Nursing

Discussion: Beliefs of Openness
Discussion: Beliefs of Openness
Access the Shinto Art Creator tool.
Write a 350- to 700-word summary of Shinto practices that still exist today.
Create an illustration representative of the Shinto religion, based on the beliefs of openness, use of nature, and deliberate simplicity. Be prepared to discuss.
Format your paper and any additional materials consistent with APA guidelines.
Submit your assignment to the Assignment Files tab.
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.

Assignment: Branches of social psychology.
Assignment: Branches of social psychology.
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As you have gathered in the previous weeks, social psychological insight is relevant to many fields. Some branches of social psychology are specifically focused on application. In this discussion, we will consider practical applications beyond the scope of previous material.
To inform your thinking on this topic, begin by perusing The Stanford SPARQ . Consider the recommended readings to gain additional insight regarding systematic application of social psychology to various fields.
Then, select an applied branch of social psychology: psychology and law/forensic psychology, military psychology, health psychology, environmental psychology, etc. Locate a peer-reviewed, empirical article (i.e., an article that describes a research study, not merely a theoretical review) written from your chosen field. Summarize the theoretical background of the issue at hand and describe research methods used to investigate this phenomenon. Explain the social variables that contribute to the thoughts, feelings, or actions under review. Generate potential applications for the insight gleaned from the article you reviewed, and interpret application of social psychological insight to specific careers in this field.
Your initial post should be 500-1000 words in length and must contain a minimum of one scholarly, peer-reviewed reference, in addition to required course resources as applicable. Additional credible references are encouraged.
Guided Response: Respond to at least two of your classmates by Day 5 to stimulate more meaningful and interactive discourse in the discussion forum. In addition, respond to classmates (and/or the instructor, if applicable) who replied to your initial post by Day 7. Your responses must demonstrate a sophisticated understanding or application of the concepts covered in Week 5.
At least two of your responses should be a minimum of 150 words each.
The following general suggestions may be useful as you craft your replies:
Ask clarifying or thought provoking questions.
Provide personal or professional examples that further illustrate relevant social psychological concepts identified in your classmate’s post.
Supply additional information that might influence your classmate’s interpretation. For example, recommend resources that further support their position or identify possible alternative explanations.
Relate the content in your classmate’s post to that of your own or another classmate’s initial contribution to this discussion.

Assignment: The Trouble with Psychopaths
Assignment: The Trouble with Psychopaths
By contrast to depression, which can often be treated by the administration of mood-enhancing drugs (SSRIs or SNRIs)[footnoteRef:1] and/or psychotherapy, psychopathy is a disorder involving a wide variety of symptoms that, on the face of it, have little in common except for their moral and social undesirability. Depressive symptoms typically form a unified picture of a certain type of affective disorder. Psychopathy has been called a moral or an antisocial disorder [7, 8]. Where it seems relatively obvious, at least in theory, that to treat depression one must help elevate the subject’s mood and alleviate her despair, how to treat amoral or antisocial tendencies is less clear. And since we have experience of ingesting substances that are mood-elevators, at least in the short term, such as champagne or chocolate, it is not too far-fetched to suppose that other substances may produce a longer-term effect on a person’s mood. But what of amorality or antisociality? [1: Serotonin reuptake inhibitors and serotonin and norepinephrine reuptake inhibitors.]
