Cultural Diversity and You

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Cultural Diversity and You

Hey Robert, I’m going to post the scoring guide at the end. Please, follow the scoring guide. I need at least “basic” I can’t have anything in “non-performance” please.

  • Write a 5–7-page essay describing, examining, and reflecting upon a personal cultural diversity encounter.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
    • Competency 1: Describe theoretical ideas of power in relation to policy.
      • Connect a personal experience to sociological concepts of power.
    • Competency 3: Analyze the effects of social policy using aggregated data.
      • Analyze data to make valid sociological inferences.
    • Competency 4: Analyze how laws are applied or created based on race, ethnicity, religion, gender, sexual orientation, age, and social class.
      • Analyze how laws or policies are applied to a diversity issue.
    • Competency 5: Apply diversity strategies in professional, educational, and personal contexts.
      • Apply strategies for addressing a cultural diversity issue.
      • Discuss personal characteristics or experiences that might account for feelings or reactions involving a diversity issue.
    • Competency 6: Communicate effectively.
      • Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.

  • Context

    Understanding cultural diversity from a sociological perspective first requires understanding the concepts and theoretical frameworks that guide sociological thinking. Cultural diversity encompasses a variety of social categories, including race, ethnicity, gender, sexual orientation, religion, social class, age, and physical or mental disability. Sociologists examine these categories at both the micro level (how they affect or are affected by individuals) and at the macro level (how they impact society as a whole).At the micro level, sociologists might explore, for example, how and why certain individuals may be prejudiced or racist while others are not. Yet prejudice and racism are not just individual problems, but are structural phenomena that are built into the way a society is organized. Understanding prejudice and racism requires not just focusing on individuals but also examining overall patterns of discrimination and racism within society. Sociologists study how those patterns have changed over time, as well as their causes and consequences for society as a whole and for individuals and families.

  • Questions to Consider

    To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

    • What is the distinction between a dominant and a minority group?
    • What are the differences among prejudice and individual and institutional discrimination?
    • What are the key sociological theories used to describe relationships between dominant and majority groups, and how do these theories explain these relationships? For example, consider how conflict or functional theory approach race or ethnic relations or the theories of inequality proposed by Max Weber and Karl Marx.
    • What particular issues surrounding diversity are most important or prevalent in today’s society?

  • Resources

  • Internet Resources

    Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

    • Le, C. N. (2007). The downside of diversity? Everyday Sociology. Retrieved from http://www.everydaysociologyblog.com/2007/09/the-d…
    • Prince Inniss, J. (2011). What explains social inequality? Everyday Sociology. Retrieved from http://www.everydaysociologyblog.com/2011/09/what-…
    • Frontline. (1985). A class divided. Retrieved from http://www.pbs.org/wgbh/pages/frontline/shows/divi…

  • Assessment Instructions

    For this assessment, you will be combining a micro- and macro-level analysis of diversity. You will discuss your personal experiences or observations regarding a diversity-related issue and apply sociological concepts and theory to your analysis. You will also research the broader trends regarding the diversity-related issue you have chosen to discuss. Finally, you will discuss existing or proposed laws or policies that are applicable to your issue and reflect on personal strategies that could be used to address or prevent the problem you have identified. One major thing to keep in mind as you begin to explore the sociology of cultural diversity is how the social categories we belong to—our race, ethnicity, social class, the generation we belong to—affect how we perceive the world around us and our interactions with other people.

    DELIVERABLE

    Reflect on an instance when you or someone else were unfairly excluded, discriminated against, or otherwise neglected or treated inappropriately due to race, ethnicity, age, gender, social class, sexuality, disability, or other category related to diversity. Depending on the setting in which the incident occurred, consider whether any laws or policies were violated, either those established by an organization, such as a business or school, or state or federal antidiscrimination policies.Write an essay in which you complete each of the following:

    • Part 1 – Describe your experience:
      • Describe the event and the underlying diversity issues at play.
      • Describe your opinions, feelings, actions, and what you learned from the event.
    • Part 2 – Examine your experience:
      • Discuss experiences from your personal background that might account for your feelings or reactions.
        • Consider areas such as your ethnicity, history, upbringing, local mores, recent events, et cetera.
      • Connect your experience to at least three sociological concepts and/or issues. For example, if you are writing about what if feels like to be an outsider, you could connect your discussion to the concept of power or social structure, or the broader issue of relationships between dominant and minority groups.
        • Examples of other concepts you could include are: prejudice, discrimination, stereotypes, cultural pluralism, assimilation, structural mobility, social distance, and modern racism.
        • Examples of theories include functional or conflict theory, Marx’s and Weber’s theories of inequality, Park’s race relations cycle, Gordon’s theory of assimilation, human capital theory, scapegoat hypothesis, and the theory of authoritarian personality.
      • Incorporate research on the broader issue that your experience illustrates. For example, if the incident you describe involves discrimination in the workplace, research workplace discrimination and find data on the prevalence or nature of this problem. If the incident involves bullying at school, locate data on how extensive this issue is. Questions to consider include:
        • Is the type of incident you describe commonplace?
        • Where might this be most prevalent?
        • Among what groups is it most likely to occur?
        • What trends did you notice in your research? For example, does the kind of incident you experienced or observed seem to be an increasing problem, or is it declining over time?
      • Analyze how relevant laws or policies might be applied to this situation. These may be civil or criminal laws or, perhaps, policies established in the workplace or schools.
        • Consider whether any laws or policies were violated and how those laws or policies might be changed or better enforced to address the situation you describe.
    • Part 3 – Reflect on your experience:
      • Based on your reflections of the event and the research you have now done, share personal strategies that are useful for informing the interactions or relationships between the involved parties, as well as your own understanding or perspectives.

    ADDITIONAL REQUIREMENTS

    • Written communication: Written communication is free of errors that detract from the overall message.
    • Length: 5–7 pages, not including title and reference pages.
    • Format: Include a title page and reference page, and format the paper and your citations according to current APA style and formatting guidelines.
    • Sources: Cite at least two scholarly sources.
    • Font and font size: Times New Roman, 12-point.
    Cultural Diversity and You Scoring Guide
    CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
    Connect a personal experience to sociological concepts of power. Does not connect a personal experience to sociological concepts of power. Connects a personal experience to sociological concepts of power that have little relevance to the experience. Connects a personal experience to sociological concepts of power. Connects a personal experience to sociological concepts of power, including mention of specific theories.
    Analyze data to make valid sociological inferences. Does not analyze data. Analyzes data but makes unsupportable sociological inferences. Analyzes data to make valid sociological inferences. Analyzes data to make valid sociological inferences and cites specific instances of data to support them.
    Analyze how laws or policies are applied to a diversity issue. Does not describe how laws or policies are applied to a diversity issue. Describes how laws or policies are applied to a diversity issue. Analyzes how laws or policies are applied to a diversity issue. Analyzes how laws or policies are applied to a diversity issue and cites support from scholarly sources.
    Apply strategies for addressing a cultural diversity issue. Does not list strategies for addressing a cultural diversity issue. Lists strategies for addressing a cultural diversity issue. Applies strategies for addressing a cultural diversity issue. Analyzes strategies for addressing a cultural diversity issue.
    Discuss personal characteristics or experiences that might account for feelings or reactions involving a diversity issue.

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    		 Does not list personal characteristics or experiences that might account for feelings or reactions involving a diversity issue. Lists personal characteristics or experiences that might account for feelings or reactions involving a diversity issue. Discusses personal characteristics or experiences that might account for feelings or reactions involving a diversity issue. Analyzes personal characteristics or experiences that might account for feelings or reactions involving a diversity issue.
    Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Does not write coherently to support a central idea in appropriate format. Does not use correct grammar, usage, and mechanics. Writes to support an idea. Format is inconsistent and contains major errors of grammar, usage, and mechanics. Writes coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Writes coherently, using evidence to support a central idea in a consistently appropriate format with correct grammar, usage, and mechanics.

Diversity and the Media

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Diversity and the Media

Hey Robert, I’m going to post the scoring guide at the end. Please, follow the scoring guide. I need at least “basic” I can’t have anything in “non-performance” please.

  • Write a 6–8-page essay analyzing a chosen diversity issue covered in the media.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:SHOW LESS
    • Competency 1: Describe theoretical ideas of power in relation to policy.
      • Discuss sociological theories appropriate for promoting understanding of a diversity concept.
      • Discuss how a media piece may affect or might have been influenced by policy and/or power.
    • Competency 2: Identify historical and contemporary influences of discrimination in U. S. culture.
      • Discuss how minority and dominant groups are portrayed in a media piece to understand influences on discrimination.
    • Competency 3: Analyze the effects of social policy using aggregated data.
      • Analyze data that is appropriate for supporting or refuting the central tenets of media piece.
    • Competency 6: Communicate effectively.
      • Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.

