Argumentative Essay Paper – Technology and Social Isolation – ENG 136

Argumentative Essay Paper – Technology and Social Isolation – ENG 136

I need help with an argumentative paper that should 6-8 pages long without cover and references (but please include in finale paper).  My topic is Technology and Social Isolation. You must have 5 references. I will include the rubric for the paper. Please start off using these two references and include three more.

Vroon, D. (2009, May/June). The distracted   generation victims of technology. American Record Guide72(3).

Massimini, M., & Peterson, M. (2009). Information and communication technology: Affects [sic] on U.S. college students. Cyberpsychology: Journal of Psychosocial Research on Cyberspace

Argumentative Essay Paper – Technology and Social Isolation – ENG 136

Course Theme Reading ListENGL136 Course Theme Reading List Student

Students:

Below you will find a reading list that includes 62 references on the theme and topics you will discuss and research in this class in preparation for the Course Project. Although you are not required to read all 62 of the references, you should plan to dedicate sufficient time to retrieve and preview sources on topics that are of interest to you. The list of readings will help you narrow a topic for your Course Project.

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These selections should be the first ones that you consult as you explore potential topics and begin your research process. Read and review the selections on topics that you are considering. Those that you do use will provide content that can be incorporated into your writing assignments as support or contrast for your thesis and your Final Project. Argumentative Essay Paper – Technology and Social Isolation – ENG 136

A final requirement of the Course Project is that all students must include at least one of the selected course readings below in their final research projects. Argumentative Essay Paper – Technology and Social Isolation – ENG 136

Once you are introduced to library search strategies, you will search for the remaining number of sources required for inclusion in-text and on the References page of the final assignment.

 

Each selection can be accessed in Writing Today or in the DeVry Library databases: EBSCOhost, LexisNexis, or ABI Inform.

 

For more information: Talk to your professor or use the Ask the Librarian service.

 Theme: Education (16 references)

 

Topics: Articles
1. School Bullies  Cloud, J. (2012, March 12). The myths of bullying. Time, 179(10). Retrieved from http://www.time.com/time/magazineCornell, D. G., & Brockenbrough, K. (2004). Identification of bullies and victims: A comparison of methods. Journal of School Violence, 3(2-3), 63–87. doi:10.1300/J202v03n02_05
2. No Child Left Behind Act/ Race to the Top  Ravitch, D. (2011). Dictating to the schools: A look at the effect of the Bush and Obama administration on schools. Education Digest, 76(8), 4-9. 

Onosko, J. (2011). Race to the Top leaves children and future citizens behind:  The devastating effects of centralization, standardization, and high stakes accountability.  Democracy & Education, 19(2), 1–11.

3. Grade Inflation  Kohn. A. (2013). From grading to degrading. In R. Johnson-Sheehan & C. Paine (Eds.), Writing Today (2nd ed., pp. 254–261). Boston, MA: Pearson Education.Hall, R. A. (2012). A neglected reply to grade inflation in higher education. Global Education Journal, 2012(3), 144–165.

Argumentative Essay Paper – Technology and Social Isolation – ENG 136

4. College Students and UnderageDrinking

 

Office of Applied Studies, Substance Abuse and Mental Health Services Administration. (2013). Underage alcohol use among full-time college students. In R. Johnson-Sheehan & C. Paine (Eds.), Writing Today (2nd ed., pp. 743–745). Boston, MA: Pearson Education.Wechsler, H., & Nelson, T.  F. (2010). Will increasing alcohol availability by lowering the minimum legal drinking age decrease drinking and related consequences among youths? American Journal of Public Health, 100(6), 986–992. doi:10.2105/AJPH.2009.178004.
5. Student Debt  McArdle, M. (2012, September 17). The college bubble. Newsweek160(12).Wenisch, M. (2012). The student loan crisis and the future of higher education. Catholic Social Science Review, 17, 345–350.
6. College Students, Cheating, and Plagiarism  Malesic, J. (2006, December 11). How dumb do they think we are? The Chronicle of Higher Education.McCabe, D. L., Trevino, L., & Butterfield, K. D. (2001). Cheating in academic institutions: A decade of research. Ethics & Behavior11(3), 219–232.
7. College Dropout Rates 

 

 

 

 

