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EDUC 6156 WU Engaging Students for Success Educational Practices Discussion EDUC 6156 WU Engaging Students for Success Educational Practices Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS I’m working on a Social Science exercise and need support. In this week’s media segment, a panel that includes faculty, staff, and students discusses “conditions that matter” at Cal State—Monterey Bay (a DEEP school described in this week’s book excerpt). The passage below describes a student named Maria who exhibits several of the risk-attributes mentioned in Week 1. Maria is working full-time, financially independent, and a single parent. She has lofty goals, but limited time and energy for school. Maria is carrying a 15-credit course load at CSU-MB along with working full-time at Subway to support herself and her 3-year-old son. She is struggling to reach her goal of attaining a bachelor’s degree and finding a job in retail management. Her manager at Subway frequently assigns her overtime work, and her son requires special care. Maria often arrives home late from school, bone-tired, wondering if it is all worth it. She often feels that taking a break from school would relieve much of her stress. Based on the media segment and your readings, what kinds of educational practices are most likely to “engage” Maria?EDUC 6156 WU Engaging Students for Success Educational Practices Discussion Required Readings Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Student success in college: Creating conditions that matter . San Francisco, CA: Jossey-Bass. Student Success in College: Creating Conditions That Matter by G. D. Kuh, J. Kinzie, J. H. Schuh, & E. J. Whitt. Copyright 2005 by Jossey-Bass. Reprinted by permission of Jossey-Bass via the Copyright Clearance Center. Chapter 1, “Student Engagement: A Key to Student Success” Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Student success in college: Creating conditions that matter . San Francisco, CA: Jossey-Bass. Student Success in College: Creating Conditions That Matter by G. D. Kuh, J. Kinzie, J. H. Schuh, & E. J. Whitt. Copyright 2005 by Jossey-Bass. Reprinted by permission of Jossey-Bass via the Copyright Clearance Center. Chapter 13, “Principles for Promoting Student Success” Wolf-Wendel, L., Ward, K., & Kinzie, J. (2009). A tangled web of terms: The overlap and unique contribution of involvement, engagement, and integration to understanding college student success. Journal of College Student Development, 50 (4), 407–428. Note: Use the resource below to help you formulate your posts and responses as you participate in the Discussion. Aligning your posts and responses to the grids in this resource will help you design higher-order thinking questions and responses. Required Media Laureate Education, Inc. (Executive Producer). (2010). Understanding students: Learning, development, and diversity: Creating educationally effective learning environments. Baltimore, MD: Author. Note: The approximate length of this media piece is 35 minutes. Watch this media segment featuring Dr. Becky Rosenberg and a panel of faculty, administrators, and students discussing the educationally effective learning environment at California State University—Monterey Bay (a DEEP institution). Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Reflections on Studying Essay Reflections on Studying Essay Part 1, Initial Posts due by Friday, Dec 4 @ 11:59pm. Part 2, Peer Replies due Monday, Dec 7 @ 11:59pm. Part 1 Instructions: ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Earlier in the Quarter, you shared ideas about how you were going to stay organized and study for this course. Before the first Midterm, you reflected on your organizational and studying strategies going into the exam. Now that you’ve had a chance to ‘test’ it out, twice, it’s time to think about what worked and what didn’t work.Reflections on Studying Discussion For Part 1, please tell us: Did you think your notes were well organized enough for use during the exam (if you used them during the exam)? Did you make use of a Cheat Sheet, and did it help?Reflections on Studying Essay What changes have you made to either the way you organize your notes, or the way that you are studying for the course, as the semester has progressed? If you haven’t made any changes, what advice to you have for others? OPTIONAL: If you have any questions about the material, this is another chance to ask your question(s)!Reflections on Studying Discussion Part 2, Peer Replies(see attached) You should respond to at least two other students.Reflections on Studying Essay Your peer response should include something that you like about the other person’s post. Be specific – is there an idea that you’re going to implement? Can you answer their question about the material (if they asked one)? Do you have any advice to give them? Has their post given you an idea for what you might do differently, or think about doing differently? ______.png .png .png You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

BIO 240 Maricopa Community College Acid Rain Case Study BIO 240 Maricopa Community College Acid Rain Case Study ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Home > Science > BIO 240 Maricopa Community College Acid Rain Case Study BIO 240 Maricopa Community College Acid Rain Case Study School Maricopa Community College Question Description I need help with a Biology question. All explanations and answers will be used to help me learn.BIO 240 Maricopa Community College Acid Rain Case Study BIO LAB Attachment preview Exercise 1A – Assessing hypotheses Circle YES if you think a hypothesis is good (i.e., testable) as written, and NO if you think it is not. You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

CRJ 105 Strayer ?White Collar Crime and Practical Reflection Discussion CRJ 105 Strayer ?White Collar Crime and Practical Reflection Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Can you help me understand this Social Science question? “White Collar Crime and Practical Reflection” Please respond to the following items in this week’s discussion: List, if any, white collar crimes that are included in the Uniform Crime Report . If you find there are no white collar crimes in the Uniform Crime Report , state your reason why there isn’t and explain if the Index Crimes needs to include those crimes. Do you agree with these statements? “White people can and do commit a great deal of minor and major crimes, the race as a whole is never tainted by those acts. But when blacks violate the law, all members of the race are considered suspect”? If you agree with this statement, does it also apply to white collar crime? Explain your reasoning. Textbook used: Hagan, Frank E., Daigle, Leah E. (2020). Introduction to Criminology: Theories, Methods, and Criminal Behavior (10th ed.) . Thousand Oaks, CA: SAGE Publications, Inc. You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

SOC 240 MC From the Skolnick & Skolnick Reader Hooking up Sex & Marriage Discussion SOC 240 MC From the Skolnick & Skolnick Reader Hooking up Sex & Marriage Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Unformatted Attachment Preview Family in Transition This page intentionally left blank Family in Transition Seventeenth Edition Arlene S. Skolnick New York University Jerome H. Skolnick New York University Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editor in Chief: Ashley Dodge Publisher: Nancy Roberts Editorial Assistant: Molly White Director of Marketing: Brandy Dawson Executive Marketing Manager: Kelly May Marketing Coordinator: Courtney Stewart Managing Editor: Denise Forlow Program Manager: Mayda Bosco Senior Operations Supervisor: Mary Fischer Operations Specialist: Diane Peirano Art Director: Jayne Conte Cover photo: Diana Ong/Getty Images Cover design: Bruce Kenselaar Director of Digital Media: Brian Hyland Digital Media Project Manager: Tina Gagliostro Full-Service Project Management and Composition: PreMediaGlobal/Anju Joshi Printer/Binder: Courier Corp. Cover Printer: Courier Corp. Text Font: JansonTextLTStd 10/12 Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on page 487. Copyright © 2014, 2011, 2009, by Pearson Education, Inc. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458 or you may fax your request to 201-236-3290. Many of the designations by manufacturers and seller to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Family in transition / [edited by] Arlene S. Skolnick, New York University, Jerome H. Skolnick, New York University. SOC 240 MC From the Skolnick & Skolnick Reader Hooking up Sex & Marriage Discussion — Seventeeth edition. pages cm ISBN-13: 978-0-205-21597-3 ISBN-10: 0-205-21597-1 1. Families. I. Skolnick, Arlene S., 1933- II. Skolnick, Jerome H. HQ518.F336 2014 306.85—dc23 2013009352 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-205-21597-1 ISBN 13: 978-0-205-21597-3 Contents Preface ix Introduction 1 Part I • The Changing Family 1 Families Past and Present 13 15 ?Reading 1 William J. Goode / The Theoretical Importance of the Family 15 ?Reading 2 Anthony Giddens / The Global Revolution in Family and Personal Life 27 2 Public Debates and Private Lives 35 ?Reading 3 Sharon Hays / The Mommy Wars: Ambivalence, Ideological Work, and the Cultural Contradictions of Motherhood 35 ?Reading 4 Janet Z. Giele / Decline of the Family: Conservative, Liberal, and Feminist Views 54 Part II • Sex and Gender 3 75 Changing Gender Roles 79 ?Reading 5 Robert M. Jackson / Destined for Equality 79 ?Reading 6 Kathleen Gerson / Falling Back on Plan B: The Children of the Gender Revolution Face Uncharted Territory 87 v vi??Contents 4 Sexuality and Society 103 ?Reading 7 Elizabeth A. Armstrong, Laura Hamilton, and Paula England / Is Hooking Up Bad for Women? 