Applied Science

Running Head: VOLUNTEER SERVICE IN THE CHURCH 2VOLUNTEER SERVICE IN THE CHURCH 2Volunteer Service in the ChurchStudent’s Name:Professor’s Name:Date:Volunteer Service in the ChurchVolunteering is a significant way of getting plugged in the church, feel like part of a community, and deserve Jesus at the same time. Volunteering in the church has a spiritual benefit. Through volunteering a person will mostly want to dive deeper into church life. Also, they serve not only as an assisting hand but also as a witness of the gospel message within the community. Although people volunteer in church and willing to give their time in church, it can be hard to align schedules and balance other obligations. In this paper, I will select an idea from the readings given and then I will describe my thoughts and feelings about the idea from the readings.One of the ideas that I got from the reading is that it is important to provide training to the volunteers of the church so that to accomplish the mission of the church. In churches, most of the volunteers are charged with complex tasks that take most of the knowledge and understanding to do appropriately. Most of the people who will be volunteering in a church may lack most of the needed skills. When a church many individuals with similar skills, the group may want to have some kind of formal training program (Ctb, 2021). When a church trains its volunteers then they will be equipped with the necessary required in performing their task and this will improve their performance. When a volunteer is not trained then without knowledge of what they are supped to perform their task may make them feel less motivated, since performing a task that one does not have knowledge of might be very challenging.There are many reasons and importance why a church should train its volunteers. It the leader’s responsibility to ensure that volunteers have the training and tools to perform the needed tasks with confidence. Before the volunteers can start contributing, they must be trained. They should be provided with a clear job description; the church should ensure that they have defined the roles that the volunteer is needed to do. The reason why the volunteers should be trained is constancy in practice. Training is the basis for developing a culture of quality something all churches should aim for. Those volunteers who have learning experience that are same will carry out the task and respond to the work environment in the same way. When the volunteers are trained, the church should use similar curriculum and training methods. This will bring about everyone doing things similar way which makes sure that there is consistency in practice.Also, when the volunteers are trained, they gain confidence in doing task duties. Self-confidence comes from an internal belief and trust in one’s ability to do things well and that assurance is created through skill and training practice. Also, when volunteers are trained the church can assess their performance. With this, the volunteer’s performance is evaluated against training objectives. When the volunteers are trained, they feel valued, they value the effort and time that goes into an effective and organized training experience. The structured training does not only assist in preparing volunteers for job responsibilities but also makes them feel valued. A significant training experience is creating by presciently sharing information that will assist the volunteers in their role. The orientation and training assist the volunteers to gain insights into the role and responsibilities and the anticipated outcomes of the assignment.The goal of creating good training is to give the volunteers the minimum guidance, instruction, and information necessary in completing the assignment well, all while assisting the volunteers in gaining confidence. The ongoing training concentrates on the development of life skills, assisting the volunteers to become a better version of themselves. This kind of training communicates that the church cares about its volunteers as an individual’s not just in a ministry capacity. Training of volunteers in the church sharpens their spiritual sensitivity and also their ministerial skills. Churches assume that individuals of faith will have the kind of commitment skills and expertise automatically that are required to carry out whatever is asked of them. Although, this is not the case, to ensure that volunteers perform their tasks effectively they must be provided with the required knowledge and skills.

Select a problem in the training areaThe tool FOUCS – PDCAwhat is it ?Apply them to solve the problem and improve work in training?

Physics II HW 1 SHM Name___________________________1. A 100 g object connected to a spring (k= 40 N/m) oscillates on a horizontal frictionless surface with an amplitude of 4.00 cm. Find the period and the total energy of the system.2. What is the period of a pendulum with a length of 2 meters on Earth? On the Moon?3. A 5 kg mass is attached to a spring that is hanging vertically. The spring is stretched 0.25 m from its equilibrium position. What is the spring constant?4. A spring of constant k = 100 N/m hangs at its natural length from a fixed stand. A mass of 3 kg is hung on the end of the spring, and slowly let down until the spring and mass hang at their new equilibrium position.x(a) Find the value of the quantity x in the figure above.The spring is now pulled down an additional distance x and released from rest.(b) What is the potential energy in the spring at this distance?(c) What is the speed of the mass as it passes the equilibrium position?(d) How high above the point of release will the mass rise?(e) What is the period of oscillation for the mass?5. Calculate the length of a pendulum on earth whose frequency of oscillation is 10 Hz.6. On planet X64J1, the period of a 0.50 m pendulum is 1.8 s. What is the acceleration due to gravity on this planet?7. What is the value of g for a location where a pendulum 1.88 m long has a period of 2.20 s?8. The period of a mass on a spring is 2 s. If k=50 N/m, what is the mass?9. Explain SHM.10. Explain Hook’s law.