Assignment: The Trouble with Psychopaths
On closer inspection, depression and psychopathy have more in common than it might seem at first. The two disorders represent more global divergences of cognitive and emotional functioning compared to the statistical norm. Depressed individuals tend to have a rather dark view of themselves and existence in general, associated with social withdrawal and lack of interest in activities, even those that were previously of great importance to them. Georg Northoff has suggested that depressed individuals may experience difficulties projecting themselves into the future or, if you like, imagining a future different from their current reality.[footnoteRef:2] Psychopaths’ divergence from the statistical norm is also of a more global sort. For the moral and social issues that psychopaths have are not limited to a certain domain. They characterize not a weakness or a lacuna in an otherwise intact socio-moral outlook, but a global socio-moral deficit or dysfunction. It is no coincidence that psychopaths are known to be ‘amoral’ or ‘without conscience’. Let us rehearse, briefly, the main features of the condition. Psychopaths experience relatively little empathy or sympathy and they may be unable to truly love others [10]; they experience little guilt and shame [10], are relatively fearless [11], and experience mainly unstable and shallow emotions.[footnoteRef:3] They can experience an emotion very strongly one minute—great anger for instance—but not at all the next. Their emotional impairments extend to deficits in recognizing certain emotions.[footnoteRef:4] It is often that it is the lack of empathic orientation towards others that allows the psychopath to manipulate, exploit, and parasitize those around him. However that may be, he seems to lack basic respect for others. [2: Interview with Lynn Desjardin, available at: http://www.theroyal.ca/northoff/2011/09/28/800/] [3: In what follows, I am following PCL-R, except where noted. That is, I reference emotional and other disorders that are not part of the diagnostic criteria, but that have nevertheless been documented by at least some important researchers in the field.] [4: Some studies have found that psychopaths have problems recognizing the expression of fear in people’s faces [14], others that they have special problems identifying disgust, but not fear [15]. Sadness recognition might also be a problem, but only in adolescent psychopaths [16]. Vocal affect is another area that has been studied and it would appear that here, too, psychopaths are impaired, but again only with respect of certain emotions. Bagley and colleagues, for instance, only found evidence for general impaired vocal-semantic sadness recognition (with some difference between primary and secondary psychopaths for other emotions) [17].]
Assignment: The Trouble with Psychopaths
Generalizing, we may say that the psychopath tends to regard others as tools or means to his own ends. Being able to lie without compunction no doubt makes it easier for him to use other people. Seeing others as in some sense worthy of respect in their own right appears to be beyond him [18]. The problem is not that he has a tenuous regard for humanity, say, but that he lacks respect even for friends and family. Robert Hare notes that criminal psychopaths distinguish themselves from other career criminals by being as likely to cheat, steal from, mistreat, harm, and generally act irresponsibly towards members of their own family as they are towards others [19, 20]. Psychopathy is par excellence a problem of living with others in organized social groups. More universally, they appear to regard the world and everything in it in terms of its use for their own purposes without being able to see animals, nature, works of art, etc. as having intrinsic value [18]. Famously, all traditional methods of treatment have failed to show results, though some recent treatment programs have shown some progress for adolescents with psychopathic tendencies [21].
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There may be principled, as opposed to more practical, reasons treatments have failed. First, there are those that argue that psychopathy is not a disorder at all, but an evolved strategy. It is, if you like, a human psychological subtype, which either was adaptive in ancestral environments or is currently adaptive in a strictly evolutionary sense. If it is an adaptive strategy, it may be much harder to resolve, if it is resolvable at all, than illnesses or diseases that can be understood as a dysfunction of a system relative to a statistical norm [22]. Second, one might suppose that as a personality disorder, psychopathy is tremendously resistant to treatment. A version of this argument is that it is a special type of mental disorder, i.e. a Cluster B personality disorder, which requires moral commitment for treatment to work. Ultimately, I shall argue (in section 2) for a variation of this position, but where it focuses on commitment, my main concern is the unity of a subject’s moral outlook or, as I shall argue, her Weltanschauung. But first, let us examine the two positions, because the ways in which they fall short is instructive.
There is much evidence of genetic variation within humans. For instance, lactose tolerance or the sickle cell trait are chronic genetic conditions, which confer significant advantages on their bearers, i.e. resistance to parasitization of the red blood cells by the plasmodium falciparum parasite (one of the more serious forms of malaria) and the ability to digest lactose throughout life. In parallel to such genetic variations in physical traits, Linda Mealey argues that psychopathy should be regarded as its own special genotype, adaptive if it occurs relatively infrequently in the group in which it occurs. It is the cheater, defector, or free rider genotype [23].[footnoteRef:5] In the words of Mealey, psychopaths: [5: I simplify Mealey here a bit. She thinks primary psychopaths are genetically disposed to become psychopaths, whereas the expression of secondary psychopathy is more environmentally determined. ]
are designed for the successful execution of social deception and […] they are the product of evolutionary pressures which, through a complex interaction of environmental and genetic factors, lead some individuals to pursue a life strategy of manipulative and predatory social interactions.