103 ?Reading 8 Mark Regnerus and Jeremy Uecker / Sex and Marriage in the Minds of Emerging Adults 109 5 Courtship and Marriage 119 ?Reading 9 Andrew J. Cherlin / American Marriage in the Early Twenty-First Century 119 ?Reading 10 Arlene Skolnick / Grounds for Marriage: How Relationships Succeed or Fail 140 6 Divorce and Remarriage 151 ?Reading 11 Lawrence M. Friedman / Divorce: The “Silent Revolution” 151 ?Reading 12 Virginia E. Rutter / Divorce in Research vs. Divorce in Media 158 ?Reading 13 Mary Ann Mason / The Modern American Stepfamily: Problems and Possibilities 169 Part III • Parents and Children 7 189 Parenthood 193 ?Reading 14 Philip Cowan and Carolyn Pape Cowan / New Families: Modern Couples as New Pioneers 193 Contents??vii ?Reading 15 Kathryn Edin, Timothy Nelson, and Joanna Miranda Reed / Daddy, Baby; Momma, Maybe: Low-Income Urban Fathers and the “Package Deal” of Family Life 214 ?Reading 16 Judith Stacey / Gay Parenthood and the End of Paternity as We Knew It 232 8 Growing Up 249 ?Reading 17 Steven Mintz / Beyond Sentimentality: American Childhood as a Social and Cultural Construct 249 ?Reading 18 Frank Furstenberg / Diverging Development: The Not-So-Invisible Hand of Social Class in the United States 262 ?Reading 19 Richard A. Settersten, Jr. and Barbara Ray / The Long and Twisting Path to Adulthood 280 Part IV • Families in Society 9 Work and Family Life 303 309 ?Reading 20 Arlie Hochschild, with Anne Machung / The Second Shift: Working Parents and the Revolution at Home 309 ?Reading 21 Pamela Stone / The Rhetoric and Reality of “Opting Out” 316 ?Reading 22 Joan C. Williams / One Sick Child Away from Being Fired 325 viii??Contents 10 Family and the Economy 341 ?Reading 23 Lillian B. Rubin / Families on the Fault Line 341 ?Reading 24 Arlene Skolnick / Middle-Class Families in the Age of Insecurity 11 Dimensions of Diversity 358 365 ?Reading 25 Ronald L. Taylor / Diversity within African American Families 365 ?Reading 26 Maxine Baca Zinn and Barbara Wells / Diversity within Latino Families: New Lessons for Family Social Science 389 ?Reading 27 Min Zhou / Conflict, Coping, and Reconciliation: Intergenerational Relations in Chinese Immigrant Families 415 ?Reading 28 Ann Bookman and Delia Kimbrel / Families and Elder Care in the TwentyFirst Century 428 12 Trouble in the Family 451 ?Reading 29 Jeremy Travis / Prisoners’ Families and Children 451 ?Reading 30 Kathryn Edin and Maria Kefalas / Unmarried with Children 468 ?Reading 31 Demie Kurz / Violence Against Women or Family Violence? Current Debates and Future Directions 474 Credits 487 Preface This edition of Family in Transition is once again aimed at helping students make sense of current trends in family life. It presents recent important research findings in articles that are scholarly and yet readable for an audience of undergraduates.SOC 240 MC From the Skolnick & Skolnick Reader Hooking up Sex & Marriage Discussion Among the new readings are the following: New to This Edition • Richard A. Settersten, Jr. and Barbara Ray explore a fundamental shift in family life: Today’s parents play much larger roles in the lives of their young adult children than in the past. Without supportive parents, young people are less likely to succeed in a highly risky and competitive world. • Arlene Skolnick examines the precarious economic lives of middle-class families in today’s “high risk, high stress,” winner-take-all economy. The costs of middleclass living standards have risen faster than middle-class incomes, while the security of jobs and benefits has declined. • Kathryn Edin, Timothy Nelson, and Joanna Miranda Reed report that low-income urban fathers no longer fit the “package deal” model of fatherhood in which a man’s bond to his child depends on his relationship with the mother. Today, these men seek to be involved in their children’s lives even if they are not connected to the mothers romantically. • Joan C. Williams explains that while the media focuses on professional women “opting out” from high-pressure careers, low income employees are typically only “one sick child away from being fired.” • Judith Stacey shows how widespread gay fatherhood is overturning traditional concepts of parenthood. • Demie Kurz examines the debate over domestic violence: Should it be seen as a family issue or a problem of violence against women? Student and Teacher Resources This text is available in a variety of formats—digital and print. To learn more about our programs, pricing options, and customization, visit www.pearsonhighered.com. ix x??Preface MySearchLab with eText A passcode-protected website that provides engaging experiences that personalize learning, MySearchLab contains an eText that is just like the printed text. Students can highlight and add notes to the eText online or download it to an iPad. MySearchLab also provides a wide range of writing, grammar, and research tools plus access to a variety of academic journals, census data, Associated Press news feeds, and discipline-specific readings to help hone writing and research skills. Test Bank (0-205-21598-X) For each reading in the text, this valuable resource provides test questions in multiple choice, true/false, and essay formats; the answers are page-referenced to the text. MyTest (0-205-90642-7) This computerized software allows instructors to create their own personalized exams, to edit any or all of the existing test questions, and to add new questions. Other special features of this program include the random generation of test questions, the creation of alternative versions of the same test, scrambling question sequences, and test previews before printing. ACKNOWLEDGMENTS We would like to thank all those who have helped us with suggestions in this edition, as well as the previous ones. Special thanks to Rifat Salem, assistant professor of sociology at the BMCC campus of the City University of New York, for her suggestions on revising the previous edition. Also, many thanks to the reviewers: Erica Hunter, University at Albany; Antoinette Livingston, West Virginia University; Teresa Mayors, Northeastern University; Amanda Moske, University of North Texas; Dennis McGrath, Community College of Philadelphia; and Rosalind Fisher, University of West Florida. Arlene S. Skolnick Jerome H. Skolnick Introduction The aim of this book is to help the reader make sense of American family life in the early twenty-first century. Most important, it aims to make clear the complicated links between families and the larger society. SOC 240 MC From the Skolnick & Skolnick Reader Hooking up Sex & Marriage Discussion Contrary to most students’ expectations, “the family” is not an easy topic to study. One reason is that we know too much about it, because virtually everyone has grown up in a family. As a result there is a great temptation to generalize from our own experiences. Another difficulty is that the family is a subject that arouses intense emotions. Not only are family relationships themselves deeply emotional, but family issues are also entwined with strong moral and religious beliefs. In the past several decades, “family values” have become a central battleground in American politics. Abortion, sex education, single parenthood, and gay rights are some of the issues that have been debated since the 1980s. Still another problem is that the current state of the family is always being portrayed as “in decline” compared with the way families used to be. The trouble is, most people tend to have an idealized image of families in “the good old days.” No era ever looked like a golden age of family life to people actually living through it. That includes the 1950s, which many Americans now revere as the high point of American family life. Finally, it is difficult to make sense of the state of the family from the statistics presented in the media. For example, the Pew Research Center reported that in 2010, married couples made up only 51 percent of ­American households. Only 9 percent of 18 to 24 year olds were married, compared to almost 50 percent in l960. The headlines seemed to suggest that marriage is becoming obsolete. But in fact, 90 percent of Americans are expected to marry eventually, according to the Census Bureau. Another example: before Father’s Day in 2003, the Census Bureau issued a press release headlined “Two Married Parents the Norm.” It went on to state that, according to the Bureau’s most recent survey, about 70 percent of children live with their two parents. Two months earlier, however, a report by a respected social science research organization contained the following 1 2??Introduction headlines: “Americans Increasingly Opting Out of Marriage” and “Traditional Families Account for Only 7 Percent of U.S. Households.” These are just a few examples of the confusing array of headlines and statistics about the family that the media are constantly serving up. Most often, the news tells of yet another fact or shocking incident that shows the alarming decline of the family. But every once in a while, the news is that the traditional family is making a comeback. No wonder one writer compared the family to a “great intellectual Rorschach blot” (­Featherstone, 1979). Everyone agrees that families have changed dramatically over the past several decades, but there is no consensus on what the changes mean. The majority of women, including mothers of young children, are now working outside the home. Divorce rates have risen sharply (although they have leveled off since 1979). Twenty-eight percent of children are living in single-parent families. Cohabitation—once called “shacking up” or “living in sin”—is a widespread practice. The sexual double standard—the norm that demanded virginity for the bride, but not the groom—has largely disappeared from mainstream American culture. There are mother-only families, father-only families, grandparents raising grandchildren, and gay and lesbian families. Indeed, the growing public acceptance of homosexuals is one of the most striking trends of recent time. Local governments and leading corporations have granted gays increasing recognition as domestic partners entitled to spousal benefits. In June 2003, the Supreme Court struck down the last state laws that made gay sex a crime. The following November 18, the Massachusetts Supreme Judicial Court ruled that gays have the right to marry. As of early 2013 nine states allow same-sex couples to marry, and more are likely to follow.SOC 