Husain, S. (2012). Student success at the community college Level. Diverse: Issues in Higher Education, 29(7), 40–41.Tuckman, B. W., & Kennedy, G. J. (2011). Teaching learning strategies to increase success of first-term college students. Journal of Experimental Education, 79(4), 478–504. doi:10.1080/00220973.2010.512318
8. High School Dropouts  Lubrano, A. (2012, December 30). Diminished diplomas: The job market is bleak even for millennials with college degrees. For those without, it’s a different world. The Philadelphia Inquirer.  Retrieved from http://articles.philly.comTavakolian, H. R., & Howell, N. (2012). Dropout dilemma and interventions. Global Education Journal2012(1), 77–81.
 Theme: Technology (16 references)

 

Topics: Articles:
1. Multitasking and Technology  Willingham, D. T. (2010). Have technology and multitasking rewired how students learn? American Educator34(2), 23–28, 42.Ellis, Y., Daniels, B., & Jauregui, A. (2010). The effect of multitasking on the grade performance of business students. Research in Higher Education Journal8, 1-10.
2. Technology and Social Isolation  Vroon, D. (2009, May/June). The distracted generation victims of technology. American Record Guide72(3).Massimini, M., & Peterson, M. (2009). Information and communication technology: Affects [sic] on U.S. college students. Cyberpsychology: Journal of Psychosocial Research on Cyberspace3(1), 1–12.
3. Perils of Social Networking  Azriel, J. N. (2011). Using social media as a weapon to harm victims: Recent court cases show a need to amend section 230 of the Communications Decency Act. Journal of Internet Law15(1), 3–10.Dailey, K. (2013). Friends with benefits: Do Facebook friends provide the same support as those in real life? In R. Johnson-Sheehan & C. Paine (Eds.), Writing Today (2nd ed., pp. 218–221). Boston, MA: Pearson Education.
4. Online Dating/ Online Predators/Sex Offenders  Clark-Flory, T. (2013). Reconsidering Match.com’s sex offender ban. In R. Johnson-Sheehan & C. Paine (Eds.), Writing Today (2nd ed., pp. 707–709). Boston, MA: Pearson Education.Essex, D. (2009). From deleting online predators to educating Internet users. Young Adult Library Services7(3), 36–45.
5. Illegal Downloading of Protected Content  Hamilton, M. A. (2013). Why suing college students for illegal music downloading is right. In R. Johnson-Sheehan & C. Paine (Eds.), Writing Today (2nd ed., pp. 693–695). Boston, MA: Pearson Education.Sheehan, B., Tsao, J., & Yang, S. (2010). Motivations for gratifications of digital music piracy among college students. Atlantic Journal of Communication18(5), 241–258. doi:10.1080/15456870.2010.521471

Argumentative Essay Paper – Technology and Social Isolation – ENG 136

6. Internet Censorship/ Classified Information Leaks 

 

Albanesius, C. (2012, August). Google sees spike in requests to censor political speech. PC Magazine.Keen, R. (2012). Untangling the Web: Exploring Internet regulation schemes in Western democracies. San Diego International Law Journal13(2), 351–382.
7. Identity Theft  Sullivan, M. (2012, August). Data snatchers! PC World30(8).Albrecht, C., Albrecht, C., & Tzafrir, S. (2011). How to protect and minimize consumer risk to identity theft. Journal of Financial Crime, 18(4), 405–414. doi:10.1108/13590791111173722
8. Texting and Driving  LaVallee, A. (2009, August 26). Tech journal: Firms racing to end texting and driving—as states pass new bans, companies build services to disable in-car cellphone messaging. The Wall Street Journal.  Retrieved from http://search.proquest.comPascual-Ferrá, P., Liu, Y., & Beatty, M. J. (2012). A meta-analytic comparison of the effects of text messaging to substance-induced impairment on driving performance. Communication Research Reports29(3), 227–238. doi:10.1080/08824096.2012.696079
 Theme:  Family (14 references)

 

Topics: Articles:
1. Sexualization of Girls  Kaiser survey shows prevalence of abuse. (Cover story). (2005). DATA: The Brown University Digest of Addiction Theory & Application24(S7), 1.Zubriggen, E. L., Collins, R. L., Lamb, S., Roberts, T., Tolman, D. L., Ward, L. M., & Blake, J.  (2013). Report of the APA Task Force on the Sexualization of Girls: Executive summary. In R. Johnson-Sheehan & C. Paine (Eds.), Writing Today (2nd ed., pp. 293–302). Boston, MA: Pearson Education.
2. Gender Discrimination  Coy, P., & Dwoskin, E. (2012, June 25). Shortchanged: Why women get paid less than men. Bloomberg Businessweek4285.Nadler, J. T., & Stockdale, M. S. (2012). Workplace gender bias: Not just between strangers. North American Journal of Psychology14(2), 281–291.