Lee Dugatkin [24] has suggested something similar, providing a detailed game theoretic model of the viability of the ‘con artist’. The idea behind these suggestions is relatively simple. Being devoid of the emotions that ordinarily curtail immoral actions of various kinds, psychopaths have an adaptive advantage over people who come fully equipped with empathy, guilt, and shame. Psychopaths are able to break their promises, cheat, lie, steal, and otherwise coerce others into doing their will without experiencing negative emotions as a result. Relative fearlessness and impulsivity may add to such abilities/tendencies. In other words, the psychopath’s presumed deficits enhance his ability to con, manipulate, and coerce others. From a certain perspective, what we call deficits are advantages. Mealey focuses on the emotional deficit, but it is equally likely that their practical reasoning deficit facilitates this type of behavior, perhaps by being undeterred by temporary setbacks in manipulative strategies.
Other defenders of such selectionist accounts of psychopathy stress psychopaths’ sexual strategy. Grant Harris and Marnie Rice [5] point out that not only are psychopaths very promiscuous, but they are also quite willing to use deception and coercion in order to have sex. Sex offenders who “preferentially target “reproductively viable” victims (i.e., postpubertal females) have significantly higher PCL-R scores than those who target all other classes of people” [5, pg. 564].[footnoteRef:6] Michael Seto and Vernon Quinsey [6] point out that from a Darwinian perspective at least, to talk of a condition as pathological (i.e. an illness or a disorder) which leads to increased reproductive success would be nonsensical. Whether to call such conditions diseases or dysfunctions or not, is not relevant to the project at hand. What matters is that there is a difference between conditions that reflect a genotypic variation, and thus an abnormality or a deviation from the statistical norm [cf. 25, 23], and conditions that constitute an abnormality or deviation from the ordinary functioning of the individual. In the latter cases, treatment can be aimed at bringing the subject back to their ‘normal’ state (some state that is within the statistical norm of functioning for that person). But in cases where the deviation is due to genetic variation, treatment aims to change the subject from his or her own norm. And this may be what the obstacle is to ‘treating’ psychopathy. [6: But probably this is primarily true for male psychopaths. Since women traditionally do most of the child rearing and psychopaths are notoriously irresponsible, female psychopaths may not fare particularly well fitness wise. The prevalence rate of psychopathy among women is much smaller than among men, however [30]. ]
Assignment: The Trouble with Psychopaths
The trouble with this line of thinking is that there are, indeed, evolutionary accounts of other mental disorders, such as depression [e.g. 26, 27] and anxiety syndromes [e.g. 28, 29], and yet there are decent treatment options available for both. So it cannot simply be in virtue of being an adaptation that a condition remains untreatable. It must be something more specific about the condition—whether or not we believe it is technically a disorder or an adaptation—that makes it resistant to treatment. One possibility is that psychopathy is really a disorder of the personality or character of a person rather than being an episodic condition, which depression typically is. This is the second position mentioned above. Though psychopathy is not in the DSM-IV, its closest living cousin in that reference work is Antisocial Personality Disorder. Personality disorders are life-long conditions, which affects the very character of the people who suffer from them. Because they affect character as a whole, some people have been very skeptical about the possibility of treating such disorders [31]. Even if treatment is possible, it cannot be aimed at restoring a character that has been overcome by illness—as in depression, for instance—because their illness is, in an important sense, part of who these people are. If one treats the disorder, one changes the personality or character of the individual. This is, perhaps, most dramatic in the case of Dissociative Personality Disorder, where one can argue that by treating the individual, one actually kills off some of her personalities [32].