240 MC From the Skolnick & Skolnick Reader Hooking up Sex & Marriage Discussion In 2011, the military dropped its “don’t ask, don’t tell” policy, allowing gays and lesbians to serve openly. All these shifts in family life are part of an ongoing global revolution. All industrialized nations, and many of the emerging ones, have experienced similar changes. In no other Western country, however, has family change been as traumatic and divisive as in the United States. For example, the two-earner family is the most common family pattern in the United States; 75 percent of mothers of children under age 18 and more than 60 percent of those with young children work outside the home. Yet the question of whether mothers should work is still a fiercely debated issue. Family issues have been at the center of our electoral politics. Thus, the typical pattern for public discussion of family issues is a polarized, either–or debate. Is single motherhood the main cause of our social problems, such as poverty crime, drug use, school failure? Is divorce so damaging to children and their futures that the government should make it harder to get? This kind of argument makes it difficult to discuss the issues and problems facing the family in a realistic way. It doesn’t describe the range of views among family scholars, and it doesn’t fit the research evidence. For example, the right question to ask about divorce is “Under what circumstances is divorce harmful or beneficial to children?” How can parents make divorce less harmful for their children? (Amato, 1994). In most public debates about divorce, however, that question is never asked, and the public never hears the useful information they should. Introduction??3 Still another problem with popular discourse about the family is that it exaggerates the amount of change that has actually occurred. For example, consider the previous statement that only 7 percent of American households fit the model of the traditional family. This number, or something like it, is often cited by conservatives as proof that the institution is in danger of disappearing unless the government steps in to restore marriage and the two-parent family. At the opposite end of the political spectrum are those who celebrate the alleged decline of the traditional family and welcome the new family forms that have supposedly replaced it. But is it true that only 7 percent of American households are traditional families? It all depends, as the saying goes, on how you define traditional. The statement is true if you count only families with children under age 18 in which only the husband works outside the home. But if the wife works too, as most married women now do, the family doesn’t count as “traditional” by that definition. Neither does the recently married couple who do not have children yet. The couple whose youngest child turns 18 is no longer counted as a “traditional” family either. Despite the current high divorce rates (actually down from 1979), Americans have not abandoned the institution of marriage. The United States has the highest marriage rate in the industrial world. About 90 percent of Americans marry at some point in their lives, and virtually all who do either have, or want children. Further, surveys repeatedly show that family is central to the lives of most Americans. Family ties are their deepest source of satisfaction and meaning, as well as the source of their greatest worries (­Mellman, Lazarus, and Rivlin, 1990). In sum, family life in the United States is a complex mixture of continuity and change, satisfaction and trouble. While the transformations of the past three decades do not mean the end of family life, they have brought a number of new difficulties. For example, although most families now depend on the earnings of wives and mothers, the rest of our institutions have not caught up to the new realities. For example, most schools are out of step with parents’ working hours—they let out at 3:00 p.m., and still maintain the long summer vacations that once allowed children to work on the family farm. Most jobs, especially well-paying ones, are based on the male model—that is, a worker who can work full time or longer without interruptions. Workers can be fired if they take time off to attend to a sick child. An earnings gap persists between men and women in both blue-collar and whitecollar jobs. Employed wives and mothers still bear most of the workload at home. And since the financial meltdown of 2008 and the start of the Great Recession, millions of families continue to face joblessness, pay cuts, losses of funds saved for children’s education or their own retirement. Understanding the Changing Family During the same years in which the family was becoming the object of public anxiety and political debate, a torrent of new research on the family was pouring forth. The study of the family had come to excite the interest of scholars in a range of disciplines—­history, 4??Introduction demography, economics, law, and psychology. We now have much more information available about families of the past, as well as current families, than we have ever had before. The main outcome of this research has been to debunk myths about family life, both past and present. Nevertheless, the myths persist and help to fuel the cultural wars over family change. The Myth of Universality In some ways, families are the same everywhere. Yet families also vary in many ways— in who is included as a family member, emotional environments, living arrangements, ideologies, social and kinship networks, and economic and other functions. Although anthropologists have tried to come up with a single definition of family that would hold across time and place, they generally have concluded that doing so is not useful (Geertz, 1965; Stephens, 1963). For example, although marriage is vir … Purchase answer to see full attachment Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Addressing Social Inequality Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Addressing Social Inequality Discussion Ongoing stressors, barriers to services, discrimination, stigma, and poor training among professionals are among the many factors that contribute to disparities in three populations discussed in the attached articles. These populations include Lesbian, Gay, Bisexual and Transgender (LGBT) populations, migrant women domestic workers experiencing violence, and African American women leading up to pregnancy and childbirth. Please discuss some ways that some components of either the “Life Course Approach” or the “Health Equity Promotion Model” could be used to understand and reduce disparities in each of the other two of the populations described in one of the other articles. For example, how could the Life Course Approach be used to understand and reduce violence in migrant women domestic workers, and to reduce health disparities in LGBT populations? Or how could the Health Equity Promotion Model be used to reduce infant mortality among African Americans and among migrant women domestic workers? Addressing Social Inequality Discussion Please read all attached articles prior to the completion of the discussion lu_et_al_closing_the_black_white_gap_in_birth_outcomes_2010.pdf kouta_2015_systematic_review_of_interventions_on_sexual_violence.pdf fredriksen_goldsen_lgbtq_health_equity_model_2014.pdf CLOSING THE BLACK-WHITE GAP In the United States, Black infants have significantly worse birth outcomes than White infants. Over the past decades, public health efforts to address these disparities have focused primarily on increasing access to prenatal care, however, this has not led to closing the gap in birth outcomes. We propose a 12-point plan to reduce Black-White disparities in birth outcomes using a life-course approach. The first four points (increase access to interconception care, preconception care, quality prenatal care, and healthcare throughout the life course) address the needs of African American women for quality healthcare across the lifespan. The next four points (strengthen father involvement, systems integration, reproductive social capital, and community building) go beyond individual-level interventions to address enhancing family and community systems that may influence the health of pregnant women, families, and communities. The last four points (close the education gap, reduce poverty, support working mothers, and undo racism) move beyond the biomedical model to address the social and economic inequities that underlie much of health disparities. Closing the Black-White gap in birth outcomes requires a life course approach which addresses both early life disadvantages and cumulative allostatic load over the life course. (Ethn Dis. 2010;20 [Suppl 2]:s2-62–s2-76) Key Words: Life Course Perspective, Disparities, Birth Outcomes, Programming, Allostatic Load, Preconception Care, Prenatal Care, Quality, Father Involvement, Systems Integration, Social Capital, Maternity Leave, Childcare, Racism From the Departments of Obstetrics and Gynecology (MCL) and Pediatrics (NH), David Geffen School of Medicine at UCLA; the Department of Community Health Sciences and the Center for Healthier Children, Families and Communities, UCLA School of Public Health (MCL, NH) and Department of Maternal and Child Health, Boston University School of Public Health (MK) and Department of Maternal and Child Health, University of North Carolina at Chapel Hill (VH) and Healthy African American Families, Los Angeles, CA (LJ) and UCLA School of Nursing (KW). Address correspondence or reprint request to Michael C. Lu, MD, MPH; Department of Community Health Sciences; UCLA School of Public Health; Box 951772; Los Angeles, CA; 90095-1772; 310-825-5297; 310-794-1805 (fax); [email protected] S2-62 IN BIRTH OUTCOMES: A LIFE-COURSE APPROACH Michael C. Lu, MD, MPH; Milton Kotelchuck, PhD, MPH; Vijaya Hogan, DrPH; Loretta Jones, MA; Kynna Wright, PhD, MPH; Neal Halfon, MD, MPH In the United States, Black infants are more than twice as likely to die within the first year of life as a White infant, a gap that has not substantially closed in over half a century.1,2 A