Argumentative Essay Paper – Technology and Social Isolation – ENG 136

3. Unequal Rights in Marriage, Children  Perrin, E., & Sprigg, P. (2013, March 21). Interview by A. Spiegel [Radio series episode]. Pediatric organization endorses same-sex marriage for its benefit to children. All Things Considered (NPR).Russo, C. J. (2011). Respect for me but not for thee: Reflections on the impact of same-sex marriage on education.  Brigham Young University Education & Law Journal, (2), 471–494.
4. Children of Divorce  Whitehead, B. D. (2013). The making of a divorce culture. In R. Johnson-Sheehan & C. Paine (Eds.), Writing Today (2nd ed., pp. 712–717). Boston, MA: Pearson Education.Kim, H. S. (2011). Consequences of parental divorce for child development. American Sociological Review76(3), 487–511. doi:10.1177/0003122411407748
5. Domestic Violence  Parachin, V. M. (2013). Terrorism in the home: Eleven myths and facts about domestic violence. Priest69(1), 13-16.Alhabib, S., Nur, U., & Jones, R. (2010). Domestic violence against women: Systematic review of prevalence studies. Journal of Family Violence25(4), 369–382. doi:10.1007/s10896-009-9298-4
6. Cyberbullying 

 

 

Bazelon, E. (2013, February 19). Interview by T. Gross [Radio series episode]. Today’s bullied teens subject to “sticks and stones” online, too. Fresh Air (NPR).Murray, S. S., Hewitt, P., Maniss, S., & Molinatti, J. (2012). “They’re Just Being Kids”: Recognizing and preventing bullying. National Social Science Journal39(1), 56–64.
7. Life-Work (Im)balance/Flexible Work Schedules Pofeldt, E. (2011, October). Flex your day week year career. Working Mother34(7).Masuda, A. D., Poelmans, S. A. Y., Allen, T. D., Spector, P. E., Lapierre, L. M., Cooper, C. L., Moreno-Velazquez, I. (2012). Flexible work arrangements availability and their relationship with work-to-family conflict, job satisfaction, and turnover intentions: A comparison of three country clusters. Applied Psychology: An International Review61(1), 1–29. doi:10.1111/j.1464-0597.2011.00453.x
 Theme:  Health/Wellness (16 references)

 

