Client uploads

Assignment: Literature Review on Abortion without Parental Consent ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Assignment: Literature Review on Abortion without Parental Consent Please read attached article in it’s entirety and complete a 500 word minimum literature review. Assignment: Literature Review on Abortion without Parental Consent coleman_minahan_et_al_2020_perspectives_on_sexual_and_reproductive_health.pdf Adolescents Obtaining Abortion Without Parental Consent: Their Reasons and Experiences of Social Support CONTEXT: Most states require adolescents younger than 18 to involve a parent prior to obtaining an abortion, yet little is known about adolescents’ reasons for choosing abortion or the social support received by those who seek judicial bypass of parental consent for abortion. METHODS: In-depth interviews were conducted with 20 individuals aged 16–19 who sought judicial bypass in Texas between 2015 and 2016 to explore why they chose to get an abortion, who they involved in their decision and what their experiences of social support were. Data were analyzed thematically using stigma and social support theories. RESULTS: Participants researched their pregnancy options and involved others in their decisions. They chose abor- tion because parenting would limit their futures, and they believed they could not provide a child with all of her or his needs. Anticipated stigma motivated participants to keep their decision private, although they desired emotional and material support. Not all male partners agreed with adolescents’ decisions to seek an abortion, and agreement by some males did not guarantee emotional or material support; some young women described their partners’ giving them the “freedom” to make the decision as avoiding responsibility. After a disclosure of their abortion decision, some participants experienced enacted stigma, including shame and emotional abuse. CONCLUSIONS: Abortion stigma influences adolescents’ disclosure of their abortion decisions and limits their social support. Fears of disclosing their pregnancies and abortion decisions are justified, and policymakers should consider how laws requiring parental notification may harm adolescents. Further research is needed on adolescents’ experiences with abortion stigma. Perspectives on Sexual and Reproductive Health, 2020, 52(1):TK, doi:10.1363/psrh.12132 Most U.S. states require minors (adolescents younger than 18) to involve a parent, through either notification or consent, before obtaining an abortion.1 However, even in the absence of parental involvement laws, most adolescents who decide to terminate a pregnancy involve a parent— most often their mother,2–5 who often supports their decision.3,4 When adolescents do not involve a parent, they report fear of their parents’ reactions to the pregnancy or termination, including violence, abandonment or being forced to continue the pregnancy.2,5–7 Yet, little is known about the type of social support received by adolescents who choose not to involve a parent in the decision to terminate a pregnancy. Texas requires individuals younger than 18 to obtain parental consent for an abortion. Those who cannot or do not want to involve a parent can try to obtain a judicial bypass of parental consent by proving to a judge that they are well-informed about their pregnancy decision and mature enough to make it, or that parental consent is not in their best interest. Assignment: Literature Review on Abortion without Parental Consent This requires them to work with an attorney, be interviewed by a court-appointed guardian ad litem (an adult who acts in the minor’s best interest) and speak to a judge in court. The social context of abortion decision making among adolescents can be more fully understood by examining theories of abortion stigma. Goffman’s theory of stigma8 is the basis for an emerging literature on abortion Volume 52, Number 1, March 2020 stigmatization.9–11 According to Goffman, people associated with “deviant” behaviors or identities must conceal their stigmatized identity in order to avoid experiencing discrimination.8 A person who is considering or has had an abortion could experience three types of stigma: anticipated stigma, anticipating they will be treated differently because of the abortion; enacted stigma, experiencing shame or discrimination by others; or internalized stigma, subscribing to social attitudes that classify abortion as a deviant choice.9,12 Kumar and colleagues10 hypothesized that abortion is stigmatized because it defies three gender norms: women should have no sexual desire outside procreation, all women will become mothers, and women are naturally caring and nurturing. Thus, choosing to end a pregnancy can be considered “unnatural.”10,13 Women who choose abortion are labeled as “irresponsible” because avoiding pregnancy is viewed as women’s “sexual responsibility.”9 Research has suggested that some women keep their abortion a secret because of anticipated stigma, and some experience enacted stigma when they disclose their abortion because they are shamed or judged.9,14,15 However, adolescents are rarely included in this work. Studies have found various benefits of social support, including reduced negative psychological outcomes from stressful life events.16,17 Cohen and Wills defined four types of social support: emotional, providing validation; informational, sharing knowledge; companionship, spending time By Kate ColemanMinahan, Amanda Jean Stevenson, Emily Obront and Susan Hays Kate ColemanMinahan is assistant professor, College of Nursing, University of Colorado Anschutz Medical Campus, Aurora. Amanda Jean Stevenson is assistant professor, Department of Sociology, University of Colorado, Boulder. Emily Obront is a social worker and Susan Hays is an attorney, both in Austin, Texas. This is an open access article under the terms of the Creative Commons AttributionNonCommercialNoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is noncommercial and no modifications or adaptations are made. Obtaining Abortion Without Parental Consent together; and material, providing resources.16 Although abortion is common, safe and effective,18 choosing and obtaining an abortion is a stressful life event for some women because of barriers to access19,20 and stigma. A lack of social support is associated with less decisional certainty, and anticipated3,21 or experienced15,22,23 negative emotions. Prior research has found that almost all adolescents who do not involve a parent involve at least one other person in their abortion decision.2,4,24,25 Ehrlich, who interviewed minors seeking judicial bypass for abortion in Massachusetts, found that participants desired autonomy but sought information and advice from trusted individuals: They all involved male partners and half also involved a friend.25 However, these studies are now dated and do not describe the involvement of others in any depth or consider the role of stigma in the participants’ abortion decisions. During adolescence, social support broadens, but the family, which is necessary for healthy adolescent development, remains the core of social support.26,27 Most studies on sexuality, stigma and social support focus on adolescents who do not conform to gender or sexual identities; these studies have found that these adolescents have poorer mental health than heterosexual, cisgender adolescents— and that social stigma and discrimination may explain this association.27–30 The limited research on stigma, social support, and pregnancy and abortion among adolescents includes a study by Wiemann and colleagues,31 who found that family criticism and social isolation were associated with stigmatization among postpartum adolescents. Hall and colleagues32 found that young women in Ghana anticipated and experienced stigma for sexual activity, pregnancy or abortion, resulting in secrecy about these decisions; social support increased stigma resilience. Assignment: Literature Review on Abortion without Parental Consent Using data from qualitative interviews with 20 young women who sought judicial bypass of parental consent in Texas, and relying on the aforementioned theoretical frameworks, we extend our previous work6 to explore how adolescents who choose to obtain a bypass make their decision to have an abortion and whom they involve in the decision, including the males involved in their pregnancies. METHODS Recruitment and Data Collection We drew on data from a study designed to evaluate young women’s experiences obtaining judicial bypass for abortion in 2015–2016, before and after Texas restructured the judicial bypass process in 2016.*6 We worked with Jane’s Due Process (JDP), a nonprofit organization in Texas that assists young women throughout the bypass process. A member of the research team who had worked at JDP *Changes included extending the maximum time between case filing and hearing, requiring the hearing to occur in the county where the minor resides, and increasing the evidentiary standard from preponderance of the evidence to clear and convincing. This standard describes how much evidence the minor must provide to prove that she is either mature and well-informed or that securing parental consent is not in her best interest (source: Texas House of Representatives, HB 3994, 2015). used client records to recruit former clients who had sought judicial bypass after January 1, 2015. She contacted potential participants by text message or phone call, screened those interested by phone and scheduled interviews. We purposively sampled to ensure we included participants who were not living with a parent; were from diverse locations across Texas, including urban, rural and suburban counties of residence; had a court-appointed attorney; were currently parenting; or were denied judicial bypass. We excluded those deemed by JDF staff to have unstable living arrangements or those whose safety could be compromised by contact. Of the 93 potential participants contacted, 30 responded; 23 of these individuals were screened while seven were not interested in participating. Twenty-one phone interviews were scheduled, and 20 individuals completed interviews. All participants identified as women who had a male sexual partner. The lead author conducted semistructured interviews on the following topics: current family structure, current level of education or employment, and future academic and career plans; experiences finding out and feelings about pregnancy; decisions to seek an abortion and to do it through judicial bypass; and experiences with the bypass process and obtaining an abortion. Interviews were audio-recorded and lasted 30 ? 