic cannot be changed "Drug enforcement program for WIC".
.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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