Assignment: The Trouble with Psychopaths
Some of these personality disorders are disorders in living with others. Louis Chartrand [33] calls Cluster B Personality Disorders—Narcissistic, Histrionic, Borderline, and Antisocial Personality Disorder—“moral” disorders. These are disorders where “it is impossible to imagine a successful “treatment” or “cure” […] that does not involve some sort of conversion or change in moral character.” [33, pg. 71] In the cases of Narcissistic and Histrionic Personality Disorders “the “excessive attention seeking” and “inappropriate sexually seductive and provocative behavior” […] is flatly inconsistent with a pattern of empathy and regard for others.” [33, pg. 71] Any treatment of Antisocial Personality Disorder would have to address and alter the “pervasive pattern of disregard for and violation of the rights of others” [33, pg. 71].[footnoteRef:7] Indeed, such disorders are only treatable if the person shows moral willingness or moral commitment to therapy and change [33, pgs. 71-72]. [7: Here Chartrand quotes directly from the DSM-IV [8, pg. 649].]
If Cluster B Personality Disorders prove difficult to treat because of the need to ensure the subject’s moral commitment, we should expect psychopathy to be even more treatment resistant given that it is, more than any other, a moral disorder. My point is not that psychopathy is reducible to Antisocial Personality Disorder. Rather, if the latter is a moral disorder, psychopathy is even more so given that “the formal criteria of ASP place more emphasis on antisocial and criminal behaviors, and less emphasis on personality traits, than do traditional conceptions of psychopathy and the PCL-R” [34, pg. 5].[footnoteRef:8] Chartrand is a bit cagey about why he thinks that therapy or treatment of Cluster B Personality Disorders requires moral commitment on the part of the subject, other than for the obvious reason that therapy in general requires commitment. What he seems to have in mind is that Cluster B Personality Disorders are moral, not medical, disorders, and that they therefore require moral, not medical, treatment. But moral treatment requires commitment to moral change. At the core of moral treatment for all Cluster B Personality Disorders is “[w]illingness and commitment to developing the capacity for empathy” [34, pg. 71]. Lack of empathy is at the core of Narcissistic Personality Disorder, Antisocial Personality Disorder, and Psychopathy. [8: Antisocial Personality Disorder is a very disputed diagnosis, particularly among psychopathy researchers. At least half of the prison population meets the diagnostic criteria, adding credence to critics who regard it as a thinly veiled “criminality” classification (only a slight advance on “moral insanity”). And many young people, who would have received the diagnosis at one point or other, end up as productive members of society [19]. However, Hare judges that most psychopaths meet the Antisocial Personality Disorder diagnosis [34, 92]. Hart et al. 1991 found that 79.2% of psychopaths had a diagnosis of Antisocial Personality Disorder, whereas only 30.2% of inmates with this diagnosis also met the diagnostic criteria for psychopathy (PCL-R). ]
It is often suggested that the psychopath’s more or less complete disregard for the wellbeing of others is at the core of their disorder [14, 35]. Many studies report a negative relation between empathy and aggression [36, 37]. So it would seem that if we could only increase empathy in violent offenders, we would reduce their violent tendencies.[footnoteRef:9] Psychopathy researchers have not been too optimistic about the prospects of increasing empathy in psychopaths. Their emotional deficits are thought to be too wide-ranging [6]. One now rather famous psychotherapeutic program aimed to increase empathy and responsibility lowered violent recidivism in nonpsychopaths, but increased it in psychopaths [38]. In their assessment of the treatment options for psychopaths, David Thornton & Linda Blud argue that: [21, pg. 534] [9: The matter is more complex than it seems at first. The evidence that empathy reduces violence is mixed [39, 40, 41]. For instance, violent sex offenders often have intact empathy [42]. There is also the additional question of what, exactly, we mean by ‘empathy’. In the psychopathy literature, as many other places, ‘empathy’ may refer to sympathy, empathy, personal distress, emotional reactivity, or emotional contagion [41]. This gives rise to considerable confusion, particularly when considering how to conceptualize the moral impairments of psychopaths [43].]
Motives based on altruism, empathy, deep emotional needs, or long-term self-interest are unlikely to be relevant to psychopathic offenders. Short-term self-interest, excitement, challenges, status, and a sense of power or control are all much more relevant.