60 minutes. Recordings were destroyed after verbatim transcription by research assistants. The University of Texas at Austin institutional review board approved the study, including a waiver of documentation of consent for participants 18 or older and a waiver of parental consent and documentation of assent for participants younger than 18. No identifying information was collected. Analysis We conducted a thematic analysis based on a five-step process: reading, coding, reducing, displaying and hypothesis testing.33,34 After reading transcripts and interviewer notes, the first two authors developed a preliminary coding scheme based on our research questions, prior literature, and theoretical frameworks of social support,16 abortion8–10 and sexual stigma, while allowing themes to emerge.12,28 These two authors reviewed codes for consistency, refined codes and recoded based on new coding schemes.Assignment: Literature Review on Abortion without Parental Consent Using Atlas.ti for data organization, we exported transcript segments organized by codes relevant to this analysis, for example, abortion decision reasons; process of the decision; worries about the decision; and individuals involved in the decision, judicial bypass process or abortion. We then displayed smaller chunks of coded data in tables, matrices and diagrams to visualize how the codes fit together. We interpreted data by summarizing and categorizing each participant’s experience and developing hypotheses to explain how data were situated in the broader social context. We returned to the transcripts to verify that data were accurately categorized and described, and to ensure nothing was missed. All authors, including the last two—who had worked at JDP directly with young women seeking judicial bypass—discussed and checked the final results. Perspectives on Sexual and Reproductive Health Data and quotations are presented with pseudonyms, and we generally refer to participants as “young women” after JDP staff asked two clients who did not participate in the study how they preferred to be described (e.g., adolescent, young woman, teen). We refer to the “male involved in the pregnancy” throughout the paper because not all participants had a boyfriend when they became pregnant or during the judicial bypass process. the permanent nature of the decision: “A baby isn’t really something that after you get tired of it you can just toss it away.” And they frequently encouraged a hypothetical young woman to “look at all your options” and “make sure it’s the correct decision…because it is permanent, there’s no ‘Oh my goodness, what did I just do, can I get it back?’” •A multifaceted decision. All of the participants, except Ana—who ultimately decided to parent—eventually decided that abortion was the right decision for them. RESULTS They considered the decision in the context of both their Three participants were 16, and 17 of them were 17, at current and future families. Sixteen participants said they the time of the judicial bypass; they were between 16 and chose abortion because they were too young and because 19 when they were interviewed. Of the 20 participants, 10 parenting at this time would interfere with their educawere Latinx or Hispanic, four were black, two were white, tional and career goals, and result in a less desirable life one was Asian, and three were of mixed or unknown race for a child. Jessica recalled thinking, “I cannot have a child, or ethnicity. Eight participants lived in urban Texas and I’m 17, I have my whole future ahead of me. I planned to six each in suburban or rural Texas; all spoke English. go to the university of my dreams.” Similarly, Jill recalled, “I Interviews occurred a median of eight months after the wanted to keep pursuing college and keep being in school judicial bypass hearing (range, 2.5–20 months). Three parand so [parenting] was going to get in the way.” ticipants’ judicial bypasses were denied. All but one particMany participants said they wanted to be mothers only ipant, who chose to parent after receiving a judicial bypass, when they could provide for a child. For example, Maya ultimately obtained an abortion. recalled, “I thought about me and the goals that I have and We explore two main themes: the abortion decision, how [parenting] would affect them. I thought about how including decision-making processes and reasons for the I would not be financially stable and I wouldn’t be able to abortion; and involvement of others, including privacy, legitimately care for someone else.” And Jacqueline said, social support and unwillingness to disclose to parents. “I know I wouldn’t have given my baby everything I wish I could. I wanted to be stable. I wanted to be emotionally, The Abortion Decision physically, mentally, in every sense stable, or at least close Participants’ most common responses to having a positive to being there to even think about having a kid.” pregnancy test were shock and disbelief: “I couldn’t believe Some young women reflected on their own traumatic it” or “I was in shock.” All but two participants described or unhealthy family circumstances and realized they did immediate negative emotions, and 13 said they knew very not want to raise a child in similar circumstances.Assignment: Literature Review on Abortion without Parental Consent Adriana, quickly that parenting was not the best option for them. who moved out of her parents’ home prior to the pregAs Jessica reported: “I dropped to the floor crying.… My nancy after experiencing emotional and substance abuse by mind was racing and he [the male involved] was like, ‘Oh family members in the house, said, “I didn’t want to bring my god, what are we going to do? We can’t be parents.’” a child into a situation like that if I’m already in—I don’t Similarly, Brittany recalled, “It was just my first thought. want to say suffering—but I don’t want another person to No, there is no way. I cannot—I cannot have this child, be suffering as much as I am.” I don’t even know how I could possibly do that by myself.” Other participants worried that they would have to raise •Mixed feelings. Seven participants described having­ the child on their own because they would not have mate“mixed feelings” when they learned they were pregnant— rial or emotional support from the male involved or from three of whom described initial happiness about the their parents. Jill reported, “The reason I chose to have [the pregnancy. After further consideration, however, these abortion] was because I didn’t have the money to take care women decided that abortion was the best decision. Cindy of [a baby] and I didn’t have the support of anyone. I was by reflected on her initial reaction and her ultimate decision: myself.” The male involved in Rebecca’s pregnancy refused “I was shocked but at the same time happy in a way.… to support her or the child if she continued the pregnancy. But then I really thought things through and realized this She was already raising a daughter on her own and “didn’t wasn’t 100% good because I was the top 10% in my class… want to do everything on my own again.… No one else is and I had plans to go to [college], and it would be hard to going to be there to take care of your kids. They’re going have a kid and go to college.” to say that they will, but they’re really not.” In other words, All participants, even those who said they knew right many participants were aware of the emotional and mateaway they did not want to parent, said they took time to rial support needed to parent, and a few participants made research and consider all their pregnancy options; this their abortion decision in part because they didn’t think time included consulting with others. Their descriptions of they would have enough support. their decisions, as well as the answer they provided to the •Nondisclosure to parents. Our sample included only question “What advice would you give to a young woman young women who had sought judicial bypass, so it is in a similar situation?” demonstrate that they understood not surprising that anticipated parental reactions to their Volume 52, Number 1, March 2020 Obtaining Abortion Without Parental Consent pregnancies contributed to their abortion decisions. Parti­ cipants described protecting their well-beings, and those of their loved ones—as well as their parental relationships— by not disclosing their pregnancy or abortion decision. Some anticipated that they would be kicked out of their homes, shamed, or emotionally or physically abused. Aliyah explained that although she “would struggle” to parent, fearing her mother’s reaction to her having a baby was a major reason she chose to have an abortion: “My biggest problem isn’t that…I would struggle [to parent].… That’s not the actual reason. Mine was having [the baby]. That initial shock would have been too much. My mom really might have killed someone.” Moreover, seven participants explained that their biggest worry after making the abortion decision was that their parents would find out about it. Finally, while participants ultimately decided that abortion was the best decision for them, they also considered the possible negative consequences, many of which were based on myths arising from either anticipated or enacted stigma. Twelve explained that one of their biggest worries was suffering physical or emotional harm from the abortion, including depression or death. Stephanie worried “that something was going to go wrong or that I wasn’t going to be able to have children again.” Amy, whose mother refused to consent to the … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Discussion: Certified nursing assistant turnover ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Certified nursing assistant turnover Certified nursing assistant (CNA) turnover simply refers to the number of CNAs who are hired by a healthcare organization who end up quitting the job in the long run. A higher turnover rate always affects the staff ratio, patient load and the organization administration negatively which in the long run affects the quality of services and care provided by the hospital. In this research paper I am going to evaluate the various causes of the high rate of CNA turnover within the nursing facility with more emphasis put on the organization structure, job factors, job satisfaction and lastly employees pay and benefits……………………………………….see the attachment below. Discussion: Certified nursing assistant turnover cna_turnover.docx Introduction Certified nursing assistant (CNA) turnover simply refers to the number of CNAs who are hired by a healthcare organization who end up quitting the job in the long run. A higher turnover rate always affects the staff ratio, patient load and the organization administration negatively which in the long run affects the quality of services and care provided by the hospital. In this research paper I am going to evaluate the various causes of the high rate of CNA turnover within the nursing facility with more emphasis put on the organization structure, job factors, job satisfaction and lastly employees pay and benefits. Background Information The organization under review is a nursing facility which provides a 24hour nursing care with services provided divided into three main groups namely; 1) Skilled nursing care- this mainly involves medical care services. 2) Rehabilitative services for the disabled and lastly 3) Long term care services. However due to the extreme rise in the CNA turnover rate recently within the organization there is a need to carry out research with an aim of identifying some of the common causes of this increase in turnover rate with emphasis put on the job satisfaction, organization structure, job factors and lastly employees pay and benefits. Generally, high CNA turnover rates have also affected other health care organizations in the past and this resulted into poor service delivery by this organizations. Hence, there is a need for the major causes of the high turnover rates to be identified and appropriate action taken which in the long run will ensure that only quality services and care is provided by the organization to its patients. Statement of the Problem The high turnover rate of the certified nursing assistants within the nursing facility has greatly affected the quality of services provided by the facility due to the negative impacts it has only the staff ratio, patient load and even the various administrative costs. Hence a research will be carried out to identify the various causes of the high CNA turnover with major emphasis put on organization structure, job factors, job satisfaction, and lastly employees’ benefits and pay. Research Question 1) How does organization structure affects certified nurse assistant turnover rate? 2) How does job satisfaction affect certified nurse assistant turnover rate? 3) How do different job factors affect certified nurse assistant turnover rate? 4) How do employees payment and benefit affects certified nurse turnover rate? Purpose of the study The study will help identify some of the common causes of increase in the rate of turnover of the certified nurse assistants within the nursing facility hence enabling the facility’s administration to come up with and implement various plans to enable them overcome this problem. Literature review Organization Structure According to Mansfield (1997) article on turnover among nursing home staff, organizational factors such as lack of promotional opportunities, long working hours and poor organization communication system contributed greatly to high turnover rates of the nursing staff in an organization. An article by Riggs and Rantz (2001) further emphasizes this. Discussion: Certified nursing assistant turnover They noted that bureaucratic organizational structures and poor personnel policies with regards to support, communication and supervision were a major cause of increased turnover rate amongst the nursing staff. Those organizations that had maintained the traditional bureaucratic structure which had a standard operating procedure with no room for flexibility had a higher staff turnover rate compared to the more flexible organization