Topics: Articles:
1. College Students and Weight Issues  Kwiatkowski, J. (2009, August 22). Avoiding Fatter U: How not to gain the freshman 15: Managing the stress and lifestyle changes of college helps new students keep the weight off. Buffalo News, The (NY). [EBSCOhost]Carithers-Thomas, J. A. “Freshman fifteen: Fact or fiction.” [Writing Today]
2. Childhood Obesity  Ludwig, D. S. (2010). Ending the childhood obesity epidemic. Natural Foods Merchandiser31(5), 10–12. [EBSCOhost]Larson, A. A. (2012). Childhood obesity in USA: A descriptive snapshot of current responses, disconnects, and what could hold promise for additional mitigation. Movement & Sport Sciences / 7861-74. doi:10.1051/sm/2012016 [EBSCOhost]
3. Fad Diets  Koch, R. (2010). Food fads. Today’s Chiropractic Lifestyle39(5), 20–24. [EBSCOhost]Whyte, J., Marting, R., & Pennachio, D. (2005). How to guide patients away from fad diets and toward healthy eating. Patient Care39(5), 16–22. [EBSCOhost]
4. Junk Food  Lee, J. (2012). Nourishing change. Partnership enlists dozens of hospitals to put healthier food on their menus and kick junk food out of the cafeteria. Modern Healthcare42(41), 6. [EBSCOhost]Datar, A., & Nicosia, N. (2012). Junk food in schools and childhood obesity. Journal of Policy Analysis and Management31(2), 312–337. doi:10.1002/pam.21602 [EBSCOhost]
5. Sedentary Lifestyles  Masters, M. (2010). Sentenced to the chair. Men’s Health (10544836)25(7), 112–117. [EBSCOhost]McCrady, S. K., & Levine, J. A. (2009). Sedentariness at work: How much do we really sit? Obesity (19307381)17(11), 2103–2105. [EBSCOhost]
6. Teenage Pregnancy  Stanger-Hall, K. F., & Hall, D. W. (2011). Abstinence-only education and teen pregnancy rates: Why we need comprehensive sex education in the U.S. PLOS ONE6(10), 1–11. doi:10.1371/journal.pone.0024658 [EBSCOhost]Basch, C. E. (2011). Teen Pregnancy and the achievement gap among urban minority youth. Journal Of School Health, 81(10), 614-618. doi:10.1111/j.1746-1561.2011.00635.x Full text through [EBSCOhost]
7.Concussions in Athletes  Sander, L. (2010). Colleges struggle to protect athletes from concussion and its aftermath. (Cover story). Chronicle of Higher Education57(6), A1–A10. [EBSCOhost] Argumentative Essay Paper – Technology and Social Isolation – ENG 136Lueke, L. (2011). High school athletes and concussions. The Journal of Legal Medicine32(4), 483–501. doi:10.1080/01947648.2011.632710 [EBSCOhost]
8. Insurance Premiums for Smokers and Obese Employees  Economic woes may ratchet up penalties for obesity, smoking. (2011). Occupational Health Management21(10), 109–110. [EBSCOhost]Li, J., Linnan, L., Finkelstein, E., Tate, D., Naseer, C., & Evenson, K. (2011). Knowledge and perceptions among overweight and obese employees about lifestyle-related health benefit changes. North Carolina Medical Journal72(3), 183–190. [EBSCOhost]

Argumentative Essay Paper – Technology and Social Isolation – ENG 136

 
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What is important to you as you decide on the organizational structure?

What is important to you as you decide on the organizational structure?

NEED ORIGINAL HELP

Format: Submit a PowerPoint presentation (including speaker notes) of 12-15 slides that you would use in your executive presentation.

Congratulations! You have just been selected as the Director of Human Resources for a small growing company called Dynmatics Healthcare based in New Orleans. Dynmatics Healthcare is a small business that is growing by leap and bounds and provides Homecare Nursing and medical equipment for patients that are home bound. What started as a small concept is now expanding at a rate that is difficult to manage. The CEO of the company (Noreen Davis) along with one other partner have decided that the organization’s structure (which is primarily Davis) working as the Front-line supervisor, payroll clerk, and top sales agent) will not work in the future. Please consider the following as you write your paper.

· What is important to you as you decide on the organizational structure? One of the factors will be that Davis must be willing to let go of many of the day-to-day responsibilities. This is important since the company is based primarily in Lousianna and the five-year plan will include expansion into neighboring states.
· How will your sell the new structure to Ms. Davis and her partner? What do you think that they will be looking for? What fears do you believe that they will have?
· Once the “green light” is given, what is your strategy for implementation? The key stakeholders are Davis, her partner, the home healthcare employees, and the patients.


 

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Ethical decision-making model, assignment help

Ethical decision-making model, assignment help


Question descriptionUsing the steps outlined in the decision-making models in your readings, select one ethical decision-making model and use the model to analyze the case provided.  The ethical decision-making model is attached.

Case Scenario:

A 6-year-old develops a high fever accompanied by violent vomiting and convulsions while at school. The child is rushed to a nearby hospital. The attending physician makes a diagnosis of meningitis and requests permission to initiate treatment from the parents. The child’s parents are divorced. The mother, who is not the biological parent of the child, has primary custody. She is a Christian Scientist who insists that no medical treatment be offered for religious reasons. The biological father, who resides in another state, is also contacted. He insists that treatment be given and seeks independent consultation from another physician.

Assignment:

In a formal, written paper of 800-1,200 words, answer the following questions:

  1. What is the ethical dilemma here?
  2. Describe the decision-making model you selected from your readings.
  3. How would you resolve this dilemma using the model?
  4. Include, at the end of your paper, a 200-word dialog in which you explain your decision to the family. (Remember to use language that the family would understand).