significant portion of the disparity in infant mortality is attributable to the near two-fold increased rates of low birth weight (LBW) and preterm births, and the near three-fold increased rates of very low birth weight (VLBW) and very preterm births, among Black infants.3 The cause of racial disparities remains largely unexplained. Most studies focus on differential exposures to risk and protective factors during pregnancy, such as maternal behaviors,4 prenatal care utilization,5 psychosocial stress6 or infections.7 These factors however do not adequately account for the racial gap in birth outcomes.8,9 Lu and Halfon10 recently proposed an alternative approach to examining racial-ethnic disparities in birth outcomes using the life course perspective. The life course perspective conceptualizes birth outcomes as the end product of not only the nine months of pregnancy but the entire life course of the mother before the pregnancy. Disparities in birth outcomes, therefore, are the consequences of both differential exposures during pregnancy and differential developmental trajectories across the life span. Addressing Social Inequality Discussion The life course perspective synthesizes two longitudinal models: an early programming model and a cumulative pathways model.11,12 The early programming model posits that early life exposures influence future reproductive potential. For example, perinatal stress is associated with high stress reactivity that persists into adulthood.13–15,17,18 This, in turn, may be related to feedEthnicity & Disease, Volume 20, Winter 2010 back resistance from altered expression of glucocorticoid receptors in the developing brain.16 Exposure to stress hormones during sensitive periods of immune maturation in early life may also alter immune function, leading to increased susceptibility to infectious or inflammatory diseases later in life.19 Hypothetically, maternal stress during pregnancy could prime fetal neuroendocrine and immune systems with stress hormones, leading to higher stress reactivity and immune-inflammatory dysregulation that could increase a female offspring’s vulnerability for preterm labor and LBW later in life. Thus the increased risk of African American women to preterm birth and LBW may be traced to greater exposures to stress hormones during pregnancy, early life, and possibly even in utero. The cumulative pathways model proposes that chronic accommodation to stress results in wear and tear, or allostatic load,20 on the body’s adaptive systems, leading to declining health and function over time. Animals and humans subjected to chronic and repeated stress have elevated basal cortisol levels and exaggerated hypothalamic-pituitary-adrenal (HPA) response to natural or experimental stressors.21,22 This HPA hyperactivity may reflect the inability of a worn-out system for self-regulation, possibly due to loss of feedback inhibition via down-regulation of glucocorticoid receptors in the brain.21 Chronically elevated cortisol levels may also lead to immune suppression and immune-inflammatory dysregulation. 23 HPA hyperactivity and immune-inflammatory dysregulation are two of several possible mechanisms by which chronic and repeated stress over the life course may lead to increased vulnerability to preterm labor caused by stress or CLOSING GAP IN BIRTH OUTCOMES – Lu et al Table 1. A 12-point plan to close the Black-White gap in birth outcomes: A lifecourse approach 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Provide interconception care to women with prior adverse pregnancy outcomes Increase access to preconception care to African American women Improve the quality of prenatal care Expand healthcare access over the life course Strengthen father involvement in African American families Enhance coordination and integration of family support services Create reproductive social capital in African American communities Invest in community building and urban renewal Close the education gap Reduce poverty among African American families Support working mothers and families Undo racism infection. This model suggests the increased risk of African American women for preterm birth and LBW may be related to increased exposures to stress during pregnancy and possibly to increased weathering of stress over their life course, resulting in greater allostatic load which may already be present before pregnancy.24 The life course perspective suggests that closing the Black-White gap in birth outcomes requires more than improving access to prenatal care for African American women. From this perspective, it is not surprising that our national and state policies over the past two decades have not been more successful in closing the racial gap in birth outcomes. To expect prenatal care, in less than nine months, to reverse the lifelong, cumulative impact of social inequality on the health of African American mothers, may be expecting too much of prenatal care. Closing the racial gap in birth outcomes requires a life course approach, addressing both early life disadvantages and cumulative allostatic load.Addressing Social Inequality Discussion The purpose of this commentary is to propose this life course approach. We recognize we do not know all life course factors related to the disparities nor have all the answers to address them, but we believe we must do something. We present a platform of what we can do now – a 12-point plan building on previous work25 and a literature search for promising strategies. The 12 points are summarized in Table 1. The goals are to: 1) improve healthcare for African American women; 2) strengthen African American families and communities; and 3) address social and economic inequities that create a disproportionate toll on the health of African American women over their life course. This plan departs from current approaches to create a new paradigm for closing the racial/ethnic gap in birth outcomes. First, it goes beyond prenatal care and addresses healthcare needs of African American women from preconception to interconception and across the life course. Second, it goes beyond individual-level interventions and addresses family and community systems. Third, it goes beyond the medical model and addresses social and economic inequities that underlie much of health disparities. While a life course approach is needed to address health disparities in any community, we focus our discussion on its application in the African American community given the disproportionate burden of infant mortality and other poor maternal and child health (MCH) outcomes borne by that community. IMPROVING HEALTHCARE FOR AFRICAN AMERICAN WOMEN While health care alone cannot close the gap, it is a good place to start. Ethnicity & Disease, Volume 20, Winter 2010 Health care has a vital role, especially if provided over the woman’s life course, and not only during pregnancy. The right health care can promote positive development in early life and reduce cumulative allostatic load over the life course. Expanding access to interconception care, preconception care, quality prenatal care, and health care over the life course are important strategies in closing the racial gap in birth outcomes. Provide Interconception Care for Women with Prior Adverse Pregnancy Outcomes Interconception care allows for continuity of health care from one pregnancy to the next.26 Ideally interconception care should be provided to all women between pregnancies as part of comprehensive women’s health care. However, given resource constraints, it could be initially targeted to women with prior adverse pregnancy outcomes (ie, preterm birth, LBW, intrauterine growth restriction, fetal or infant death). Women with a poor pregnancy outcome are at substantial risk for having another poor pregnancy outcome.27,28 Many biobehavioral risk factors for preterm birth are carried from one pregnancy to the next. The interconception period offers an important window of opportunity for addressing these risk factors and optimizing women’s health before their next pregnancy. However, present access to health care in the interconception period is limited for many African American women, particularly low-income women whose pregnancy-related Medicaid coverage generally terminates at sixty days postpartum.26 African American women would benefit more from interconception programs given their greater risk from prior adverse pregnancy outcomes and less access to health care during the interconception period. There have been several interconception care demonstration projects, most notably programs in Atlanta, Denver, Jacksonville, Philadelphia, and S2-63 CLOSING GAP IN BIRTH OUTCOMES – Lu et al several Healthy Start sites.29,30 Since 2005,Addressing Social Inequality Discussion Healthy Start programs are required to include an interconception care component. The interconception care program in Denver was shown to reduce the risk of recurrent LBW births by one-third, though this finding must be interpreted with caution because of potential selection bias. Most interconception programs consist of four components: risk assessment, health promotion, medical and psychosocial interventions, and outreach and case management. The initial risk assessment should be comprehensive to detect factors associated with adverse birth outcomes, including expert review of medical records. Risk assessment should be on-going throughout the interconception period, and help guide development of an individualized care plan for health promotion and medical/psychosocial interventions. Core services should include family planning,31,32 screening for maternal depression and intimate partner violence, assessing social support for the pregnant woman, smoking cessation and substance treatment programs, physical activity and nutritional education and intervention, management of chronic diseases, and education on back-to-sleep and parenting skills. The individualized interconception care plan should also address known biobehavioral pathways to a particular outcome. For example, in preventing recurrent preterm birth, interventions should consider neuroendocrine, infectious-inflammatory, vascular, and