with no traditional bureaucratic structure. Job Factors According to Cready et al (2008) analysis of 5 nursing homes where CNA empowered work teams had been implemented and 5 other nursing homes where the traditional management methods were still being practiced it was noted that those who practiced traditional management methods had a higher turnover rates than those who had implemented the work empowerment programs. According to Tellis-Nayak, (2010) article it was also noted that some factors such as working under tight regulations, external pressures, court battles and low suits, easy penalizations and lack of motivation were also some of the cause high turnover rates amongst the nursing staff in various organizations. In addition Hwang, (2009) noted that various financial constraint and low budget allocation to the healthcare sector was also another cause of high turnover rates among nursing staff due to the frustrations that came with inability to offer some necessary services to the needy patients due to lack of resources and various medical equipment. Also in a bid to reduce the burnout experienced by nurses due to work overload that would in the long run result in a higher turnover rate amongst the overwhelmed work force the Pennsylvania Association of Staff Nurses and Allied Professionals sponsored a bill that would ensure adequate staffing of the California hospitals and also were in support of the prohibition of excessive overtime for the nurses act. This acted as a proof of the fact that work overload and understaffing were some of the common causes of high turnover rates. Lastly according to Beatty (2006) it was noted that adequate resources allocation and adequate staffing of the healthcare system was a great way of empowering the certified nurse assistant hence ensuring that their turnover rates were greatly reduced. Job satisfaction From the various articles reviewed job satisfaction was also seen as a major factor affecting CNA turnover rates. According to Mansfield (1997) those employees who felt that their current job was fully utilizing his/her skills with a good salary in return had a low turnover rate compared to those who felt that they were underplayed and their skills were not being put into full exploitation. This was further emphasized by Snow and White (2007) in their article Employees Payments and Benefits According to Mansfield article it was also noted that the pay and availability of general or specialized training to the employees greatly affected their turnover rates. Those who were paid well with various training services provided had a lower turnover rates compared to their counterparts with low pay with no specialized training provided. According to Althoff in one of his articles in oncology nursing forum he stated that provision of specialized training was one of the ways of retaining nursing personel within an organization further emphasizing the idea that provision of training facility greatly affect employee turnover rates. Discussion: Certified nursing assistant turnover This is further emphasized by Trossman’s article on a bridge between two countries built by nurses. Reference 1) Riggs, C. J., & Rantz, M. J. (2001). A Model of Staff Support to Improve Retention in LongTerm Care. Nursing Administration Quarterly, 25(2), 43-54. doi:10.1097/00006216200101000-00009 2) Cohen-Mansfield, J. (1997). Turnover Among Nursing Home Staff. Nursing Management (Springhouse), 28(5). doi:10.1097/00006247-199705010-00015 3) Trossman, S. (2018). A bridge between countries built by nurses. Interview by.from https://www.ncbi.nlm.nih.gov/pubmed/19024050 4) Cready, C. M., Yeatts, D. E., Gosdin, M. M., & Potts, H. F. (2008, March). CNA empowerment: Effects on job performance and work attitudes. Retrieved April 12, 2018, from https://www.ncbi.nlm.nih.gov/pubmed/18350745 5) Snow, M., White, L., G. (2007). What do CNAs want? A survey. Retrieved April 12, 2018, from https://www.iadvanceseniorcare.com/article/what-do-cnas-want-survey. 6) Beatty, L. (2006). Empowering the CNA. Retrieved April 12, 2018, from https://www.iadvanceseniorcare.com/article/empowering-cna. 7) Tellis-Nayak, V. (2010) Dark clouds over long-term care? Retrieved April 12, 2018, from https://www.iadvanceseniorcare.com/article/dark-clouds-over-long-term-care?page=2 8) Pennsylvania Nurses Boost Cna/Nnoc’s Ranks To 80,000. (2008). Journal of Patient Advocacy;Jan2008, Vol. 104 Issue 1, p4 9) Althoff, C. (2006). Treat Me Right; Retention Strategies Give Oncology Staff Commitment to the Unit. Journal on Oncology Nursing Forum, 33(2), 452. 10) Hwang, L. (2009). Getting Results. Retrieved from WWW.CALNURSES.ORG Appendix 1) Database used PubMed. It the most credible and reliable medical website 2) … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Assignment: Psychiatric Hospitals counseling ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Assignment: Psychiatric Hospitals counseling I don’t understand this Psychology question and need help to study. Assignment: Psychiatric Hospitals counseling Hi, I need minimum of 6-8 meaningful sentences 1. Discuss something you found interesting in the required readings. 2. Describe one main challenge of working in a psychiatric hospital. knox__et_al.pdf drymalski__et_al_1_.pdf doerfler__et_al.pdf Psychological Services 2004, Vol. 1, No. 1, 92–99 Copyright 2004 by the Educational Publishing Foundation 1541-1559/04/$12.00 DOI: 10.1037/1541-1559.1.1.92 Treatment and Changes in Aggressive Behavior Following Adolescents’ Inpatient Hospitalization Michele S. Knox, Michael P. Carey, Wun Jung Kim, and Tiffany Marciniak This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. Medical College of Ohio The purpose of the study was to describe aggressive behavior in inpatient adolescents and to identify individual characteristics and aspects of mental health treatment that are associated with changes in aggression over time. Type of treatment and treatment satisfaction were examined in relation to changes in aggressive behavior in an inpatient setting and 1 year later. High levels of aggressive behavior were reported at the study onset. Involvement in family therapy/parent training was related to reduced aggression over time. Parental satisfaction was inversely related to improvement. Results indicate the need to involve families in treatment following discharge from inpatient psychiatric hospitalization. sometimes includes the use of medications such as mood stabilizers (e.g., lithium carbonate) or anticonvulsants (e.g., carbamazepine). Although some research exists addressing the effectiveness of these treatments in adults, empirical research on the use of medications for aggression in youth is strictly lacking. Aggressive youth are often involved in the legal system following arrest for a violent crime. Limited research has addressed legal interventions such as incarceration or institutionalization in juvenile detention centers or reform schools. However, one study that reviewed recidivism rates following institutionalization concluded that this intervention does not appear to significantly reduce recidivism (Mulvey, Arthur, & Reppucci, 1993). Some treatments, such as multisystemic therapy (MST; Henggeler & Borduin, 1990) are emerging as promising treatments for youth aggression. MST involves all relevant family members, and treatment occurs in the home or community settings. It is best described as a system of interventions that makes use of family systems techniques and cognitive behavioral techniques. Other issues such as peer relations, parents’ marital problems, family conflict, and school and community problems are also often addressed. Another treatment program, the Oregon Social Learning Center (OSLC) program, has demonstrated efficacy with aggressive, noncompliant children (Forgatch, 1991). This treatment uses bibliotherapy and education and parent training involving the application of social learning principals. A third treatment that has received significant empirical support is parent–child interaction therapy (Eyberg, Boggs, & Algina, 1995). The program targets parent of young children, with the goals of developing (a) a warm and responsive relationship between parent and child and (b) effective parental management of child behavior. Externalizing problems such as aggression are the most-often-cited reason for youth mental health treatment; approximately half of children present for mental health treatment because of aggressive behavior (O’Donnell, 1985). Further, past research indicates significant psychiatric disturbance and high risk for aggressive behavior among formerly hospitalized youth (Knox, King, Hanna, Logan, & Ghaziuddin, 2000). Research indicates that at least half of the youths treated for externalizing problems do not demonstrate long-term improvement (McMahon & Forehand, 1994). Much of the research on treatment outcome has focused not specifically on aggressive behavior but on the broader construct of delinquency (for a review, see Lipsey, 1995). The search for effective treatments specific to adolescents with aggressive behavior problems has identified a number of ineffective treatment modalities. In fact, some treatments, such as group therapy for aggressive youths, have been found to be detrimental (Brewer, Hawkins, Catalano, & Neckerman, 1995). Other treatments, such as individual psychodynamic therapy or insight-oriented therapy have failed to demonstrate effectiveness (Tate, Reppucci, & Mulvey, 1995). Outpatient treatment for aggression Michele S. Knox, Michael P. Carey, Wun Jung Kim, and Tiffany Marciniak, Department of Psychiatry, Medical College of Ohio. This research was supported by the Ohio Department of Mental Health Grant 99-1142. Assignment: Psychiatric Hospitals counseling We express our appreciation to the adolescent inpatient unit nursing and social work staff at the Kobacker Center, Medical College of Ohio. Correspondence concerning this article should be addressed to Michele S. Knox, Medical College of Ohio, Kobacker Center, 3130 Glendale Avenue, Toledo, OH 436145810. E-mail: [email protected] 92 This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. TREATMENT AND CHANGES IN AGGRESSIVE BEHAVIOR The identification of effective treatments for youth aggression and related problems has been based largely on studies with children and outpatient or incarcerated/delinquent adolescents. Another highrisk group are those youth who are hospitalized in psychiatric facilities due to their risk for aggression. Inpatient youth are often hospitalized because of serious risk of harm to themselves or other people. Frequently, these youth have demonstrated a serious threat to the safety of self or others by engaging in aggressive acts. Hospitalization is needed to ensure the safety of self or others. Therefore, this is by definition a high-risk group. Nevertheless, effective treatments for aggression in this population have yet to be identified. Some research has begun to identify treatment needs of this group; a recent study (Kashani, Jones, Borduin, Thomas, & Reid, 2000) addressed aggression among inpatient adolescents and related treatment needs. The researchers concluded that, particularly for youth reporting aggression in multiple settings, mental health treatment should focus on faulty thought processing (e.g., cognitive control and expression of anger), peer relations (e.g., association with deviant peers), and family problems (e.g., parent–child conflict). A treatment study addressing anger management group therapy for aggressive inpatients resulted in no changes in aggressive behavior for treatment participants as compared with an attention control group (Saylor, Benson, & Einhaus, 1985). This finding is in keeping with research suggesting that group treatment for aggressive and related behavior problems is at best ineffective and may in fact be harmful (Brewer et al., 1995). Further research is clearly needed in the quest to identify effective treatments for this group of aggressive youth. Follow-up studies examining the effectiveness of various types of treatment for aggression are not available for aggressive inpatient adolescents, and such research will be necessary to guide successful discharge/treatment planning for this group. Another variable that may be related to treatment outcome for aggressive youth is treatment satisfaction. Treatment satisfaction has been proposed as an important variable