A minimum of three references must be used.

Prepare this assignment according to the APA guidelines. An abstract is not required.

 
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What can you do in advance to prepare for the changes during the first year of employment?

What are three questions you should ask yourself when you begin your job search?2 What are the most common mistakes people make in preparing their résumés?3. What should you know about your pros

1. What are three questions you should ask yourself when you begin your job search?

2. What are the most common mistakes people make in preparing their résumés?

3. What should you know about your prospective employer before the job interview?

4. What should the interviewee try to achieve during a job interview? What should you look for? What red flags should you watch for?

5. What can you do in advance to prepare for the changes during the first year of employment?

6. Create your own SWOT analysis. How would you respond to your personal strengths and weaknesses if you were a prospective employer? How can you enhance your strengths and improve in areas of weakness?

7. Draw a career path for yourself, beginning with the present year and extending to the age of retirement. Be sure to include any “twists and turns” of the path you expect to experience along the way and any barriers you expect to encounter. How will you handle these experiences?

Do an online nationwide search for information about current job prospects in nursing.Compare opportunities in various regions of the country. Why do you think these opportunities are the same or different?

5. Develop a list of questions that you should ask a potential employer. What “homework” will you need to do to prepare for an interview?

 
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For this Assignment, you will identify three short-term and three long-term goals

Professional Goals

Assignment 1:

Professional Goals

Developing professional goals is critical to guiding your career and transitioning to become a practicing NP. The goals that you develop should be SMART. SMART goals are: Specific, Measurable, Attainable, Relevant, and Time-specific (Massachusetts Institute of Technology Human Resources, n.d.). Keeping your goals SMART will increase your chances of meeting or exceeding your professional career goals.

For this Assignment, you will identify three short-term and three long-term goals. You also will explain how each goal relates to your professional career development and how you might achieve each of these goals.

Massachusetts Institute of Technology Human Resources (n.d.). SMART goals. Retrieved from

http://hrweb.mit.edu/performance-development/goal-setting-developmental-planning/smart-goals

To prepare:

Review the SMART Goals Learning Resources

Consider professional goals that you might select to help focus on your transition from RN to NP practice.

By Day 7

For this Assignment, write a paper that is no more than 2 pages long that addresses the following:

Identify at least three short-term goals (1-2 years)

Identify at least three long-term goals (3-5 years)

Explain why you selected each goal and how they relate to your professional career development

Create a strategic plan that explains how you might achieve each of these goals

 
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Health Promotion Among Diverse Population

Health Promotion Among Diverse Population

Analyze the health status of a specific minority group. Select a minority group that is represented in the United States (examples include American Indian/Alaskan Native, Asian American, Black or African American, Hispanic or Latino, Native Hawaiian, or Pacific Islander).

In an essay of 750-1,000 words, compare and contrast the health status of the minority group you have selected to the national average. Consider the cultural, socioeconomic, and sociopolitical barriers to health. How do race, ethnicity, socioeconomic status, and education influence health for the minority group you have selected? Address the following in your essay:

  1. What is the current health status of this minority group?
  2. How is health promotion defined by this group?
  3. What health disparities exist for this group?
  4. Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice.

Cite a minimum of three references in the paper.

You will find important health information regarding minority groups by exploring the following Centers for Disease Control and Prevention (CDC) links:

  1. Minority Health: http://www.cdc.gov/minorityhealth/index.html
  2. Racial and Ethnic Approaches to Community Health (REACH): http://www.cdc.gov/chronicdisease/resources/publications/aag/reach.htm
  3. Racial and Ethnic Minority Populations: http://www.samhsa.gov/specific-populations/racial-ethnic-minority

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.