Assignment: The Trouble with Psychopaths
This makes it very difficult to see how psychopaths could form a commitment to moral change at all. I take it most moral philosophers would agree that the project of building morality of short-term self-interest is pretty hopeless.

Diagnosis of insomnia discussion
Diagnosis of insomnia discussion
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Question 2.
A patient with a diagnosis of insomnia is surprised when his physician explains to him that his brain is still highly active during normal sleep. Which of the following statements best captures the character of brain activity during sleep?
“Fewer neurons in your brain are firing when you’re asleep, but they’re more synchronized than when you’re awake.”
“While you’re obviously less aware of stimuli when you’re asleep, your brain is actually more active when you’re asleep than when you’re awake.”
“There are four types of brain activity, and actually all of them occur at different stages of sleep.”
“Your brain alternates between periods of activity and periods of inactivity when you’re asleep, and these correspond to your eye movement.”
Question 3.
Which of the following factors is most responsible for the fact that prefrontal lobotomy is no longer a common treatment for mental illness?
Individuals treated by lobotomy have difficulty interpreting somatic, visual, and auditory information.
Lobotomy inhibits the individual’s ability to add perception and meaning to sensory information.
Severing connections between the brain and its prefrontal areas inhibits problem solving and results in a loss of ambition.
Loss of communication to and from the prefrontal cortex changes, but ultimately exacerbates, symptoms of mental illness.
Question 7.
A clinician is conducting an assessment of a male patient suspected of having a disorder of motor function. Which of the following assessment findings would suggest a possible upper motor neuron (UMN) lesion?
The patient has decreased deep tendon reflexes.
The patient displays increased muscle tone.
The patient’s muscles appear atrophied.
The patient displays weakness in the distal portions of his limbs.

Opportunities To Promote Health And Wellness
Opportunities To Promote Health And Wellness
Maria’s vitals today are as follows; T 98.6, R 20, HR 88, BP 148/90
Using the lesson and text as your guide, answer the following questions.
What additional assessment data (subjective and/or objective) would you like to gather from Maria?
What actual health concerns and risk factors have you identified?
What are some opportunities to promote health and wellness for Maria?
Write one nursing diagnosis for Maria (actual, wellness or risk), based on one of the health concerns or opportunities you have identified. (Please use one of the formulas outlined in the text and lesson!)
Healthy employees are absent less, and they’re in better shape to do their jobs well.
The CIPD has defined wellbeing as “a state of contentment which allows an employee to flourish”. But how can HR influence employees’ health and wellbeing and reap the benefits? Besides your many options for managing employee healthcare, HR can also take a more holistic approach to promoting workplace wellness. You can start here.
Why promote health and wellbeing?
We’ve already talked about how healthier employees often perform better and take fewer sick days. There are other benefits too, including:
Greater staff motivation, flexibility, and retention – employees who feel looked after by their employer may be more committed to your organisation
Improved psychological wellbeing — which can result in a reduction in workplace stress and associated absence, as well as more positive feelings about work
Better customer outcomes — Healthier, happier staff are likely to offer better customer experiences
Avoiding a backlash
Be aware, though — research shows programmes must be perceived as genuine in their intent to support employee wellbeing. Staff might respond negatively if they feel HR is simply trying to get more work out of them (Simplyhealth 2014).
What does ‘wellbeing’ cover?
Wellbeing is a broad term. Within HR, it can cover an employee’s:
Physical wellbeing
Emotional and psychological health
Personal values, such as self-confidence and resilience
Attitudes to work, such as having a sense of purpose or job satisfaction
Personal development at work
All of these can affect employee performance, and any might be the focus of measures to promote health and wellbeing at work.
Creating an employee wellbeing programme
While only around 8% of UK organisations have a dedicated ‘wellbeing strategy’ in places, more than half have at least one wellbeing benefit in place — showing that wellbeing is a common goal for HR departments.
The extent of your wellbeing programme may depend on finances and management support, but it could include any of the following elements.