of interest in mental health systems seeking to maximize outcomes as well as consumer satisfaction. Research with adults indicates strong relationships between client satisfaction ratings and client reports of global outcome (Lebow, 1983), and perhaps for this reason, funding and policy decisions are made on the basis of satisfaction data. However, little is known about the nature of youth treatment satisfaction, and in particular how satisfaction relates to outcome. If important decisions 93 are to be made on the basis of treatment satisfaction data, it is imperative to discover whether, and to what extent, satisfaction is related to outcome or recovery. However, despite the increasing use of satisfaction measures as indicators of positive outcome in mental health treatment for youths, there has been very little research in this area. In particular, child and adolescent satisfaction with treatment has been largely overlooked. Too often, parents or caretakers are asked to report their satisfaction with treatment, with little or no attention paid to the satisfaction of the children and adolescents receiving the services. One study indicated that youth satisfaction with treatment relates to parent- and clinician-reported improvement in behavior, but not youth-rated improvement (Shapiro, Welker, & Jacobson, 1997). In contrast, another study found no relationships between severity of parent-reported emotional and behavioral problems at the end of treatment and youth treatment satisfaction, suggesting no relationship between parent-reported improvement and youth satisfaction (StuntznerGibson, Koren, & DeChillo, 1995). Assignment: Psychiatric Hospitals counseling In another study, adolescents’ ratings of satisfaction correlated significantly and negatively with self-reported severity of mental health problems (Garland, Aarons, Saltzman, & Kruse, 2000). Such conflicting results raise questions about whether there is correspondence between youth satisfaction and youth improvement following mental health services. The objective of the present study was to describe aggressive behavior in inpatient adolescents. The study will also attempt to identify individual characteristics and aspects of mental health treatment (including type and level of satisfaction with treatment) that are associated with changes in aggression over time. Method Participants—Phase 1 Participants were one hundred twenty 13- to 17year-old adolescents who were referred for inpatient psychiatric treatment. Individuals who were unable to complete study measures because of intellectual limitations (e.g., moderate to profound mental retardation) or severe psychosis were excluded from the study. The mean age of the sample was 14.66 years (SD ? 1.38). Of the total sample, 45.8% were male and 54.2% were female. The sample was primarily (87.5%) White/Caucasian, with 5.8% Black/African American, 1.7% Hispanic/Latino/Latina, 0.80% Native American/American Indian, and 4.2% biracial. The sample did not differ significantly from the This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 94 KNOX, CAREY, KIM, AND MARCINIAK larger population of 13- to 17-year-olds admitted to the inpatient unit (i.e., those who did not participate in the study) with respect to age, gender, and race (p > .05). Reason for admission to the hospital was reported by the attending psychiatrist (Wun Jung Kim) upon admission. Of the total sample, 80.7% demonstrated suicidal ideation or self-harmful behavior, 38.0% reported homicidal ideation and/or aggressive behavior, and 54.6% were described as having impaired reality testing, severe mental illness, or other reasons. Many participants had more than one reason for admission. Primary and secondary Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM–IV; American Psychiatric Association, 1994) diagnoses were reported by the attending psychiatrist (Wun Jung Kim) upon discharge. The majority, 85%, had some form of mood disorder (e.g., major depressive disorder, dysthymic disorder, bipolar disorder) or adjustment disorder with mood disturbance; 17.5% had an anxiety disorder (e.g., obsessive–compulsive disorder, generalized anxiety disorder); 17.5% had a behavior disorder (attention-deficit/hyperactivity disorder, conduct disorder, oppositional defiant disorder); 8.3% had some form of substance abuse or dependence; 4.2% had an eating disorder (e.g., anorexia nervosa, bulimia nervosa); 1.7% had a developmental disorder (autistic disorder, mental retardation); 1.7% had an adjustment disorder without mood symptoms. A full range of socioeconomic status was represented in the sample. Because data were not available for a large proportion (36%) of fathers or male caretakers (in many cases because they were not in the home), this data was dropped from the analysis. The mean socioeconomic index score (Stevens & Featherman, 1981), based on mothers’ occupations, was 31.46 (e.g., sales clerk; SD ? 17.49). Parent occupation scores ranged from textile workers (11.44) to engineers (75.27). Participants—Phase 2 Participants and their caretakers were contacted 1 year following their participation in Phase 1 of the study. In sum, 55 participants and 52 parents/ caretakers completed Phase 2 measures. The Phase 2 adolescent participant sample was 61.8% female and 38.2% male. Similar to the Phase 1 sample, the Phase 2 sample was primarily (85.5%) White/Caucasian, with 5.5% Black/African American, 1.8% Hispanic/ Latino/Latina, and 7.3% biracial. The mean age was 15.93 years (SD ? 1.35). The mean socioeconomic index score, based on mothers’ occupations, was 30.53 (e.g., sales clerk; SD ? 17.52). Parent occu- pation scores ranged from textile workers (11.44) to college professors (79.43). Design and Procedure At their initial appointments or admissions, participants were provided informed consent forms and were asked to provide informed assent for their participation in the study; caregivers were also asked to provide informed consent. This project was approved by the Institutional Review Board of the Medical College of Ohio. Adolescent participants completed the Buss–Durkee Hostility Inventory (BDHI; Boone & Flint, 1988), and the Adolescent Aggressive Incidents Interview—Child Version (AAII–C; Brown, Goodwin, Ballenger, Goyer, & Major, 1979; Knox et al., 2000). They were also administered the Diagnostic Interview for Children and Adolescents (4th ed.; DICA–IV; Reich, Welner, & Herjanic, 1997). The BDHI is a self-report measure of aggressive behavior. Scores on this measure have been found to distinguish between aggressive and nonaggressive groups in home and institutional settings and to correlate with adolescents’ scores on the Conflict Tactics Scale (Boone & Flint, 1988). Higher scores on the measure reflect higher levels of hostility and aggressive behavior. Alpha coefficients have been reported as .88 for aggression toward friends and .92 for aggression toward strangers (Boone & Flint, 1988). Internal consistency alpha coefficients for an adolescent inpatient sample were .91 for aggression toward friends and .94 for aggression toward strangers (Knox et al., 2000). Another recent study (Brent et al., 1993) reported internal consistency of .98 for the Assault subscale with a sample of inpatient adolescents. In the present study, Cronbach’s alpha coefficients were .96 for the total scale, .94 for the Aggression Toward Friends subscale, and .95 for the Aggression Toward Strangers subscale. The AAII is an adaptation of the Brown–Goodwin Assessment for Lifetime History of Aggression (Brown et al., 1979), which was adapted to assess aggressive behavior in adolescents. Adolescents are asked to report how often aggressive behavior and associated consequences occur in the home and outside the home, using a 5-point Likert scale ranging from 0 (never) to 4 (Many times). The adapted scale has nine items. The three-item Home subscale measures aggressive behavior and associated consequences in the home (e.g., “How many times have you lost your temper at home and hurt other people?”). The two-item School/Community subscale addresses aggression at school (e.g., “How many times have you been given detentions at school for This document is copyrighted by the American Psychological Association or one of its allied publishers. Assignment: Psychiatric Hospitals counseling This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. TREATMENT AND CHANGES IN AGGRESSIVE BEHAVIOR fighting or threatening other students, or yelling, threatening, or swearing at teachers?”). The threeitem Community/Work subscale measures aggression in the workplace (e.g., “How many times have you been fired from a job after losing your temper or having verbal or physical fights?”). The four-item Community/Legal subscale measures aggression in the community (e.g., “How many times have you been warned or arrested by police for intentionally destroying someone else’s property, being involved in physical fights, or threatening to or actually using a weapon against someone?”). Higher scores on this measure indicate more aggressive behavior with associated consequences. Internal consistency of the measure has been reported to be high (Cronbachs ? ? .96) in a study using an adolescent inpatient sample (Brent et al., 1993). In a more recent study, Cronbach’s alpha for the adapted adolescent version were .77 for the total scale, .64 for the three-item Home subscale, and .76 for the six-item School/Community subscale (Knox et al., 2000). In the present study, Alpha coefficients were .75 for the total scale, 0.62 for the three-item Home subscale, .73 for the two-item School/ Community subscale, and .77 for the Community/ Legal subscale. The relatively low alpha coefficients may be related to the very low number of items per subscale. Further, the validity of the measure is supported by high correlations with other measures of aggressive behavior in youth (Knox et al., 2000). The DICA–IV is a well-established, validated structured diagnostic interview. Diagnoses are based on DSM–IV criteria. The DICA–IV has been found to demonstrate high correspondence (81.5% agreement) with clinician diagnoses for psychiatric inpatients, aged 7 to 27 years (Welner, Reich, Herjanic, & Jung, 1987). Adolescents’ primary caregivers were interviewed separately and were asked to complete the Adolescent Aggressive Incidents Interview—Parent Version (AAII–P; Brown et al., 1979; Knox et al., 2000), Child Behavior Checklist—Parent Form (Achenbach, 1991), and a brief demographic questionnaire. The AAII–P is an identical scale to the AAII adolescent self-report version (i.e., AAII–C), but evaluates parents’ report of adolescent’s aggressive behavior. In a recent study, alpha coefficients for the adapted parent-report version were .75 for the total scale, .77 for the Home subscale, and 0.67 for the School/Community subscale (Knox et al., 2000). In the present study, alpha coefficients were .78 for the total scale, .66 for the three-item Home subscale, .83 for the two-item School subscale, and .58 for the Community/Legal subscale. 