 
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DIFFERENTIAL DIAGNOSIS

 
CASE STUDY ASSIGNMENTS
Case study 1 – choose any related disorder covered in modules 1-6
Case study 2 – choose any related disorder covered in modules 7-12
For each study, you are to imagine you are an intake therapist doing an initial assessment of a disorder. You can make up your client and the details, or if you work in the mental health field, you can use a real person / case IF you change the name and all information or details which may threaten confidentiality. DO NOT use a family or friend and attempt to diagnose them. You are not qualified to do so, and this can cause issues in your relationship and view of such a person. A fictitious person is suggested. Your study MUST BE ORIGINAL. YOU must write it in its entirety. You may NOT find one on the internet or other source and use it for your assignment. To do so will be considered academic dishonesty!
Each case should be submitted as a Word document. It is not expected that your case studies will be of the level of a professional case study, but should be thorough and detailed as would be expected of an upper level student in psychology. It need not be in complete APA format (except references if used), but should be neat, orderly, and include your name in the file name.
Each case should include the following:
CASE SUMMARY – This should include at least the following three things:
· Information on the client such as demographic information, career, education, or other life situations
· Purpose of the visit / Reason client is presenting
· Current executive functioning (may include social, family, occupational, or other circumstances affected or not affected by the symptoms)
Include the client’s background and demographic information, especially things which may be important to diagnosis and treatment. Typically, this would read something such as “The client is a 30 year old male who presents with complaints of….. S/he reports current ability to work without impairment and…..” This section will likely be 1-3 paragraphs. One of the key features of this section is that you include the details that would lead you to your diagnosis. A person who knows the diagnosis should be able to read this section and identify the symptoms and circumstances leading to the diagnosis, as well as a guide for treatment.
CLINICAL HISTORY – Include any prior treatment, history of symptoms, any medical conditions that could be relevant, and other clinical information. If the symptoms are new and there doesn’t appear to be any relevant previous history, state that there is no prior treatment, client is in good health, never been treated for any condition, etc. This supports the diagnosis, but also helps rule out other etiologies of the symptoms such as medical problems. This may or may not repeat some information in the case summary.
INITIAL DIAGNOSIS– Include your initial diagnosis of the condition using the DSM-5 terminology, and list the ICD-10 code. Also, cite the corresponding page in your DSM for the diagnosis. Be sure your information supports (leads you to) the diagnosis using your DSM-5. The diagnostic features and associated features in your DSM will be helpful with this as well. For example, if a criteria states the client must have at least 3 symptoms, lasting for six months or more, and your information only shows 2 for six months and 1 for one month, it would not meet the diagnostic criteria. Again, you are making up the case and symptoms, so you can “make” them have the disorder. You wouldn’t do that if you were evaluating an actual person and case of course. Just be sure the details you give of the case in the case summary support the diagnosis correctly. You should also identify the subtype if applicable. Your DSM will be helpful in all these areas.
DIFFERENTIAL DIAGNOSIS / RULE-OUT- A differential diagnosis has sometimes been called “rule out” diagnoses. These are other diagnoses that may fit the symptom which should be ruled out to support the initial diagnosis, and be sure there aren’t other etiologies of the symptoms. You will often have similar mental disorders to include here, but many of these will be possible “medical” explanations as well. For example, if your client is having tremors and has recently experienced a head trauma, along with other symptoms, you may diagnose him with _________________. However, they could be explained, for example, by drug use. Perhaps the man’s accident could have been caused due to drug use, and repeated use may be contributing to the tremors. You would want to rule out drug abuse as a contributing factor to your diagnosis. Your DSM will include differential diagnoses to consider with each disorder.
TREATMENT SUGGESTIONS / PROGNOSIS – You should give just a brief suggestion / typical treatment and prognosis here. Again, your DSM will be helpful with this, but this is the section where you may want to use your textbook or other sources to determine what treatment efforts may be appropriate, and what prognostic concerns there may be in the treatment process. Because this is an initial diagnosis, this section need not be lengthy. You are not mapping out the entire treatment process. You are only giving an initial suggestion as to the direction to take.
If you want, you can use the guideline / template for your case study on the following page (delete the instructions above if you use the template).
Case Study 1/2
Assessing therapist: ________[your name]_______________________ Intake date: _____________
Client’s name: __[make it up]_______________ Preferred call name: _________________________
DOB: __________ Age: ________
Does client present voluntarily: ____yes ____ no ____ court ordered
CASE SUMMARY:
CLINICAL HISTORY:
INITIAL DIAGNOSIS:
ICD-10 CODE: _____________________________
DIFFERENTIAL DIAGNOSIS / RULE-OUT:
TREATMENT SUGGESTIONS / PROGNOSIS:

 
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Health Promotion and Disease Prevention in the Gerontological Population