Promoting emotional wellbeing
Why is emotional wellbeing above physical? Because the most commonly offered wellbeing benefits are access to counselling and employee assistance programmes (CIPD 2015). It’s hardly surprising, given the rise in stress-related absence in recent years.
Other initiatives for improving employees’ emotional and psychological wellbeing can include:
Training in relaxation techniques, conflict resolution, anger management, or work-life balance
Corporate social responsibility activities such as community projects or volunteering
Promoting physical wellbeing
Physical health is still important too. Initiatives and benefits you can use to promote physical wellbeing include:
Exercise programmes such as outdoor activities, team sports, exercise groups or gym memberships
Improving workplace safety through training, safe equipment and safe practices
Healthier working environments, such as ergonomic work areas
Offering health benefits such as private healthcare
When employee wellbeing is linked to job performance, it can also be boosted by improving job satisfaction and attitudes to work.
Initiatives might aim to enhance:
Career development through training, mentoring, coaching, or promotion opportunities
Personal development through activities to promote traits such as resilience, respect, team working, and assertiveness
Inclusiveness of employees from diverse cultures through equal opportunities or recognising different religious beliefs
Managing employee healthcare
Make managing HR, staff holidays & employee admin easy.
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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.

Assignment: Study of Vaccinations HLT 314
Assignment: Study of Vaccinations HLT 314
Assignment: Study of Vaccinations HLT 314
Assignment: Study of Vaccinations HLT 314
Details:
Choose two research articles published by a scholarly (peer-reviewed) journal on a current health care issue in the United States, controversial or otherwise.
Topics:
Suggested topics may include:
A study of vaccinations and autism rates
Maternal health, fetal health, or elder health
Disease-based studies, such as diabetes, hypertension, and heart disease
The increasing rates of caesarean sections in birthrates
Managed health care in the United States
Any of the leading Health Indicator topics (2020 LHI Topics) profiled in the Centers for Disease Control and Prevention’s Healthy People 2020 initiative website
Part One
Complete the attached “Article Comparison Table” to compare the two articles in terms of content, research methods, focus of the study, target audiences and subjects, and their possible impacts on the future of health care delivery.
Part Two
Write a 500-750 words analysis that includes the following:
A summary of the topic you chose with rationale. (This may have personal significance to you or it may be a topic of particular interest that you have seen in the news.)
An explanation of the significance of the two research studies to health care delivery in the United States.
A description of the major functions provided by research and data monitoring of health care delivery in the United States.
Identification of potential environments within health care delivery appropriate to research and data monitoring.
Your assessment of the impact of the studies in your chosen articles in regards to health care delivery, incorporating and expanding on the information you provided in Part One. Were the studies intended to change or influence health care delivery? If so, how? If not, what are the implications of each study for health care delivery?
Your assessment of the role the allied health professional plays, or could play, in research and data monitoring of health care delivery in the United States.
Attach the “Article Comparison Table” to your written analysis and submit as one document.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
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.

Case Discussion: Social Mobility
Case Discussion: Social Mobility
Case Discussion: Social Mobility
Case Discussion: Social Mobility
Please read the question for this discussion thread carefully and answer it in details.
Class Inequality: What are three types of social mobility present in the American Society? Give at least one example of each mobility.
Gender Inequality: What is Glass Ceiling? How does it apply to women? Please quote the textbook.
Each student is required to reply to at least one other student.
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.

Discussion: Urinary Tract Infections
Discussion: Urinary Tract Infections
DISCUSSION 5
Urinary tract infections
Your discussion thread title should be the name of the disorder. If possible, you should choose a disorder that has not been chosen by a peer. You can complete your initial post using bullet points or a short answer.
In your initial post, discuss the following questions about your chosen disorder:
Concept and Etiology: How does the disease affect the reproductive and urinary systems in particular? How does it deviate from the definition of health discussed in Module One?
Classification: How is the disease classified?
Clinical Manifestations (Symptoms and Signs): What are the symptoms and signs of the disease or disorder? Be sure you understand the difference between symptoms (subjective) and signs (objective).