95 The Child Behavior Checklist—Aggressive Scale was used to measure parent-reported aggression in adolescents. The scale is very well established and has been reported to have high test–retest reliability, internal consistency, and discriminant validity (Achenbach, 1991). Each adolescent participant received $10 for completion of the study measures. Caregivers who completed study measures also received $10 for completion of the measures. Participants and their caretakers were recontacted for participation in the second phase of the project 1 year after their participation in Phase 1 of the study. For Phase 2, adolescent participants were asked to complete the BDHI and AAII. They also completed a revised version of the Youth Client Satisfaction Questionnaire, which assessed satisfaction with mental health treatment received in the interim between Phase 1 and Phase 2. The scale demonstrates good (Cronbachs ? ? .90) internal consistency and 3- to 4-week test–retest reliability (r ? .92). Scores have been found to correlate with parent-reported behavior changes, benefits of treatment, GAF scores, and therapist-rated improvement (Shapiro et al., 1997). … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Queensland University of Technology Sociology of Sports Violence and Substance Abuse Discussion Queensland University of Technology Sociology of Sports Violence and Substance Abuse Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Soc 203 Final paper outline and final paper Final Paper Preparation To prepare for your Final Paper (due in Week Five), complete the following assignment and submit it to your instructor for feedback.Problem Statement: Describe the social problem you have selected for your paper.Overview: Using the Final Paper instructions in Week Five as a guide, provide an overview of the topics you will discuss in your Final Paper. Your overview, just like your Final Paper, is expected to include a problem statement or description of the social problem you have selected, a discussion of the scope and consequences of the problem, and a discussion of society’s responses to the problem, including at least one alternative solution to the problem.Academic Research Reminder: Academic research papers must meet university level standards of quality recognized by the academic community. What constitutes quality, academic research?Primary (original) sources written by experts in the field of study. Secondary sources supported by research in primary sources. Credible sources (experts in the field; well-known theorists; sources which use primary and secondary sources to support claims). Relevant research (materials are pertinent to the area of study). In graduate work, the use of peer-reviewed journal articles (journal articles reviewed by recognized experts in the relevant field of study) is required. Educational and government websites (those ending with a web URL suffix of .edu or .gov) may be appropriate in some cases but should be evaluated carefully. The overview of your Final Paper must be two to three double-spaced pages in length (not including the title page and reference page) and formatted according to the APA style guide. You must use a minimum of three scholarly sources (at least one of which must be found in the Ashford University Library) other than the textbook to support your claims and subclaims. Cite your sources in the text of your paper and on the reference page.Final Paper Your Final Paper should include a problem statement or description of the social problem you have selected, a discussion of the scope and consequences of the problem, and an assessment of society’s responses to the problem (including public policies and other less formal responses). Queensland University of Technology Sociology of Sports Violence and Substance Abuse Discussion Papers should also present a clearly reasoned alternative that is supported by scholarly research. While the following example can be modified to suit your needs, using this outline as a guide will likely result in a high quality final paper:Title Describe the social problem. Explain why this problem qualifies as a social problem. Indicate the sociological theory or theories that may explain this social problem. Discuss the individual and social implications of this problem. Your discussion of implications should be supported by accurate research data. Summarize what social science experts have to say about this social problem. Are their conclusions methodologically sound? Explain what we, as a society, have done about this problem, considering public policies and other less formal responses. Explain how well societal efforts to solve the social problem are working. Describe an alternative. Discuss why the alternative is, or can be, an effective response to the problem. Remember to consider negative consequences of the alternative response. Conclude with reflections and thoughts about your chosen social problem. References Academic Research Reminder: Academic research papers must meet university level standards of quality recognized by the academic community. What constitutes quality, academic research?Primary (original) sources written by experts in the field of study. Secondary sources supported by research in primary sources. Credible sources (experts in the field; well-known theorists; sources which use primary and secondary sources to support claims). Relevant research (materials are pertinent to the area of study). In graduate work, the use of peer-reviewed journal articles (journal articles reviewed by recognized experts in the relevant field of study) is required. Educational and government websites (those ending with a web URL suffix of .edu or .gov) may be appropriate in some cases but should be evaluated carefully. Writing the Final Paper The Final Paper:Must be five to seven double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center. Must include a title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must begin with an introductory paragraph that has a succinct thesis statement. Must address the topic of the paper with critical thought. Must end with a conclusion that reaffirms your thesis. Must use at least five scholarly resources, including a minimum of three from the Ashford Online Library. Must document all sources in APA style, as outlined in the Ashford Writing Center. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

SOC 100 UOP Wk 1 Sociology in Real World Cultures & Corporate Cultures Worksheet SOC 100 UOP Wk 1 Sociology in Real World Cultures & Corporate Cultures Worksheet ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS This assignment will use academic resources from the United Kingdom (UK) to help you to understand further the modern concept of ‘dignity’ in social care, a theoretical perspective developed in Europe, which is gaining traction in the United States. The resources are predominantly from the UK because of the advanced stage of ‘Dignity in Social Care’ concepts, largely due to more widespread and integrated social care systems in the UK and Europe. In the assignment, you will review the UK resources and then respond to the prompts for the body of your research paper, which will provide details for application of ‘Dignity in Social Care’ concepts in the US. While the concept is at an earlier stage in the US, there are resources in the Ashford Library which cover the US – be sure to seek these out using ProQuest to support your paper. To access the ProQuest database, click on the Journal Articles button on the library homepage. Select the ProQuest (Search All ProQuest Databases) link. To limit results to the U.S. try using United Sates as an additional search term, or you can use the location limiter on the left side of your search results page to filter your results to those pertaining to the U.S. [Be sure to present your paper according to the ‘Assignment requirements’ listed below.] Step 1 – Review the Resources: UK-Based Articles Anderson, L. (2008, Oct 22). Aging more complicated for gays; many fear discrimination in health care, social isolation and no family. The Province Retrieved from http://search.proquest.com/docview/269506746?accou… Kinnear, D., Williams, V., & Victor, C. (2014). The meaning of dignified care: An exploration of health and social care professionals’ perspectives working with older people. BMC Research Notes, 7 doi:http://dx.doi.org/10.1186/1756-0500-7-854 Saltus, R., & Folkes, E. (2013). Understanding dignity and care: An exploratory qualitative study on the views of older people of african and african-caribbean descent. Quality in Ageing and Older Adults, 14(1), 36-46. doi:http://dx.doi.org/10.1108/14717791311311094 US-Based News/Opinion Dingell, D. (2015, Jul 12). Aging with dignity out of reach for many in America. Detroit Free Press. Retrieved from http://search.proquest.com/docview/1695502378?acco… UK-Based Multimedia for Dignity Factors [Only 4 listed here] Dignity in care: Choice and control (Links to an external site.)Links to an external site. Dignity in care: Communication (Links to an external site.)Links to an external site. Dignity in care: Privacy (Links to an external site.)Links to an external site. Dignity in care: Social inclusion (Links to an external site.)Links to an external site. UK-Based Website [Includes Information and Resources on All Eight Dignity Factors] Social Care Institute for Excellence. (2016). Eight dignity factors (Links to an external site.)Links to an external site.. SOC 100 UOP Wk 1 Sociology in Real World Cultures & Corporate Cultures Worksheet Retrieved from http://www.scie.org.uk/publications/guides/guide15… Step 2 – Recommendations for US Implementation Assume that you work for an organization that runs a system of social care in your State. The system includes individual elder care homes as well as care managers supporting elder care in private homes. Your Director of Operations has asked you to prepare a research paper of what factors to consider when implementing the ‘Dignity in Social Care’ concepts. Be sure to: Explain what “Dignity in Social Care” is.Describe the eight Dignity Factors with at least one example.Describe how Dignity in Social Care concepts uniquely pertain to:Elders whom are LGBTQIElders whom are FemaleElders whom are Racially Diverse (for example: African American, Native American, etc.)Elders whom are Culturally Diverse (for example: Asians who are devout Hindu, Buddhist, Muslim, etc.) Assignment requirements: Must be 4 to 6 double-spaced pages in length (excluding title and reference pages), and formatted according to APA style (Links to an external site.)Links to an external site..Must include a title page (Links to an external site.)Links to an external site. with the following:Title of paperStudent’s nameCourse name and numberInstructor’s nameDate submittedMust address the topic of the paper with critical thought.Must be presented in the traditional research paper format of: Title PageIntroduction (Links to an external site.)Links to an external site. with Thesis Statement (Links to an external site.)Links to an external site.Body of Paper (covering provided assignment prompts)Conclusion (Links to an external site.)Links to an external site.Reference ListMust use the textbook and at least two scholarly sources. The Scholarly, Peer-Reviewed, and Other Credible Sources table (Links to an external site.)Links to an external site.offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. For help searching the library’s scholarly resources check out this Database Search Tips tutorial video (Links to an external site.)Links to an external site.. Be sure to integrate your research (Links to an external site.)Links to an external site. rather than simply inserting it. Must document all sources in APA style, as outlined in the Ashford Writing Center. Cite your sources in text and on a separate reference page. For more information please review the In-Text Citation Guide (Links to an external site.)Links to an external site. and the APA References List. (Links to an external site.)Links to an external site. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