As you finish this course, look back and consider what you have learned. How will you use this knowledge in your professional or personal life going forward? Give examples. Be specific, and provide details in your response.Do you have any suggestions that might improve the course?ALSO PLEASE REPLY TO ANOTHER STUDENTS COMMENT BELOW WITH A POSITIVE COMMENT RESPONSE BELOWAVIA:Overall, I believe that this class was full of useful information and good reads. althought, biology for non- majors is only an introductory to the basic of cell structure, cellular respiration, and genetics I was fully i was fully intrigued.The course was some what challenging due to the fact of me being full time active duty and a mother of 2, but I don’t think I would have chnaged anything. The instructor was easy to communicate with and very understanding.

Attribution ErrorsWherever you go, you will be observing human behavior, and it is difficult not to make a judgment about people after observing how they behave. You might consider three people on a crowded bus to be kind if you see them give up their seats so a mother can sit down with her two young children. You might consider a grocery store employee to be rude if you asked him where to find the milk and he rolled his eyes and sighed heavily before directing you to its location. These two judgments would be logical—kind in the first case and rude in the second—because that is the type of people they appeared to be.However, social psychologists are more concerned with the external social conditions that influence behavior. Maybe only one of the people on the bus acted kindly and the other two gave up their seats because they did not want to be perceived as unkind by others on the bus. Perhaps the grocery store employee is usually kind, but he behaved rudely because he has been told to work an extra shift at the last minute and it means he will likely miss a friend’s birthday party. If you attribute someone’s behavior to her or his personality, your judgment may underestimate the social conditions that influenced the behavior. When explaining the causes of someone’s behavior, underestimating or discounting the social situation results in what social psychologists call an attribution error.For your assignment this week, you will look at a scenario and consider how the cause of a person’s behavior may be explained better by situational influences than one’s personality or internal disposition.To PrepareReview the Learning Resources for this week and consider how the causes of a person’s behavior may be explained by situational factors.Consider the following scenario for this Assignment: Imagine that you have been summoned for jury duty in the United States. If you are selected to be on the jury, you will be hearing a rape case where a 23-year-old female alleges sexual assault. In order to select the jury (a process known by the Latin term voir dire), both the prosecutor and defense attorney question the jury pool to identify and dismiss for cause people who have strong opinions about the subject matter, who already know about the case, or who may be biased for or against either party to the trial. Attorneys may also dismiss members of the jury pool who they think will not be favorable to their case. These types of dismissals are called peremptory challenges and the attorneys have a limited number of them. During the process of jury selection, you notice the prosecutors are using their limited peremptory challenges to dismiss most of the young women from the jury pool. You find this peculiar, given that young women would seem to be most favorable to the prosecution’s case.Assignment:Submit 1–2 pages, not including title page and reference page:Informed by social psychology theory, explain why the prosecutor was reluctant to seat young women on the jury. Please provide a detailed explanation for this seemingly odd behavior.In addition to the Learning Resources, search the Walden Library and/or Internet for peer-reviewed articles to support your Assignment. Use proper APA format and citations, including those in the Learning Resources.