Diagnostic Tests: What are some additional diagnostic tests that can be done to illuminate the diagnosis? For example, when you injure your ankle, they take an x-ray to determine if it is broken or sprained.
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.

Assignment: stages of reflective judgment
Assignment: stages of reflective judgment
Permalink:
Assignment: Subsequent stages of reflective judgment
An abstract is required plus a conclusion reflecting the abstract!!
Write a paper in which you address the following:
Describe how a student who appears to be dismissing the value of an education might be encouraged to move out of a lower level and into subsequent stages of reflective judgment.
Integrate the possible selves and stages of reflective judgment theories in the text.
Discuss ethical and cultural strategies for promoting resilience, optimum development, and wellness in adults.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful
Reflective judgment is drawn from the theoretical work of many scholars. Listed below are scholars whose work informed the development of the Reflective Judgment Model, and how their work contributed to the model.
John Dewey (1933, 1938): definition of reflective thinking; the observation that uncertainty is a characteristic of the search for knowledge
Piaget (1960, 1970 [1956], 1974): assumptions of stage-related development; the processes of assimilation and accommodation account for changes in the conceptual structures used to understand the world
Flavell (1963, 1971, 1977): stage models generally assume that there are qualitatively different structures organized into logically coherent systems or stages; stages appear in an invariant sequence
Perry (1968, 1981): sequential development in college students’ underlying assumptions about knowledge, truth, and values
Broughton (1975, 1978): epistemological development after relativism; earliest stages of epistemological development are more characteristic of children than college students
Fischer (1980; Lamborn & Fischer, 1988): cognitive skill theory model of the development of complex reasoning; an individual’s developmental range falls between optimal and functional levels
Kegan (1982, 1994): evolution of the self; interpersonal relationships as a developmental continuum
The Reflective Judgment Model describes a dimension of cognitive development based on the work of these scholars.
Overview of the Reflective Judgment Model’s Three Developmental Periods
The conceptual framework for reflective judgment is that of a stage model characterized by seven distinct but developmentally related sets of assumptions about the process of knowing (view of knowledge) and how it is acquired (justification of beliefs). Each successive set of epistemological assumptions is characterized by a more complex and effective form of justification. The seven developmental stages of the Reflective Judgment Model may be broadly summarized into three levels: prereflective (Stages 1-3), quasi-reflective (Stages 4 and 5), and reflective (Stages 6 and 7) thinking.
Prereflective Reasoning (Stages 1-3): Belief that “knowledge is gained through the word of an authority figure or through firsthand observation, rather than, for example, through the evaluation of evidence. [People who hold these assumptions] believe that what they know is absolutely correct, and that they know with complete certainty. People who hold these assumptions treat all problems as though they were well-structured” (King & Kitchener, 2002, p. 39).
Quasi-Reflective Reasoning (Stages 4 and 5): Recognition “that knowledge-or more accurately, knowledge claims-contain elements of uncertainty, which [people who hold these assumptions] attribute to missing information or to methods of obtaining the evidence. Although they use evidence, they do not understand how evidence entails a conclusion (especially in light of the acknowledged uncertainty), and thus tend to view judgments as highly idiosyncratic” (King and Kitchener, 2002, p. 40).
Reflective Reasoning (Stages 6 and 7): People who hold these assumptions accept “that knowledge claims cannot be made with certainty, but [they] are not immobilized by it; rather, [they] make judgments that are “most reasonable” and about which they are “relatively certain,” based on their evaluation of available data. They believe they must actively construct their decisions, and that knowledge claims must be evaluated in relationship to the context in which they were generated to determine their validity. They also readily admit their willingness to reevaluate the adequacy of their judgments as new data or new methodologies become available” (King & Kitchener, 2002, p. 40).

Contemporary Issues Teenagers Face Today
Contemporary Issues Teenagers Face Today
Research the range of contemporary issues teenagers face today. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:
Describe the contemporary issue and explain what external stressors are associated with this issue.
Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.
Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Not surprisingly, all of these common teenage problems are connected to one another, in some way. However it does not mean that having one would lead to the other.