behavioral pathways to recurrence.33 Potential strategies may include those that reduce chronic stress and increase social support, 34,35 decrease chronic infections, 36,37 restore immune allostasis,38,39 address vascular causes40 and improve health-promoting behaviors.41 Arguably, many interventions could be adopted on the basis of promoting women’s health alone, even in the absence of data on their effectiveness in preventing recurrence of adverse birth S2-64 outcomes.42,43 The program should be multi-level and include communitylevel interventions promoting interconception care. Interconception care programs could be funded through a Medicaid waiver, expansion of State Children’s Health Insurance Program (SCHIP) to cover adult family members, increased scope of services for Title X or state family planning programs, or direct funding from Title V or non-governmental sources. While more work is needed to explore financing, content, and cost-benefit of interconception care, it is an important first step to move us beyond current focus on prenatal care and toward a more expanded, longitudinally-integrated approach for addressing disparities in birth outcomes. Increase Access to Preconception Care for African American Women As with interconception care, the goal of preconception care is to restore allostasis and optimize women’s health prior to pregnancy. Many pathophysiologic processes leading to adverse pregnancy outcomes may have their onset early in pregnancy. For example, an infection associated with preterm delivery may be present in the urogenital tract before pregnancy.43 If it is not cleared by midgestation, preterm labor or preterm premature rupture of membranes may ensue. Screening for and treating bacterial vaginosis (BV) with antibiotics during pregnancy may be less effective in preventing preterm birth. This may partially explain the disappointing results of several antibiotic trials in pregnancy.44,45 Even if the infection is treated, it may be too late to stop immune-inflammatory processes.Addressing Social Inequality Discussion Preconception care provides an important opportunity to treat ongoing infection and restore immune allostasis. Most models of preconception care were developed with the primary aim of preventing congenital anomalies.46 Further research is needed to develop Ethnicity & Disease, Volume 20, Winter 2010 preconceptional strategies for preventing preterm births and LBW by addressing stress reduction, social support, immune response, chronic infections, inflammation, and behavioral and nutritional risk factors. Recruiting women into preconception care programs without a specific intervenable event and a targetable time period may be difficult.47 Targeting preconception care to couples actively planning a pregnancy will miss about half of all live births unintended at conception.48 Therefore, preconceptional health promotion and disease prevention should be integrated into a continuum of care throughout the life cycle.48 Every routine visit by any woman who may become pregnant at some time should be viewed as an opportunity to provide preconception care.49 Public health efforts should focus on increasing access to, setting standards for, and assuring quality of preconception care. Since Medicaid covers about half (51%) of African Americans with family incomes below the poverty level and 17% of those between 100% and 199% of the poverty level (near-poor),50 expanding Medicaid to cover preconception care could substantially increase access for low-income African American families. Another 15% of the poor and nearly half (48%) of the near-poor African Americans have job-based insurance;50 mandating or subsidizing job-based health insurance coverage of preconception care could further increase access. These expansions will still leave out three in ten African American women who are uninsured.50 Strategies must also consider how to provide preconceptional education and services to adolescents (eg, school-based clinics or family planning programs). The surest way to increase access to preconception care is through a national health insurance program which provides coverage for comprehensive women’s health care. More work is still needed to explore the financing, standards, and quality CLOSING GAP IN BIRTH OUTCOMES – Lu et al assurance for preconception care. In 2005, the Centers for Disease Control and Prevention (CDC) issued recommendations to improve preconception health and health care.51 These recommendations begin to lay out a roadmap toward universal preconception care in the United States. We believe ‘‘preconception care, focusing on women’s overall health … prior to pregnancy, will serve as a key component of the next wave of low-birthweight and infant mortality reduction strategies – and may provide increased savings beyond those experienced from prenatal care alone.’’52 We join the call for this nation to make ‘‘a commitment to advance preconceptional services to a similar extent as it has prenatal care.’’Addressing Social Inequality Discussion 52 Improve the Quality of Prenatal Care for African American Women The life course perspective sees prenatal care as vitally important, both as part of the continuum of health care for the mother, and as the starting point for the child’s developmental trajectory. It recognizes the potential contributions of prenatal care to optimal developmental programming of the baby’s vital organs and systems. For example, poor glycemic control in mothers with pregestational or gestational diabetes has been linked to suboptimal fetal development of pancreatic beta-cell structures and functions and greater adult susceptibility for insulin resistance and diabetes.53 By promoting optimal antenatal glycemic control, prenatal care may reduce intergenerational transmission of insulin resistance and diabetes. Thus prenatal care has an important role in closing the racial gap in not only birth outcomes but possibly in health and developmental outcomes over the life course and across generations. Over the past decade, the racial gap in access to prenatal care has been closing. Today nearly 95% of African American women access prenatal care at some point during pregnancy; three in four do so in the first trimester.3 However, little has been done to close the racial gap in the quality of prenatal care. More than one-third of US women reported receiving no advice on tobacco or other substance use during prenatal care.54 Black women were significantly less likely than White women to receive health behavior advice from prenatal care providers, and women who received insufficient health behavior advice were at higher risk of delivering a LBW infant.54,55 Other studies have documented similar racial gaps in the quality of prenatal care.56 Quality is also determined by the availability of services. Many ancillary services (eg, childbirth education classes, mental health or periodontal services, breastfeeding support), are often unavailable or in short supply in underresourced African American communities. One promising strategy for improv … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

SOCI 100 Alexander Hamilton Preparatory Academy Social Inequality and Health Worksheet SOCI 100 Alexander Hamilton Preparatory Academy Social Inequality and Health Worksheet ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS I’m trying to study for my Sociology course and I need some help to understand this question. 1. a) What are social determinants of health? Give some examples. SOCI 100 Alexander Hamilton Preparatory Academy Social Inequality and Health Worksheet b) Why are they important? 2. In Canada, is there an income gap for racialized people? Explain. 3. How does Dr. Onye Nnorom define “systemic racism”? 4. Are we all “in the same boat” in terms of COVID? Why or why not? 5. List the groups that are disproportionately affected by COVID (hint: not only racialized people!) 6. (8:40) Is race a risk factor for COVID-19? In what sense? 7. Is race an indicator of genetics? 8. What is race really a factor for? (one word) _______________________________________________ 9. What does Dr. Nnorom say matters more than your genetic code? _____________________________ 10. What is the problem with race-based data? Is it always used scientifically and objectively? 11. According to Dr. Onye Nnorom, should we collect race-based data? If so, what kind? 12. In the recap at the end of the podcast, what factors cause racialized people to be more likely to be affected by COVID-19? You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

PSY 699 Ashford University Wk 2 Teen Dating Violence Integrative Literature Review PSY 699 Ashford University Wk 2 Teen Dating Violence Integrative Literature Review ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS I’m stuck on a Psychology question and need an explanation. Thesis Statement for the Integrative Literature Review In this assignment, you will create the thesis statement for your Final Assignment. The thesis is the statement of your perspectives on the literature. It should also include the rationale and relevant empirical and theoretical background supporting your perspectives. The primary objective of this assignment is to outline specific areas of inquiry you intend to answer in the course of the Integrative Literature Review. Although they may change during the course of the review, articulating these areas of inquiry early will help provide focus and direction for your research. Begin by introducing the areas of inquiry to be included in your Integrative Literature Review. Explain your perspective on the literature and include how you arrived at this viewpoint, how the literature you have chosen to include supports this viewpoint, and why this perspective is relevant to the field of psychology. Based on your introduction, briefly discuss the literature you have chosen by integrating concepts developed from your four different content domains. Be sure to utilize at least one peer-reviewed source per domain. Construct clear and concise arguments using evidence-based psychological concepts and theories to support your perspectives regarding the literature. To conclude your assignment, identify any overarching implications shown in the studies and describe how these influenced your perspectives on the literature. The Integrative Literature Review: Thesis Statement Must be two to three double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center. Must include a separate 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 four peer-reviewed sources (one source per domain). Must document all sources in APA style as outlined in the Ashford Writing Center. Must include a separate reference list that is formatted according to APA style as outlined in the Ashford Writing Center. Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment. PSY 699 Ashford University Wk 2 Teen Dating Violence Integrative Literature Review. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Use of Social Media for Healthcare Professionals Article Summary ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Use of Social Media for Healthcare Professionals Article Summary Can you help me understand this Science question? Write a three- to five-page review (not counting the cover page and references page) of the article that includes the following information: Use of Social Media for Healthcare Professionals Article Summary Briefly introduce and summarize the article. Identify the author’s main points. Who is the author’s intended audience? How does the article apply to this course? Does it support the information in your textbook? This unit is about communications and media for health promotion and theory-based communications campaigns How could the author expand on the main points? The article must be no more than three years old. Use APA style when writing your review. review_article_unit_6.pdf DIGITAL HEALTH Review Article The use of social media among health professionals to facilitate chronic disease self-management with their patients: A systematic review Digital Health Volume 4: 1–13 ! The Author(s) 2018 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/2055207618771416 journals.sagepub.com/home/dhj Gino De Angelis1 , George A Wells2, Barbara Davies3 , Judy King1, Shirin M Shallwani1, Jessica McEwan4, Sabrina Cavallo5 and Lucie Brosseau1,2 Abstract Objective: The objective of this systematic review was to summarize the evidence pertaining to the use of social media by health professionals to facilitate chronic disease self-management with their patients. Methods: A systematic approach was used to retrieve and extract relevant data. A total of 5163 citations were identified, of which seven unique studies met criteria for inclusion; one was a randomized controlled trial, two were prospective cohort studies, and four were qualitative studies. The following social media platforms were evaluated: discussion forums (6 studies) and collaborative project (1 study). Results: The available evidence suggests that health professionals perceived discussion forums and collaborative projects to be useful social media platforms to facilitate chronic disease self-management with patients. No relevant evidence was found regarding the use of other social media platforms. Most studies indicated positive findings regarding health professionals’ intention to use discussion forums, while the one study that used a collaborative project also indicated positive findings with its perceived ease of use as health professionals felt that it was useful to facilitate chronic disease selfmanagement with patients. Mixed findings were seen in regards to health professionals’ perceived ease of use of discussion forums. Use of Social Media for Healthcare Professionals Article Summary The most common barrier to using social media platforms was the lack of time in health professionals’ schedules. Conclusions: Discussion forums and collaborative projects appear to be promising resources for health professionals to assist their patients in self-managing their chronic conditions; however, further research comparing various social media platforms is needed. Keywords Social media, chronic disease, self-management, dissemination, evidence-based practice, patient education Submission date: 12 August 2017; Acceptance date: 21 March 2018 Introduction The prevalence rates of major chronic diseases among Canadian adults continue to increase, and the population over 65 years of age is growing almost four times greater than the overall population.1 Chronic disease has also resulted in signi?cant use of health care services as adults with multiple chronic diseases account for over two-thirds of health care spending.2 Given that 1 School of Rehabilitation Sciences, University of Ottawa, Canada School of Epidemiology, Public Health and Preventive Medicine, University of Ottawa, Canada 3 School of Nursing, University of Ottawa, Canada 4 Health Sciences Library, University of Ottawa, Canada 5 School of Rehabilitation, Universite? de Montre?al, Canada 2 Corresponding author: Gino De Angelis, School of Rehabilitation Sciences, University of Ottawa, 451 Smyth Road, Ottawa, Ontario, K1H 8L1, Canada. Email: [email protected] Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https:// us.sagepub.com/en-us/nam/open-access-at-sage). 2 more Canadians are living longer with chronic diseases,1 there is a need for health professionals to promote evidence-based self-management support to their patients. In an e?ort to improve joint partnerships between health professionals and patients for the collaborative care of chronic diseases, health professionals are supplementing traditional patient education by providing technical skills and information allowing their patients to self-manage their chronic conditions.3 Self-management support, such as the provision of personalized feedback, creation of small action plans and goal setting, enlisting social support, and determining goal achievement,4 allows health professionals to complement traditional patient education.3 Selfmanagement support may allow patients to make appropriate decisions and manage their conditions through the use of technical skills and information to identify problems. Use of Social Media for Healthcare Professionals Article Summary 3 There remains a lack of clarity on how health professionals can optimally enhance self-management support5 while addressing many challenges associated with provision including limited time and di?culties with ensuring patients are willing and able to understand instructions.6 New methods to provide successful selfmanagement support to patients are therefore needed to minimize resource demand and improve patient education. Self-management support can be enhanced by online information and communication technologies (ICTs) as chronic disease patients are increasingly using them to access health information7 and these tools appear to be a promising resource allowing new strategies for patients and health professionals to communicate with one another and to educate themselves.8,9 Online ICTs, such as social media, have the potential to reach a broad population,10 and allow for improved social support and knowledge acquisition.10,11 Furthermore, online self-management interventions have been associated with improvements in health behaviors and health status among older patients with chronic diseases.7 Social media have been de?ned as ‘‘a group of online applications that allow for the creation and exchange of content generated by users’’ (p. 1376)12 and have been categorized into the following groups: collaborative projects, content communities, blogs or microblogs, social networking sites, virtual gaming or social worlds,13 and online discussion forums.12 Collaborative projects (e.g., Wikipedia) are ‘‘websites which allow users to add, remove, and change textbased content’’ and ‘‘enable the joint and simultaneous creation of content by many end-users’’ (p. 62).13 Content communities (e.g., YouTube) allow users to share media content such as videos, text, photographs, and presentations.13 Blogs and microblogs (i.e., DIGITAL HEALTH Twitter) are speci?c websites that come in di?erent formats such as reviews of relevant information in one content area, to personal memoirs.13 These forms of social media are typically managed by one individual13 and are usually displayed by date-stamped entries.14 Social networking sites (e.g., Facebook) are ‘‘applications that enable users to connect by creating personal information pro?les, inviting friends and colleagues to have access to those pro?les, and sending e-mails and instant messages between each other’’ (p. 63).13 Virtual game worlds (e.g., Second Life) are ‘‘platforms that replicate a three dimensional environment in which users can appear in the form of personalized avatars and interact with each other as they would in real life’’ Use of Social Media for Healthcare Professionals Article Summary (p. 64), while virtual social worlds ‘‘allow inhabitants to choose their behavior more freely and essentially live a virtual life similar to their real life’’ (p. 64).13 Online discussion forums, sometimes referred to as bulletin boards, allow users to have conversations using posted messages, and have been considered a form of social media as they incorporate user-generated content.12 Social media have demonstrated to be a potentially successful resource tool for patients to self-manage their chronic conditions as it has provided them with empowerment,15 improved health indicators,9 and enhanced patient knowledge and con?dence.16 Social media use among health professionals has also increasingly become popular17,18 and has engaged learners and disseminated accurate information to enhance education.17,19,20 Social media allows for multimedia-sharing (e.g., disease management videos, podcasts and wikis) and has also shown to facilitate public health promotion21 and respond to public health concerns.22 While evidence shows that health professionals are using social media more regularly,17,18 and with a growing need to improve self-management strategies for patients, there is a lack of clarity regarding its use for chronic disease management and the role played