Health Promotion and Disease Prevention in the Gerontological Population

Required textbook Touhy, T. & Jett, K. (2012). Ebersole & Hess’ toward health aging: human needs and nursing response (8th ed.). St. Louis, MO: Elsevier Watch the youtube video about The Big Idea in 4 Minute. Write 2 pages on the video and answer the following questions. Identify the 3 main points of video and how these 3 ideas will impact my practice as a family Nurse Practitioner. (1). 3 key points from the video “The Big Idea in 4 minutes – Coming of Age in Aging America (2). How will these 3 points affect your practice. https://www.youtube.com/watch?v=ZOA1v4-2Fos&feature=youtu.be


 

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Apply epidemiological methods to the breadth of settings and situations in public health practice

Public Health Practicum Goals, Objectives and Competencies Form
Practical Experience Site: Food Safety and Inspection- Inspecting work site dining facilities and food truck vendors
Section 1: Overview of your project
Briefly describe your project(s) including purpose and expected outcomes. (~200 words)
Section 2. Goals and Objectives (example attached)
List your goals for the Practical Experience. Goals should include what you want to achieve by the end of the Practical Experience (e.g. better collaboration among providers for dental services; greater participation by employees in worksite wellness initiatives, etc.). There should only be one goal for each project.
For each goal, list 1-3 objectives. Objectives should be measurable and may include specific deliverables that you will be working on as part of your Practical Experience. Include a date for the completion of each objective. Objectives should be SMART: Specific, Measurable, Achievable, Results-focused, and (realistically) Time-bound. Objectives may include specific deliverables (e.g. products) that students will be working on as part of the practicum project. Students should describe tasks needed to complete the objective(s) and include the approximate completion date. Tasks must support each objective and the objectives must support the goal.

Goal Objectives Tasks Completion Date
Objective 1.1
Objective 1.2
Objective 1.3

 
 

Section 2: Competencies

Instructions: List four (4) specific competencies (see next page for a list of competencies) that you expect to gain from your experience. You must choose at least two (2) Foundational Competencies and two (2) Program Competencies. Note: You and your preceptor will be asked to rate how well you were able to meet these competencies so they should be the competencies most relevant to your project(s). Be sure to list specific competencies and not just the general topic area.

Competency 1:
Competency 2:
Competency 3:
Competency 4:

 
Competencies
1. Synthesize and incorporate scientific evidence into professional writing
2. Search databases and critically analyze peer reviewed literature
3. Develop strategies for qualitative and quantitative data management.
4. Evaluate the use of financial resources and management techniques by public health programs to achieve goals and sustainability.

5. Describe the use of technological applications in health interventions
MPH Foundational Competencies

Evidence-based Approaches to Public Health

1. Apply epidemiological methods to the breadth of settings and situations in public health practice
2. Select quantitative and qualitative data collection methods appropriate for a given public health context
3. Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software, as appropriate
4. Interpret results of data analysis for public health research, policy or practice

Public Health & Health Care Systems

5. Compare the organization, structure and function of health care, public health and regulatory systems across national and international settings
6. Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels

Planning & Management to Promote Health

7. Assess population needs, assets and capacities that affect communities’ health
8. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs
9. Design a population-based policy, program, project or intervention
10. Explain basic principles and tools of budget and resource management
11. Select methods to evaluate public health programs

Policy in Public Health

12. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence
13. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes
14. Advocate for political, social or economic policies and programs that will improve health in diverse populations
15. Evaluate policies for their impact on public health and health equity

Leadership

16. Apply principles of leadership, governance and management, which include creating a vision, empowering others, fostering collaboration and guiding decision making
17. Apply negotiation and mediation skills to address organizational or community challenges Communication
18. Select communication strategies for different audiences and sectors
19. Communicate audience-appropriate public health content, both in writing and through oral presentation
20. Describe the importance of cultural competence in communicating public health content Interprofessional Practice
21. Perform effectively on interprofessional^ teams

Systems Thinking

22. Apply systems thinking tools to a public health issue

 
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What is the primary distinguishing feature between Anorexia Nervosa and Bulimia Nervosa? For this week’s Forum, respond to the following: What is the primary distinguishing feature between Anorexia Nervosa and Bulimia Nervosa?