Read my classmate post. Think and write your thoughts and feelings about his post. (1 page)Classmate’s PostOur textbooks disagree. In The Teaching Ministry of the Church, Lawson discusses the possibility of using curriculum resources produced outside the group using them. She asks, “Is it appropriate, then, to use nondenominational materials as long as their statement of doctrine is acceptable?” and answers, “That is certainly a possibility as long as the leaders and teachers using the resources understand that any particular doctrinal issue may need to be interpreted” (2008, p. 322). On the other hand, in Christian Education Handbook, Stubblefield quotes Brown: “Any material that offers an unacceptable message must be discarded, no matter how teachable or attractive it is. Generally, it is more important for material to pass the message test and be teachable that it is to be attractive” (1996, p. 222). Which is right?No doubt, every member of this class would have an opinion based on their religious educational background and upbringing. We may have had workbooks in our own Bible classes that appealed to us because of the color scheme or layout styles, instead of repetitive columns of boring black and white with scary blanks to fill it. We may have favored handouts that included cultural references from our ethnicity or that acknowledged our group’s entertainment and music preferences. We may simply like the more familiar tone in one kind of material as opposed to another, more formal presentation. Having such a preference is fair; deciding what kind of Bible class material to use based mainly on those preferences is wrong.Without a doubt, Stubblefield and Brown are right. The material you choose matters; it should consist of the message God wants taught. Material that is written by a denominational group will promote the teachings of that denomination; that is expected. What if that message is not what the Bible teaches? Even though we might acknowledge the group’s good intentions in producing the material, dare we move beyond the message God intends?Should we use nondenominational material that provides choices for matters that God regulated in His Word? No, we should not. When God speaks on a matter (as in partaking the Lord’s Supper every Sunday Acts 20:7), we do not have the option to consider “options.” Material that discusses such options and leads the student to accept the written Word is good as it invites the student to reason together (Is. 1:18). Material that discusses options that come from the mind of man as though they are on an equal footing with the commandments of God are erroneous and should not be used.Brown was right about continuity of Bible class curriculum, too. It should teach “all the counsel of God” (Acts 20:27). I have heard kids complain sometimes because when they promoted to a new class, Miss A. Teacher started all over again at Genesis and they had just spent several weeks on the creation account. Congregations who let teachers choose what lessons to teach run a very real risk of classes repeating the “easy” stories ad infinitum and never getting to the meat of the Word. Someone in leadership needs to have the big picture, to know what each class is studying, and to ensure that every student has sufficient teaching of the whole Bible.Yes, that is a big task. It isn’t easier when the congregation is small, although that would be a natural conclusion. When the congregation is large, a cadre of leaders assists in this process. When the congregation is small, this job often falls to a single person. Stubblefield recommends that these leaders train others; in effect, this person becomes a “Moses,” holding on to the big picture role and putting others in place to fulfill the various roles needed in the small congregation.

CASE STUDY 4: Focused Thyroid ExamChantal, a 32-year-old female, comes into your office with complaints of “feeling tired” and “hair falling out”. She has gained 30 pounds in the last year but notes markedly decreased appetite. On ROS, she reports not sleeping well and feels cold all the time. She is still able to enjoy her hobbies and does not believe that she is depressedCase Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format .Consider what history would be necessary to collect from the patient.Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.Episodic/Focused SOAP Note TemplatePatient Information:Initials, Age, Sex, RaceS.CC (chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days”.HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:Location: headOnset: 3 days agoCharacter: pounding, pressure around the eyes and templesAssociated signs and symptoms: nausea, vomiting, photophobia, phonophobiaTiming: after being on the computer all day at workExacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely betterSeverity: 7/10 pain scaleCurrent Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).PMHx: include immunization status (note date of last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed

For sparse data, discuss why considering only the presence of non-zero values might give a more accurate view of the objects than considering the actual magnitudes of values. When would such an approach not be desirable?

Errors, SafetyQ.1 Since the Institute of Medicine (IOM), which is now part of the National Academy of Medicine (NAM), published To Err Is Human in 1999, a groundbreaking report that boldly pointed out the problem of medical errors, concerns regarding patient safety and the need to reduce errors have come to the forefront of the U.S. healthcare system.What initiatives have accreditation organizations and other external agencies undertaken to address these issues? What strategies have been used by ancillary healthcare institutions (mental health and public health) to reduce medical errors? Do you think these efforts have been effective?Week 6: Improving QualityQ.2 What do you see as the biggest challenge(s) ahead for us as we attempt to improve the quality of our healthcare delivery system in the United States? Are these challenges the same for ancillary services (e.g., mental health and public health) and traditional services (e.g., offices, clinics, hospitals)? Why or why not

Give an example of a set of clusters in which merging based on the closeness of clusters leads to a more natural set of clusters than merging based on the strength of connection (interconnectedness) of clusters