by health professionals.9 This systematic review was designed to address this knowledge gap. The objective of this systematic review was to summarize the evidence pertaining to the use of social media by health professionals to facilitate chronic disease self-management with their patients. Speci?cally, the aim of this systematic review was to provide new knowledge on health professionals’ perceived usability and change in practice behavior when using social media to assist patients in self-managing their chronic conditions. Methods This systematic review was conducted using the Preferred Reporting Items for Systematic Reviews De Angelis et al. and Meta-Analyses (PRISMA) guidelines.23 To summarize the evidence, a systematic approach was adopted to retrieve relevant papers from the literature. Articles were selected for this review using the prede?ned selection criteria guided by population, intervention, comparison, outcome, and study design (PICOS) in Table 1. Studies were excluded if they did not meet the selection criteria (Table 1). Duplicate publications, narrative reviews, case series, case reports, data presented in abstract form only, conference proceedings, study protocols, and publications not written in English were also excluded. Use of Social Media for Healthcare Professionals Article Summary Search strategy The literature search was performed by an information specialist. Published literature was identi?ed by searching the following bibliographic databases up to April 2016: Medline, Cochrane Central Register of Controlled Trials, Embase, CINAHL, ERIC, and PsycINFO. The search was performed using terms to identify peer-reviewed research in which social media and chronic disease self-management were important features (see Supplementary Appendix 1). Gray literature (literature that is not commercially published) was conducted by searching Google and other internet search engines to identify any additional web-based Table 1. Selection criteria for systematic review. Population Health professionals (e.g., physicians, nurses, dieticians) Intervention Chronic disease self-management programs disseminated using social media platforms (i.e., collaborative project, blog or microblog, content community, social networking site, virtual world, discussion forum) Comparator Other social media platforms Information and communication technologies (e.g., email, websites) No comparator Outcome Usability (e.g., perceived usefulness and ease of use) Practice behavior change (e.g. barriers, knowledge, skills, social/professional role and identity, optimism, beliefs about capabilities, beliefs about consequences, intentions, memory/attention/decision, environmental context and resources, social influences, and emotion) Study Design Randomized controlled trials (RCTs), non-randomized comparative controlled trials (CCTs), observational studies, qualitative studies 3 publications. In addition, the searches were supplemented by hand searching the bibliographies of key papers. A date limit of 2004 onwards was placed to ensure the most relevant social media technologies were included. Two reviewers independently screened the titles and abstracts of all citations retrieved from the literature search using Covidence (www.covidence.org), an online systematic review tool. Independent reviews of the full-text articles were then performed based on the selection criteria. Disagreements were resolved through discussion until consensus was reached. The study selection process is presented in a PRISMA ?ow diagram (Figure 1). Descriptive data were extracted by one reviewer for each eligible article. The extraction was subsequently veri?ed by a second reviewer. Data extraction forms were designed a priori to document and tabulate relevant study and patient characteristics, study ?ndings and authors’ conclusions. Data from ?gures were not used if they were not explicit. Studies were categorized by the type of social media intervention used as categorized by Hamm et al.12 (Table 2). Given the broad inclusion criteria and heterogeneity of the interventions and methodological characteristics of included studies (PICOS), a meta-analysis was deemed inappropriate, and a narrative synthesis and summary of study ?ndings was therefore conducted. Use of Social Media for Healthcare Professionals Article Summary The outcomes of interest included the usability of social media platforms for chronic disease self-management and practice behavior change among health professionals (Table 1). Quality appraisal of the selected literature One reviewer independently assessed the quality of each study using the Scottish Intercollegiate Guidelines Network (SIGN 50) tool for cohort studies and randomized controlled trials (RCTs),24 and the Critical Appraisal Skills Programme (CASP) tool25 for qualitative studies, which was subsequently checked for accuracy by a second reviewer. Disagreements were resolved through consensus. Risk of bias was assessed at the study level. Summary scores were not calculated, rather the strengths and limitations of each included study were described (see Supplementary Appendix 3). Usability The usability outcomes were guided by the Technology Acceptance Model (TAM2)26 which illustrates that behavior intention to use a system is determined by perceived usefulness and perceived ease of use. Perceived usefulness is de?ned by Venkatesh and Davis26 as ‘‘the extent to which a person believes that DIGITAL HEALTH Identification 4 Records identified through database searching (n = 5,163) Additional records identified through other sources (n = 0) Included Eligibility Screening Records after duplicates removed (n = 4,117) Records screened (n = 4,117) Full-text articles assessed for eligibility (n = 178) Records excluded (n = 3,939) Full-text articles excluded, with reasons (n = 170) Population (24) Intervention (67) Study Design (13) Abstract (66) Studies included in synthesis (n = 8 publications representing 7 unique studies) Figure 1. PRISMA flow diagram of included studies. using the system will enhance his/her job performance’’ (p. 187), and perceived ease of use is de?ned as ‘‘the extent to which a person believes that using the system will be free of e?ort’’ (p. 187). and (l) nature of the behavior. Practice behavior outcomes were categorized by the domains listed above. Practice behavior Results Included studies Practice behavior change outcomes were guided by the Theoretical Domains Framework (TDF).27 The TDF identi?es numerous behavior constructs and consists of 12 domains: (a) knowledge; (b) skills; (c) social/professional role and identity; (d) beliefs about capabilities; (e) beliefs about consequences; (f) motivation and goals; (g) memory, attention and decision processes; (h) environmental context and resources; (i) social in?uences; (j) emotion regulation; (k) behavioral regulation; A total of 5163 citations were identi?ed through the initial database search. After removing duplicates, 4117 publication abstracts and titles were screened. The full texts of 178 articles were assessed; of these, 170 were excluded for the following reasons: irrelevant population (24 studies), irrelevant intervention (67 studies), inappropriate study design (13 studies), and presented as abstract only (66 studies). Two publications28,29 present on ?ndings from one unique study. Qualitative Qualitative Qualitative Nordfeldt S (2012), Sweden Nordqvist C (2009), Sweden Oh H (2011), Use of Social Media for Healthcare Professionals Article Summary Republic of South Korea Wiecha J (2015), United States Online survey, multi-center Prospective cohort Gupta S (2011) and Gupta (2012), Canada, United States, Australia Survey, multi-center Face-to-face or telephone interview, or email communication, single-center Telephone interview, single-center (clinic) Online survey/essay (setting/location not specified) Online survey, multi-center Qualitative Anttila M (2008), Finland Online survey, mailed survey and interviews (location not specified) Data collection Prospective cohort Study design Anhøj J (2004), Denmark Author (year), country Table 2. Characteristics of included studies. Asthma Gout Primary care providers from community health centers, a medical center, and other practices n ¼ 14 An expert panel consisting of four physicians, one out-patient nurse, and 20 in-patient nurses n ¼ 25 Members of two diabetes teams, including seven physicians, eight nurse specialists in diabetes, one nurse, two dieticians, and two social welfare officers n ¼ 20 Members of two pediatric diabetes care teams, including physicians, nurses, dieticians, and a social welfare officer n ¼ 18 Diabetes Diabetes Pulmonologists, primary care physicians, and certified asthma educators from academic and community clinics. Development stage: n ¼ 16; wiki stage: n ¼ 35 Nurses working on nine acute wards in two psychiatric hospitals n ¼ 56 Health care providers that according to the manufacturer’s (AstraZeneca) customer database had received a user name and password for LinkMedica. Survey: n ¼ 131; interview: n ¼ 5 Participants (sample) Asthma Chronic mental illness (psychiatric care) Asthma Chronic disease Discussion forum Discussion forum Discussion forum Discussion forum Collaborative project 6 months Not specified 1 year Not specified 3 weeks 1 month (duration) 1-year follow-up post intervention 1 month Discussion forum Discussion forum Duration/follow-up Social media intervention De Angelis et al. 5 6 The excluded studies are listed in Supplementary Appendix 2. The PRISMA ?ow diagram is shown in (Figure 1). Of the seven unique studies that were included in our systematic review, one was an RCT,30 two were prospective cohort studies,28,29,31 and four were qualitative studies.9,32—34 In regards to the types of social media platforms, six studies9,30—34 assessed discussion forums while one study assessed a collaborative project.28,29 The included studies were conducted in Denmark,31 Finland,32 Canada,28,29 United States,28—30 28,29 34 Australia, Republic of Korea, and Sweden.9,33 The following chronic conditions were assessed: asthma,28—31 chronic mental illness,32 diabetes,9,33 and gout.34 The following health professionals were represented in the included studies: nurses working in acute psychiatric wards,32 diabetes nurses,9,33 out-patient arthritis nurses,34 in-patient arthritis nurses,34 >asthma nurse,30 pulmonologists,28—30 primary care physicians,9,28—31,33,34 certi?ed asthma educators,28,29 and dieticians. Use of Social Media for Healthcare Professionals Article Summary 9,33 Further details regarding the included study characteristics can be found in Table 2. DIGITAL HEALTH assessments were only conducted at one time point. While no e?ort was made to minimize confounding or risk of bias in Anhøj et al.,31 focus groups and development testing was used to identify barriers and analyses were strati?ed by type of health professional in Gupta et al.28,29 There was a clear statement of the aim of the research in all four qualitative studies.9,32—34 The qualitative methodology was appropriate in three studies9,32,33; however, it was unclear whether the methodology used in the study by Oh et al.34 was appropriate as it was based on a structured interview with only one open-ended question. While Nordqvist et al.9 clearly described their reasoning why qualitative methods were used, the o … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