What is the primary distinguishing feature between Anorexia Nervosa and Bulimia Nervosa?
For this week’s Forum, respond to the following: What is the primary distinguishing feature between Anorexia Nervosa and Bulimia Nervosa?

Original Question:

For this week’s Forum, respond to the following: What is the primary distinguishing feature between Anorexia Nervosa and Bulimia Nervosa? Review the research findings on societal and familial factors which can contribute to the manifestation and maintenance of these disorders.

Reply to the following response with 200 words minimum. (please make response as if having a conversation, respond directly to some of the statements in below post. This is not providing an analysis of the original post. Respectfully address it and even ask clarifying or additional questions.)

Major depressive disorder, or MDD, is also known as major depression and unipolar depression and is very well understood. This condition is often easily treatable through with a combination of therapy and medications. The causes themselves are not as well-known but physiological and anatomical reasons have been cited with the biggest determining factor being your genetics or family tree (Lieber, 2017). There are many symptoms with this condition including, but not limited to, irritability, withdrawal from regular activities and loved ones, exhaustion, morbid or suicidal thoughts, inability to focus, restlessness, agitation, negative thinking, and the inability to see positive solutions. There are many subtypes of this condition each having their own defining characteristics. One of these subtypes is called psychotic depression and is often accompanied by hallucinations and/or delusions that are not cohesive with reality (Lieber, 2017). Cyclothymic Disorder, also known as cyclothymia, is a rare mood disorder which has some similar characteristic as bipolar disorder. Those who suffer from cyclothymic disorder typically experience cyclic highs, which are symptomatic of hypomania (a less severe form of mania), and cyclic lows, which are characteristic of mild depression (not to be confused with major depression). These highs and lows are persistent for at least a few years and between these elevated and depressed moods it is not uncommon to feel like yourself (Lieber, 2017). The symptoms for this depressive side of this particular disorder include loss of interest in previously pleasurable activities, feelings of worthlessness, irritability, sadness, emptiness, restlessness, hopelessness, fatigue, concentration problems, suicidal thoughts, low self-esteem, pessimism, impaired judgement, lack of motivation, loneliness, social withdrawal, and lack of meaning or purpose in life. While the symptoms for the hypomanic side of this disorder include impulsivity, irresponsibility, reckless thrill seeking, increased drive, emotional instability, hyperactivity, racing thoughts, inflated optimism and self-esteem, and concentration problems. (Lieber, 2017). This condition can increase your chances of developing bipolar disorder.

Bipolar disorder, which is also referred to as manic-depressive illness is a disorder that causes shifts in mood and energy or activity levels. There are technically four basic types of this disorder, which are bipolar I disorder, bipolar II disorder, cyclothymic disorder (discussed above), and other specified and unspecified bipolar and related disorders (NIH, 2017). While major depression is typically confined to depressive episodes, bipolar disorder usually involves both manic and/or hypomanic episodes as well as depressive episodes (Maddux & Winstead, 2012). Bipolar I disorder has depressive episodes that can last at least two weeks and manic episodes that can last at least seven days, with the possibility of them occurring at the same time. Bipolar II disorder has a pattern of hypomanic and depressive episodes, but not the full-blown manic episodes discussed in bipolar I disorder (NIH, 2017). Symptoms of manic episodes include having lots of energy, feeling jumpy, having trouble sleeping, talking fast, being agitated or irritable, racing thoughts, doing risky things, and feeling very elated. The symptoms of a depressive episode include feeling sad or hopeless, having trouble concentrating, feeling tired, decreased activity levels, and thinking about death or suicidal thoughts (NIH, 2017). I have heard many things throughout my years regarding some of these conditions, including some jokes and some serious conversations, but personally knowing a person who deals with one of these disorders, I felt the need to ask a question which may not be satisfactory for the assignment but still I feel worth asking, as I am interested to hear your responses. So, my questions to the class regarding these disorders are, what are some of the common myths or misconceptions regarding these types of disorders that have you heard or thought? Did you believe any of them before reading and researching more about these disorders? And, were any of them correct?

– Keith


 

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The post What is the primary distinguishing feature between Anorexia Nervosa and Bulimia Nervosa? For this week’s Forum, respond to the following: What is the primary distinguishing feature between Anorexia Nervosa and Bulimia Nervosa? appeared first on nursing term paper.

 
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