NURS6521 Week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs NURS6521 Week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient? How might different state regulations affect the prescribing of this drug to this patient? NURS6521 Week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS These are some of the questions you might consider when selecting a treatment plan for a patient. Photo Credit: Getty Images/Caiaimage As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives every day. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. Additionally, it is important to ensure that the treatment plans and administration/prescribing of drugs is in accordance with the regulations of the state in which you practice. Understanding how these regulations may affect the prescribing of certain drugs in different states may have a significant impact on your patient’s treatment plan. In this Assignment, you explore ethical and legal implications of scenarios and consider how to appropriately respond. To Prepare Review the Resources for this module and consider the legal and ethical implications of prescribing prescription drugs, disclosure, and nondisclosure. Review the scenario assigned by your Instructor for this Assignment. Search specific laws and standards for prescribing prescription drugs and for addressing medication errors for your state or region, and reflect on these as you review the scenario assigned by your Instructor. Consider the ethical and legal implications of the scenario for all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family. Think about two strategies that you, as an advanced practice nurse, would use to guide your ethically and legally responsible decision-making in this scenario, including whether you would disclose any medication errors. By Day 7 of Week 1 Write a 2- to 3-page paper that addresses the following: Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family. Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state. Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation. Explain the process of writing prescriptions, including strategies to minimize medication errors. Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The College of Nursing Writing Template with Instructions provided at the Walden Writing Center offers an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632 ). All papers submitted must use this formatting. Submission and Grading Information To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name. Click the Week 1 Assignment Rubric to review the Grading Criteria for the Assignment. Click the Week 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click Open . If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database . Click on the Submit button to complete your submission. Grading Criteria To access your rubric: Week 1 Assignment Rubric Check Your Assignment Draft for Authenticity To check your Assignment draft for authenticity: Submit your Week 1 Assignment draft and review the originality report. Submit Your Assignment by Day 7 of Week 1 To participate in this Assignment: Week 1 Assignment NURS6521 Week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs See Below for Sample Week 1 Discussion and What to Expect on this Assignment. Module 1 Discussion Post – Ambien and the Elderly COLLAPSE I recently worked on a Medical Surgical unit of a local community hospital. At this position I often worked the 3pm-11pm shift. Part of my duties for this shift was to administer my patients their evening medications. These were usually given between 9pm and 10pm. One evening in particular, I was caring for an elderly woman (84 years old) who had reported having difficulty sleeping during previous nights. As a result, she had PRN orders in her chart for Ambien to help her sleep. The dose of Ambien to be given was 5mg, by mouth, once each evening if she was having trouble sleeping. When I asked her how she was feeling, and if she needed anything else that evening she stated that she would like to have her sleep medicine. I gave her the sleep aid with her evening medications, made sure everyone had everything they needed, reported off to the next nurse, and I left for the night. Upon return to work the next day, again for the 3-11 shift, the day nurse pulled me aside and asked that if I am to leave at 11:00 to please not give Ambien to my elderly patients. Shortly after I had left the evening before, the overnight nurse after me found my patient heading toward the stairwell with her gown off and wrapped around her IV pole. The patient was confused and hallucinating. The pharmacokinetics of Ambien are described as a rapid absorption from the gastrointestinal tract and a short elimination half-life in healthy subjects (Sanofi, 2008). It is stated that the half-life is increased by 50% in patients over the age of 70 (Sanofi, 2008). The pharmacodynamics of Ambien are that it is a CNS depressant and causes a sedative-hypnotic state which induces sleep (Sanofi, 2008). In this case above, the patients age played an important role in the pharmacokinetics and pharmacodynamics of the Ambien. Even with a decreased dose of 5 mg versus the usual 10 mg it was still too much for her. Ambien comes with many side effects, all of which involve close and frequent monitoring of the patient receiving it (Kajiwara, Yamamura, Murase, Koda, Hirota, Ishizuka, Morita, Oniki, Sarawatari & Nakagawa, 2016). In the care plan for this patient I would include many interventions to provide closer and more frequent monitoring of side effects. This care plan would include more careful dosing, or switching to a milder sleep aid for this particular patient (Lopez-Sepulveda, Lirola, Garcia, Sances, Ordonez, Martinez &Barrera, 2017). If there was not another option for her, I would also include having the patient wear a bed alarm and keeping her close to the nurses station. In my plan of care, I would also honor the next nurses wishes and refrain from giving this medication before shift change. This medication could be given a little bit later in the evening when it is more feasible to provide closer monitoring of this patient. References: Kajiwara, A., Yamamura, M., Murase, M., Koda, H., Hirota, S., Ishizuka, T., Morita, K., Oniki, K., Saruwatari, J., & Nakagawa, K. (2016). Safety analysis of zolpidem in elderly subjects 80 years of age or older: adverse event monitoring in Japanese subjects. Aging & Mental Health, 20(6), 611–615. https://doi-org.ezp.waldenulibrary.org/10.1080/13607863.2015.1031640. López-Sepúlveda, R., García Lirola, M., Espínola García, E., Martín Sances, S., Anaya Ordóñez, S., Jurado Martínez, J., & Cabeza Barrera, J. (2017). Effects of a primary care intervention to improve the quality of zolpidem prescriptions in elderly patients. European Journal of Clinical Pharmacology, 73(4), 455–461. https://doi-org.ezp.waldenulibrary.org/10.1007/s00228-016-2180-4. Sanofi Aventis. Highlights of prescribing information Ambien. (2008, February). Retrieved June 1, 2020, from https://www.accessdata.fda.gov/drugsatfda_docs/label/2008/019908s027lbl.pdf Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

The Difference Between the Vo2 on The Beep Test and The Step Test Lab Report The Difference Between the Vo2 on The Beep Test and The Step Test Lab Report I’m trying to study for my Science course and I need some help to understand this question. ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Step Test and Beep Test Materials: park bench, metronome, beep test lite app, HR monitor if desired Beep test lite. The Difference Between the Vo2 on The Beep Test and The Step Test Lab Report https://apps.apple.com/us/app/bleep-test-lite/id428100189?mt=8&ign-mpt=uo%3D4 Materials: park bench, metronome, beep test lite app, HR monitor if desired Please respond with the following: 1. Your answers to the Queens College Lab Questions 2. Your VO2 on the beep test and the difference between this and the step test. 3. Sources of error in this lab step_test_lab Step Test Procedures Harvard Step Test (Brouha 1943) Age and sex: Young men Stepping rate: 30 steps?min–1 Bench height: 20 in. Duration of exercise: 5 min Scoring procedures: Sit down immediately after exercise. The pulse rate is counted in 1/2-min counts, from 1 to 1 1/2, 2 to 2 1/2, and 3 to 3 1/2 min after exercise. The three 1/2-min pulse counts are summed and used in the following equation to determine Physical Efficiency Index (PEI): PEI = (duration of exercise (sec) × 100) / (2 × sum of recovery HRs) You can evaluate the performance of college-age males using the following PEI classifications: <55 = poor, 55-64 = low average, 65-79 = average, 80-89 = good, and ?90 = excellent. Recovery HR (1:00-1:30)_________ Materials: park bench, metronome, beep test lite app, HR monitor if desired (2:00-2:30)_________ (3:00-3:30)__________ Sum of recovery HR_____________ Queens College Step Test (McArdle et al. 1972) Age and sex: College-age women and men Stepping rate: 22 steps?min–1 for women; 24 steps?min–1 for men Bench height: 16 1/4 in. Duration of exercise: 3 min Scoring procedures: Remain standing after exercise. Beginning 5 sec after the cessation of exercise, take a 15-sec pulse count. Multiply the 15-sec count by 4 to express the score in beats per minute (bpm). 5 sec. Recovery HR _______________ VO2max in ml?kg–1?min–1 can be estimated using the following equations: Women: VO2max = 65.81 – (0.1847 × HR) Men: VO2max = 111.33 – (0.42 × HR) … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Grossmont College The Spirit of Capitalism by Max Weber Summary Grossmont College The Spirit of Capitalism by Max Weber Summary ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Unformatted Attachment Preview Nature By: Ralph Waldo Emerson Chapter I from Nature, published as part of Nature; Addresses and Lectures To go into solitude, a man needs to retire as much from his chamber as from society. I am not solitary whilst I read and write, though nobody is with me. But if a man would be alone, let him look at the stars. The rays that come from those heavenly worlds, will separate between him and what he touches. One might think the atmosphere was made transparent with this design, to give man, in the heavenly bodies, the perpetual presence of the sublime. Seen in the streets of cities, how great they are! If the stars should appear one night in a thousand years, how would men believe and adore; and preserve for many generations the remembrance of the city of God which had been shown! But every night come out these envoys of beauty, and light the universe with their admonishing smile. The stars awaken a certain reverence, because though always present, they are inaccessible; but all natural objects make a kindred impression, when the mind is open to their influence. Nature never wears a mean appearance. Neither does the wisest man extort her secret, and lose his curiosity by finding out all her perfection. Nature never became a toy to a wise spirit. The flowers, the animals, the mountains, reflected the wisdom of his best hour, as much as they had delighted the simplicity of his childhood. When we speak of nature in this manner, we have a distinct but most poetical sense in the mind. We mean the integrity of impression made by manifold natural objects. It is this which distinguishes the stick of timber of the wood-cutter, from the tree of the poet. The charming landscape which I saw this morning, is indubitably made up of some twenty or thirty farms. Miller owns this field, Locke that, and Manning the woodland beyond. But none of them owns the landscape. There is a property in the horizon which no man has but he whose eye can integrate all the parts, that is, the poet. This is the best part of these men’s farms, yet to this their warranty-deeds give no title. To speak truly, few adult persons can see nature. Most persons do not see the sun. At least they have a very superficial seeing. The sun illuminates only the eye of the man, but shines into the eye and the heart of the child. The lover of nature is he whose inward and outward senses are still truly adjusted to each other; who has retained the spirit of infancy even into the era of manhood. His intercourse with heaven and earth, becomes part of his daily food. In the presence of nature, a wild delight runs through the man, in spite of real sorrows. Nature says, — he is my creature, and maugre all his impertinent griefs, he shall be glad with me. Not the sun or the summer alone, but every hour and season yields its tribute of delight; for every hour and change corresponds to and authorizes a different state of the mind, from breathless noon to grimmest midnight.Grossmont College The Spirit of Capitalism by Max Weber Summary Nature is a setting that fits equally well a comic or a mourning piece. In good health, the air is a cordial of incredible virtue. Crossing a bare common, in snow puddles, at twilight, under a clouded sky, without having in my thoughts any occurrence of special good fortune, I have enjoyed a perfect exhilaration. I am glad to the brink of fear. In the woods too, a man casts off his years, as the snake his slough, and at what period soever of life, is always a child. In the woods, is perpetual youth. Within these plantations of God, a decorum and sanctity reign, a perennial festival is dressed, and the guest sees not how he should tire of them in a thousand years. In the woods, we return to reason and faith. There I feel that nothing can befall me in life, — no disgrace, no calamity, (leaving me my eyes,) which nature cannot repair. Standing on the bare ground, — my head bathed by the blithe air, and uplifted into infinite space, — all mean egotism vanishes. I become a transparent eye-ball; I am nothing; I see all; the currents of the Universal Being circulate through me; I am part or particle of God. The name of the nearest friend sounds then foreign and accidental: to be brothers, to be acquaintances, — master or servant, is then a trifle and a disturbance. I am the lover of uncontained and immortal beauty. In the wilderness, I find something more dear and connate