Following are some of the important steps to build a healthy relationship with the teens and handle the concerns effectively. None of the steps/solutions work in isolation and a combination of some or all will be most effective.
Early Identification
Changes in sleep patterns, eating habits, declined interest in normal and healthy activities, dropping grades in school and college, and preferred isolation are all early signs of depression. Increased demands to perform, competing with friends etc may also lead to unwanted stress. Being vigilant towards these signs at an early stage may help to block/stop further damage and guide them towards healthy ways of dealing with their concerns.
Understanding Transition
It is crucial that teens feel validated in their feelings and thoughts because what they are going through is a real part of their lives. Parents and guardians should not judge or criticize their feelings or thoughts. Being sensitive towards teens and the fact that they are exposed to a range of emotions (puberty being one of the most important experiences) is an important step in understanding their transition. Anger, confusion, jealousy, non-compliant attitudes, dislike towards their parents or elders, secrecy/high need for privacy etc. are few examples of emotions or feelings they have. Defiant behaviors results from their inability to appropriately deal with the intensity of these emotions and aggravate common teenage problems
Transferring Knowledge
One of the concerns that stems from curiosity and the need for independence or a sense of control can be experimenting with underage consumption of alcohol or drugs, physical intimacy or teenage pregnancy. It is often believed that educating the child about sex will lead to them wanting to experiment. However, that is a myth.
Talking to your children will enable them to be informed and will remove the “taboo” from the topic. It’s no secret that the level of exposure teens have today, as a result of the Internet is unmatched. Cyber addiction is the fastest growing problem amongst other common teenage problems. Parents should talk to their teens and make them conscious of cyber safety – and, how to protect themselves from Internet.
Parents may create a list of rules that clearly say when to use the internet, which sites they should visit and what safety measures they should follow and off course clearly discussing “WHY “for the same. However, timely, healthy, factual and regular conversation about these topics will help them make informed choices.
Respect
the teen’s opinion or decisions will enhance their self-confidence and self esteem. Most youths’ ability to develop positive self-esteem is affected by family life and parental criticism. Making respect a mutual virtue will help in developing a stronger bond between parents and the child.
Rapport
Every parent has a different outlook towards parenting. A healthy relationship between the child and parents is the most essential during the teenage years. Communication is the key to developing a rapport, which results in the child feeling comfortable talking to their parents. Finding the correct balance between being a friend and a parent is important as this will help develop the required rapport. For e.g. teens facing body image concerns like being too fat, too skinny, too tall or too short will benefit from balanced approach towards parenting, which may stem from good rapport.
Trust and Acceptance
Trust is the foundation of any relationship. Spying, cross questioning/checking with friends or doubting will hamper the bond, leading to defiant behaviors such as lying, stealing, hiding and being disrespectful. It is important to accept your teens as they are and to build trust in them. This will help them trust and accept themselves as well as those in their immediate environment.
Communication and Safe Space
A clear communication channel opens up many possibilities. This not only enhances the relationship but also helps the child confide in the parents about sensitive topics like bullying, peer pressure and abuse. Parents need to feel free to talk to their teens about certain common teenage problems like dating, sex, drugs, and alcohol. It is this inability to discuss the good and bad points that drives them to take wrong steps out of curiosity. Effecting use of communication will foster building of trust, respect and acceptance between the teen and the parent.
Seeking Help
With the changing times seeking professional help has became a common practice and more accessible. It is important to empower the teen with the information about seeking help even in the absence of the parent. It is equally important for a parent to be aware of his or her own needs and limitations and being open to seek or accept help.
Concerns that teenagers are faced with today are multifarious but interrelated in many cases. Parents, teachers and other guardians should be well aware of the concerns that today’s teenagers are facing and be prepared to mitigate them to their best abilities.
Be their best friend and guide them without being demanding. The years between 13-19 years are usually classified as turbulent times as the children are going through many growth changes, physically and mentally. One of the best options is to approach these concerns with empathy and love.
Parents have to find innovative ways to connect with their children and build a relationship to affectively support them during this difficult phase of growing up.
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.