PHIL 103 BSU Categorical Proposition Informal Fallacies & Categorical Syllogistic Exam PHIL 103 BSU Categorical Proposition Informal Fallacies & Categorical Syllogistic Exam ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Home > Humanities > PHIL 103 BSU Categorical Proposition Informal Fallacies & Categorical Syllogistic Exam Question Description I’m trying to study for my Philosophy course and I need some help to understand this question. kindly open the attached document and answer the question . Topics are: Categorical Proposition informal fallacies categorical syllogistic Unformatted Attachment Preview Bowie State University College of Arts & Sciences Department of History & Government Phil 103: Principles of Reasoning (or Logic) SECOND EXAMINATION (35%) Fall 2020 (December 3-5, 2020) INSTRUCTIONS: Please access and take the time to complete this 2nd Exam. Upon completion, upload to submit it via this designated space on Friday, Dec. 5, 2020 before @ 12:00 p.m. Name: _________________________________ 1) Chapter 4: Categorical Propositions. For each of these two Categorical Propositions, please do the following (for 10% and each is 5%): a) Clearly Identify the Subject Term and Predicate Term b) Name the Letter or Proposition (whether A, E, I, O) c) State Quantity (Universal or Particular) and Quality (Affirmative or Negative) d) Determine if the Subject and Predicate Terms are Distributed or Undistributed A) Some affirmative action plans are not social and economic programs that result in some kind of reverse discrimination to jeopardize the interest of any group. i) Subject Term: ______________________________________________________ ii) Predicate Term: ____________________________________________________ _________________________________________________________________ iii) Letter or Proposition: _______ iv) Quantity: _______________________ Quality: ____________________ v) Distribution: __Subject Term_________ and ____Predicate Term_________ ( ) Yes or ( ) No ( ) Yes or ( ) No B) All governments that negotiate or bargain with the terrorists are dangerous governments that compromise the security and well-being of their citizens by encouraging terrorism (political violence). vi) Subject Term: ______________________________________________________ _________________________________________________________________ vii) Predicate Term: ____________________________________________________ _________________________________________________________________ viii) Letter or Proposition: _______ ix) Quantity: _______________________ Quality: __________________________ x) Distribution: __Subject Term_________ and ____Predicate Term____________ ( ) Yes or ( ) No ( ) Yes or ( ) No 2) Chapter 3: Informal Fallacies-are bad, defective and mistakes in reasoning. A) Clearly Identify the Specific Informal Fallacy or Fallacies Committed in each of the following Argumentative Passages (10%): i) Everyone nowadays is on a low-crab diet. Well, since that is what everyone is doing, if follows that you too should also go on a low-crab diet. _Appeal to the people. ii) Billionaire investor, Mr. Warren Buffet has argued that wealthy people should be required to pay more taxes than the ordinary citizens in this country. However, I would like to remind Mr. Buffet that he is free to send “a fat check” of his money to the Department of the Treasury, because (last time that I checked) there is no sane person who talks like that. ______________________________________ iii) Mr. Goldberg recently argued against prayer in the public schools. Obviously, Mr. Goldberg is an atheism and advocates for it. Nevertheless, atheism is what they used to have in Russia. Atheism leads to the suppression of all religious religions and the replacement of God by an omnipotent state that oppresses her own people. PHIL 103 BSU Categorical Proposition Informal Fallacies & Categorical Syllogistic Exam So, is it what we want for this free and democratic country? Therefore, it is clear to all of us that his argument is a complete nonsense. _______________________ iv) I am not really prepared for this right now! What happened, a friend curiously asked. I just took the pregnancy test, and it was positive. This is why I am disappointed in my boyfriend. What happened, and why are you disappointed in him? You know that he tricked me, and that was why I became pregnant for our second child! ______________________ and ___________________________ v) Dr. Bradshaw, who was our beloved family primary care physician, has insisted that the creation of muonic atoms of deuterium and tritium holds the key to producing a sustained fusion reaction at a room temperature. In light of his rich medical training and background, we must have to come to the same conclusion and agree that he was probably correct. ____________________________ 2 vi) Successful businessmen and women, in today’s modern corporations, are paid in excess of about $100,000 per month. Therefore, the best way to ensure that Ms. Ferguson gets ahead and will become successful is to begin by dressing sharp and more professionally like those successful business executives. ______________ vii) Either we require some kind of forced sterilization of people in the Third World countries or the world population will explore and all of us will then die. We certainly do not want all of us to die, so we must require forced sterilization of people in the Third World countries. ___________________________________ viii) Because each of the players on this basketball team is an excellent athlete, so the whole basketball team is such an excellent team. ___________________ ix) This particular airplane was made in Seattle, Washington. Hence, all the parts of this very airplane were manufactured in Seattle, Washington. _______________ x) Mr. Pearson Bowie, as a powerful politician in this area, has continued to push for and argue that the theory of evolution should be discounted or completely rejected in favor of creationism. However, it is interesting to learn that Mr. Pearson Bowie is a cocaine-snorting pervert and who, according to reports, is one of the most dangerous members of the communist party leadership. ____________________ 3) Chapter 5-Categorical Syllogism has two Premisses and a Conclusion (10%) (i) First, Clearly Identify the Syllogistic Rule(s) broken, and (ii) Second, Name the Specific Formal Fallacy/Fallacies committed in each: a) AAO-2: __________________________________________________________ ____________________________________________________________________ b) AEI-3: ___________________________________________________________ ____________________________________________________________________ c) EEO-1: ___________________________________________________________ ____________________________________________________________________ d) AEI-2: ___________________________________________________________ ____________________________________________________________________ e) AEO-1: __________________________________________________________ ____________________________________________________________________ 3 f) AAI-4: ___________________________________________________________ ____________________________________________________________________ g) EII-1: ___________________________________________________________ ____________________________________________________________________ h) OOI-2: ___________________________________________________________ ____________________________________________________________________ i) AAE-4: __________________________________________________________ ____________________________________________________________________ j) EOO-3: __________________________________________________________ ____________________________________________________________________ 4) ANSWER THESE FILL-INS AND YES OR NO QUESTIONS (5%) a) What is the title or name of the required textbook for this course? ____________ _________________________________________________________________ b) Philosophy is the love for wisdom, the pursuit of truth, search for meaning and the quest for the good life. ( ) True ( ) False c) An _________________, as a subfield of philosophy, is the study and analysis of (structured) argument. There are two types of logic: deductive and inductive. d) A structured argument has two parts: ________________ and _______________ e) A fallacy is bad argument or a mistake in reasoning. A fallacy can happen when the premiss does or premisses do not support the conclusion. There are two types of fallacies: _____________________ and _________________________ 4 5) OPTIONAL QUESTIONS FOR EXTRA-CREDITS (2%): What have you learned from this course, so far (2%)? ___________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Have Fun, Good Luck! 5 … Purchase answer to see full attachment Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10