than in streets or villages. In the tranquil landscape, and especially in the distant line of the horizon, man beholds somewhat as beautiful as his own nature. The greatest delight which the fields and woods minister, is the suggestion of an occult relation between man and the vegetable. I am not alone and unacknowledged. They nod to me, and I to them. The waving of the boughs in the storm, is new to me and old. It takes me by surprise, and yet is not unknown. Its effect is like that of a higher thought or a better emotion coming over me, when I deemed I was thinking justly or doing right. Yet it is certain that the power to produce this delight, does not reside in nature, but in man, or in a harmony of both. It is necessary to use these pleasures with great temperance. For, nature is not always tricked in holiday attire, but the same scene which yesterday breathed perfume and glittered as for the frolic of the nymphs, is overspread with melancholy today. Nature always wears the colors of the spirit. To a man laboring under calamity, the heat of his own fire hath sadness in it. Then, there is a kind of contempt of the landscape felt by him who has just lost by death a dear friend. The sky is less grand as it shuts down over less worth in the population. http://www.emersoncentral.com/nature1.htm Henry David Thoreau (1817 – 1862) Nature O Nature! I do not aspire To be the highest in thy choir, To be a meteor in thy sky, Or comet that may range on high; Only a zephyr that may blow Among the reeds by the river low; Give me thy most privy place Where to run my airy race. Grossmont College The Spirit of Capitalism by Max Weber Summary In some withdrawn, unpublic mead Let me sigh upon a reed, Or in the woods, with leafy din, Whisper the still evening in: Some still work give me to do, Only – be it near to you! For I’d rather be thy child And pupil, in the forest wild, Than be the king of men elsewhere, And most sovereign slave of care; To have one moment of thy dawn, Than share the city’s year forlorn. From “Life without Principle,” 1863 If a man walks in the woods for love of them half of each day, he is in danger of being regarded as a loafer. But if he spends his days as a speculator, shearing off those woods and making the earth bald before her time, he is deemed an industrious and enterprising citizen. whole valleys, for thirty miles, suddenly honeycombed by the pits of the miners, so that even hundreds are drowned in them, — standing in water, and covered with mud and clay, they work night and day, dying of exposure and disease. Having read this, and partly forgotten it, I was thinking, accidentally, of my own unsatisfactory life, doing as others do; and with that vision of the diggings still before me, I asked myself why I might not be washing some gold daily, though it were only the finest particles, — why I might not sink a shaft down to the gold within me, and work that mine. The rush to California, for instance, and the attitude, not merely of merchants, but of philosophers and prophets, so called, in relation to it, reflect the greatest disgrace on mankind. That so many are ready to live by luck, and so get the means of commanding the labor of others less lucky, without contributing any value to society! And that is called enterprise! I know of no more startling development of the immorality of trade, and all the common modes of getting a living. The philosophy and poetry and religion of such a mankind are not worth the dust of a puffball. The hog that gets his living by rooting, stirring up the soil so, would be ashamed of such company. If I could command the wealth of all the worlds by lifting my finger, I would not pay such a price for it. Even Mahomet knew that God did not make this world in jest. It makes God to be a moneyed gentleman who scatters a handful of pennies in order to see mankind scramble for them. The world’s raffle! A subsistence in the domains of Nature a thing to be raffled for! What a comment, what a satire, on our institutions! The conclusion will be, that mankind will hang itself upon a tree. And have all the precepts in all the Bibles taught men only this? and is the last and most admirable invention of the human race only an improved muck-rake? Is this the ground on which Orientals and Occidentals meet? Did God direct us so to get our living, digging where we never planted, — and He would, perchance, reward us with lumps of gold? Ethics and the Environment David Barzilai, Ph.D. Fair Use: This presentation is only a learning device It uses many sources and resources to help the learning process The Swallows of San Juan Capistrano The Swallows of San Juan Capistrano Back from winter vacation in Argentina by Gerry Brown They’re on their way.Grossmont College The Spirit of Capitalism by Max Weber Summary The famous cliff swallows of San Juan Capistrano that leave town every year in a swirling mass near the Day of San Juan (October 23), are returning from their winter vacation spot 6,000 miles south in Goya, Corrientes, Argentina. They land at the mission in San Juan, California, on or around St. Joseph’s Day, March 19, to the ringing bells of the old church and a crowd of visitors from all over the world who are in town awaiting their arrival and celebrating with a huge fiesta as well as a parade. Wikipedia: “In recent years, the swallows have failed to return in large flocks to the Mission. Few birds were counted in the 1990s and 2000s. The reduction has been connected to increased development of the area…” Less places to nest and less insects to eat. “The mission has tried to lure them there using food and bird calls. Nothing has worked. Now, researchers hope a new approach might bring back these oncefamous residents: fake swallow nests. As far back as the beginning of the 1900s, these birds would fly up from Argentina and supposedly arrive at San Juan Capistrano in droves on March 19th, St Joseph’s Day”. See also: http://archive.boston.com/news/nation/articles/2009/03/25/another_year_with out_swallows/ A Question of Rights The story of the swallows is important also we consider the various form of new ethics concerning the environment, we consider the ways they confront the question of rights – who has them, on what basis, what kind, and so forth, as we consider the various definitions to the concept of “moral agent,” or “moral status” or “moral significance.” The swallows are a unique species with the unique capacity to travel 6,000 miles from Argentina and back. They have this unique capacity much like the dolphins and the human being has others, and thus the question rises if this uniqueness and these capacities provide moral status and protective rights. If so, what is the nature of these rights and how should they be given and secured and by whom??? What lesson it is for Us ? Human activates are affecting critically the life of other creatures on earth. And this is the case also with bees and many other wild animals. (CNN)Maybe you could stand to live in a world without honey. But what about almonds, pears, avocados, grapes and — dare we say — wine? Most plants rely on bees and other natural pollinators to produce some of nature’s most nutritious and beloved foods. Grossmont College The Spirit of Capitalism by Max Weber Summary But pollinators, a diverse group that includes insects and animals such as birds and bats, are under threat because of widespread pesticide use, climate change, the emergence of foreign pests, diseases and habitat loss. Between April 2015 and April 2016, beekeepers in the United States lost 44 percent of their colonies and in the UK, beekeepers reported losses of almost 17 percent, according to the British Beekeepers Association. The Environment Planet earth is the home of humanity and as such it encompasses a complex of physical and biotic elements of the world, including earth, water, the air and the sky, as well as all the biological and vegetative organisms that reside in it. The focal point of Environmental Ethics is to address and exam the reciprocal interactions between humanity and the environment and the impact of one on the other, especially of humanity on the world in which we live. Consequently, using the ethical prism or yard stick, this approach aims to provide a normative evaluation of the actions and attitudes that were taken so far. Culminating with pointing towards the righter and more just course that should be taken. Many factors shape our worldviews • Religious and spiritual beliefs shape our worldview and perception of the environment • Political ideology: government’s role in protecting the environment • Shared cultural experiences if members of the community have lived through similar experiences Nature • The field of the environment is relatively new and was formed in the last century. Before that the reference was to NATURE. • Human beings related to the world and its elements since they were able to reflect and reason. • We can distinguish roughly several historical stages: • Nature in religious terms of the gods, God creation and the mystery of exitance • Nature in scientific terms of God creation and the discovering the Laws of Nature • Nature in social and economic terms of the “common” as the source of Property • Nature in political terms as the challenge of distributive justice • And today — Nature as our environment in terms of global responsibility Genesis I — The Anthropocentric View Nature as a mean to the Human End • 1:26God said, “Let us make man in our image, after our likeness: and let them have dominion over the fish of the sea, and over the birds of the sky, and over the cattle, and over all the earth, and over every creeping thing that creeps on the earth.” 1:27God created man in his own image. In God’s image he created him; male and female he created them. 1:28God blessed them. God said to them, “Be fruitful, multiply, fill the earth, and subdue it. Have dominion over the fish of the sea, over the birds of the sky, and over every living thing that moves on the earth.” 1:29God said, “Behold, I have given you every herb yielding seed, which is on the surface of all the earth, and every tree, which bears fruit yielding seed. It will be your food. 1:30To every animal of the earth, and to every bird of the sky, and to everything that creeps on the earth, in which there is life, I have given every green herb for food.” And it was so. Genesis II – The Stewardship relationship View • 2:8Yahweh God planted a garden eastward, in Eden, and there he put the man whom he had formed. 2:9Out of the ground Yahweh God made every tree to grow that is pleasant to the sight, and good for food; the tree of life also in the midst of the garden, and the tree of the knowledge of good and evil. 2:10A river went out of Eden to water the garden; and from there it was parted, and became four heads. 2:11The name of the first is Pishon: this is the one which flows through the whole land of Havilah, where there is gold; 2:12and the gold of that land is good. There is aromatic resin and the onyx stone. 2:13The name of the second river is Gihon: the same river that flows through the whole land of Cush. 2:14The name of the third river is Hiddekel: this is the one which flows in front of Assyria. The fourth river is the Euphrates. 2:15Yahweh God took the man, and put him into the garden of Eden to dress it and to keep it. 2:16Yahweh God commanded the man, saying, “Of every tree of the garden you may freely eat: 2:17but of the tree of the knowledge of good and evil, you shall not eat of it: for in the day that you eat of it you will surely die.” • 2:18Yahweh God said, “It is not good that the man should be alone; I will make him a helper suitable for him.” 2:19Out of the ground Yahweh God formed every animal of the field, and every bird of the sky, and brought them to the man to see what he would call them. Whatever the man called every living creature, that was its name. 2:20The man gave names to all cattle, and to the birds of the sky, and to every animal of the field; but for man there was not found a helper suitable for him.2:21 Traditional Chinese Concept of Nature • At the Metropolitan Museum of Art page it is written: • The natural world has long been conceived in Chinese thought as a self-generating, complex arrangement of elements that are continuously changing and interacting. Uniting these disparate elements is the Dao, or the Way. Dao is the dominant principle by which all things exist, but it is not understood as a causal or governing force. Chinese philosophy tends to focus on the relationships between the various elements in nature rather than on what makes or controls them. According to Daoist beliefs, man is a crucial component of the natural world and is advised to follow the flow of nature’s rhythms. Daoism also teaches that people should maintain a close relationship with nature for optimal moral and physical health. • Within this structure, each part of the universe is made up of complementary aspects known as yin and yang. Yin, which can be described as passive, dark, secretive, negative, weak, feminine, and cool, and yang, which is active, bright, revealed, positive, masculine, and hot, constantly interact and shift from one extreme to the other, giving rise to the rhythm of nature and unending change. Chief Seattle 1786 –1866 • All things share the same breath – the beast, the tree, the man… the air shares its spirit with all the life it supports. • Will you teach your children what we have taught our children? That the earth is our mother? What befalls the earth befalls all the sons of the earth. This we know: the earth does not belong to man, man belongs to the earth. All things are connected like the blood that unites us all. Man did not weave the web of life, he is merely a strand in it. Whatever he does to the web, he does to himself. One thing we know: our god is also your god. The earth is precious to him and to harm the earth is to heap contempt on its creator. We and the Animal World • Farms have become factories and the animals raised in these factories are mere commodities. • As of 2000, only 30% of the 640,000 farms in the U.S. provided pasture for their animals. • All the rest are confined in CAFOs (Confined Animal Feeding Operations). Deliberate Indifference to Life • 9 billion animals killed each year for food in the U.S. alone. • Animals confined in spaces so small they often cannot turn around. • Stacked in cages by the hundreds of thousands. • In the last 15 minutes, 2.5 million animals have been slaughtered in the U.S., many of them in grotesquely painful ways. Der wienerschnitzel Confined for all their short life 16 weeks Dog as Food Cats as Food Aldo Leopold’s Land Ethic • “A thing is right when it tends to preserve the integrity, stability, and beauty of the biotic community. It is wrong when it tends otherwise.” Albert Schweitzer: Reverence for Life Wrote in 1919 that life is good — destroying and obstructing life is bad. In 1963, he expanded on this, saying: “There we have given us that basic principle of the morality which is a necessity of thought. It is good to maintain and to encourage life; it is bad to destroy life or obstruct it.” The concept of “Ehrfurcht” — Awe to life Reverence for life is more an attitude that determines who we are than a rule for determining what we should do Ethics of character as virtue theory Peter Singer: Animal Liberation • Singer picks up on a comment by Bentham • Because animals are sentient, they should count in the utilitarian calculus ? … Purchase answer to see full attachment Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Park University Growth of Cities and Developing Countries Discussion Park University Growth of Cities and Developing Countries Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS I’m studying and need help with a Sociology question to help me learn. It is to my belief that the growth of cities in developing nations has been retarded by the influence/involvement of the U.S. and other developed nations. I say this because in one-way shape or form, the growth of cities is causing urban issues due to over-urbanization in most of the cities throughout the globe, which has common concerns such as economic and technological issues. With that, these issues has caused problems such as shantytowns, poor quality of life and environmental concerns (Macionis & Parrillo, 2017).Park University Growth of Cities and Developing Countries Discussion I would strongly argue that the U.S. and other industrialized nations have a social responsibility to aid less developed nations. In my opinion, the development has caused overpopulation and more struggles for poor individuals that reside in less developed areas in the world. As a result, overpopulation does not produce enough employment for all (increases poverty rate), have enough housing and facilities, or have health care that can service everyone’s needs. For instance, I read in our book how slum areas such as Nairobi and Kenya do not have lavatory facilities and pay young children to empty human manure (in the river) from shacks that are housed by 50 individuals (Macionis & Parrillo, 2017). With the growth and development from other areas in Africa, there has to be shared social responsibility to provide economic support to these slum zones. With that, conditions should be placed to sectors that are affected by over industrialization. I state this opinion because this development has virtually caused urban poverty (i.e. inner ghetto areas/slums). Also, government officials need to economically care for the struggling countries like Africa (and other countries such as Asia and Latin America) because growth in cities has caused urban issues therefore, they need to facilitate in caring for the less fortunate at which they played a major role in their social dilemma. Reference: Macionis, John J. and Parrillo, Vincent N. (2017). Cities and Urban Life seventh edition. US and other countries: Pearson Education. v/r, Roman Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Acaydia School of Aesthetics LLC Personal Finances Questions Paper Acaydia School of Aesthetics LLC Personal Finances Questions Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Aquinas’ Argument for the God Existence, social science assignment help Paper 2 GuidelinesWe’ve arrived! Your second paper! It should be 2-3 double-spaced pages (12 Font), following this basic structure:1. INTRODUCTION: this includes a thesis statement and a lead-in for your reader, briefly explaining what you are going to do in the paper; include a mention of the relevant authors/philosophers (full name) and their relevant works2. EXPLANATION/BACKGROUND: this includes a clear exposition and explanation of the important arguments/views/ideas that the paper is addressing; this sets the stage for your argument for your thesis3. ARGUMENT: this is the analytic/philosophic heart of the paper, in which you make your case for your thesis4. SUMMARY: here you briefly review what you have done in the paper, to wrap it up for your readerKeep in mind that you are writing for a reader! By the time you get to the composition of your final draft, it all may seem to you like it’s getting old. But remember that it’s new to your reader. Make sure the paper is self-contained so that your reader can follow it without having to go to sources to figure it out. Write for an intelligent person who has not taken a philosophy course. (Pick a favorite friend, for example.)TOPICS: Please choose one of the general topics below :1. Select one of Aquinas’s arguments for the existence of God. Carefully explain it and give your own analysis (in your own words). Evaluate the strength of the argument.2. Explain Descartes’ method of doubt as it is applied in Med. 1. Explore what life lessons there are in this way of examining what one knows. 3. Neil DeGrasse Tyson has an intriguing response to the argument from design (for the existence of God). Select some aspect of his presentation to carefully explain and analyze. (Video presented in the Announcements.)4. Does Tyson present a convincing case against the argument from design? Explain his view and support your answer. Organize your papers around the given structure. Acaydia School of Aesthetics LLC Personal Finances Questions Paper Tell your reader what you will be doing in the paper and introduce the major players, in a short introduction. Take your time! This is not a research paper ~~~ no outside sources, please! Use the bright light of your own intelligence and imagination, our e-Resources and our class Discussions as your primary sources.These papers should demonstrate the standards for solid analytical college papers, which include good grammar, clear organization utilizing paragraphs, a clearly stated thesis and an argument for that thesis. Formal footnotes aren’t necessary. You may give initials of any text and page number, or e-Resource title, in parentheses *after* the sentence. Week 6 Overview This week we meet two of Descartes’ most illustrious and powerful rivals. Hume and Berkeley hold quite different views from Descartes and from one another. I’m going to throw in some jargon here, just to give a bit of a framework. Descartes, as we’ve seen, is known as a “dualist”. There are many ways to be a dualist. But for our purposes let’s focus just on the dualism represented by Descartes. He holds that there are two basic kinds of things in the world: minds and material objects (physical things). And he arrives at this metaphysical position by way of a long argument for the existence of God. So, his metaphysics includes, essentially, God. In the end Descartes defeats skepticism by arguing that since God exists and is not a deceiver, the world and other minds exist, in accordance with our beliefs that they do. Descartes’ metaphysics is a full one, with lots of things and his epistemology a robust one, since we do have knowledge about those things.Recall, that his method of doubt is his ingenious way to attempt to establish a new foundation for beliefs and knowledge, one that has withstood the challenges of the dream argument and the evil genius argument. Once he establishes the Cogito as the cornerstone for his new foundation, he’s on his way. He produces a rather complicated and complex extended argument that, because we can know God exists, we know the external world does also. And so most of our beliefs get their epistemological credentials as true.Enter David Hume. He is a classic skeptic who argues hard for the view that there is no way out of the position that we cannot have any knowledge of a physical world with matter and minds. He takes issue with many of Descartes foundational views, in a number of great treatises presenting his own alternative philosophy. For Hume, as the phrase goes, “to be is to be perceived”. All we really have are our impressions of the world, and ideas formed from those impressions. I have the impressions of roundness and of red, and from each of these the ideas of roundness and of red. Then compounding these ideas I have the idea of a red ball. All of the ideas we have are traceable to our impressions, which come directly to us through the senses. What lies outside of these impressions? We can never know this, since we cannot, as it were, get behind these impressions to see what the things are like. Consider the idea of a tree. It is formed from impressions of a tree. We think that there is a material tree out there causing our impressions and ideas. But we can never test this. We cannot know what the *real* tree is like. And so, regarding beliefs about everything outside of our sensations, those of the external world, those about God and even those about other minds, we cannot be certain. Hume does not buy Descartes attempt to defeat skepticism. He is a most brilliant skeptic!And this brings us to Berkeley. In our short video, he is represented by the character “Philonus”. Berkeley is one far out dude! He is known as an idealist. But keep in mind that he is not a skeptic. Think of the tree example again. For Berkeley, the problem of whether our ideas square with what is outside, with external objects/matter isn’t really a problem. For him, there are no external objects. Berkeley says that they are merely convenient fictions. We have our ideas and our minds, and God and God’sintelligence, in Berkeley’s metaphysics. And that’s everything. He avoids skepticism by dissolving the problem. And, again, he does so brilliantly.The real way to get to know these thinkers is to read their texts. If you want to continue your philosophical research on any of these thinkers, or on any others in our class, please let me know and I would be happy to provide suggestions for books to read. Meanwhile dig in and enjoy! Take some time with our e-Resources. Ask questions!! Have fun!! Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10