  • Context

    How are different social groups portrayed in the mass media in contemporary society? How far have we come in terms of reducing or eliminating stereotypical images and portrayals of minority groups? To answer these questions, we need to place them in the context of the economic, technological, and social changes that have shaped postindustrial U.S. society and affected relationships between diverse groups in our society. For example, watching TV sitcoms and dramas today we see not only much greater diversity in cast members but also minority group members playing leading roles, something that was much less common just a few decades ago.As we analyze how the various media forms portray cultural diversity, another thing to consider is the role of people with power in the media industry—those who make the decisions about what stories and images appear on a TV news program or magazine or newspaper article and how those programs or stories will be framed.

  • Questions to Consider

    To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

    • Some sociologists who study the media argue that the media is a reflection of what is already happening in society, while others contend that the media manipulates its audience by portraying events or issues with a particular slant or goal in mind. What do you think? Does the media reflect what is already going on in society, or does it manipulate viewers to draw conclusions about what is going on? Perhaps a bit of both? Consider the implications in terms of how the media portrays diversity-related issues like racism and sexism.
    • Can our interaction with media—movies, TV shows, news and radio programs, and so on—have any influence on our understanding of race, ethnicity, social class, gender, age, religion, et cetera?
    • To what extent does the news media create and perpetuate stereotypes about particular groups of people?

  • Resources

    Internet Resources

    Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

    • Deggans, E. (2014). Four lessons from the media’s conflicted coverage of race. Retrieved from http://www.npr.org/sections/codeswitch/2014/12/06/…
    • Critical Media Project. (n.d.). Class. Retrieved from http://www.criticalmediaproject.org/cml/topicbackg…
    • Smith. S. L., & Cook. C. A. (2008). Gender stereotypes: An analysis of popular films and TV. Retrieved from http://annenberg.usc.edu/pages/~/media/MDSCI/Gende…
    Bookstore Resources

    The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

    • Healey, J. F., & O’Brien, E. (2015). Race, ethnicity, gender, & class: The sociology of group conflict and change(7th ed.). Thousand Oaks, CA: Sage.
      • Chapters 3–5.

  • Assessment Instructions

    In this assessment, you will have the opportunity to take a deeper look at the connection between the media and the cultural diversity of U.S. society. You will discuss how a current program or article in current news media approaches diversity-related issues and explain how we can use the sociological perspective to better understand both the portrayal of diversity-related issues and the media’s broader role in U.S. society. Effectively evaluating the accuracy of the information provided in your chosen media piece will require some additional research and fact checking, something that sociologists do as well when they are weighing the validity of opposing arguments.

    DELIVERABLE

    Choose a news media piece from a reputable source that is focused on an issue related to race, ethnicity, gender, sexual orientation, religion, age, physical or mental disability, or social class. Examples of acceptable media include newspaper articles, editorials, and radio or television news segments. Write an essay in which you complete the following:

    • Briefly, in one or two paragraphs, summarize the main events or issues presented in the article and describe how they relate to cultural diversity studies.
    • Compare and contrast how minority and dominant groups are portrayed in your chosen media article or program.
      • Consider how your source material demonstrates this dominant/minority group differentiation. For example, is there differentiation along racial or ethnic lines, or other variables, such as gender or social class?
    • Discuss at least two sociological theories that are most appropriate to understanding the diversity issues in your chosen media piece. Include relevant examples from the article or program to illustrate your points. Examples of theories include:
      • Functionalist perspective.
      • Conflict perspective.
      • Labeling theory.
      • Marx’s and Weber’s theories of inequality.
      • Park’s race relations cycle.
      • Gordon’s theory of assimilation.
      • Human capital theory.
      • Scapegoat theory.
      • Authoritarian personality theory.
      • Exploitation theory.
      • Contact hypothesis.
      • Noel hypothesis.
      • Blauner hypothesis.
      • Culture of poverty theory.

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Social Activism and Data Analysis

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Social Activism and Data Analysis

Hey Robert, this one has 2 required internet sources that has to used along with 2 more scholarly resources. I am also going to post the scoring guide at the end. I need at least “basic” and nothing in “non-performance”.

  • Create a public information product of your choice that is based on data related to a diversity issue and is at least 1,500 words long.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
    • Competency 1: Describe theoretical ideas of power in relation to policy.
      • Create a public information piece that conveys a central tenet regarding institutional inequality.
    • Competency 3: Analyze the effects of social policy using aggregated data.
      • Analyze data to make valid sociological inferences.
    • Competency 4: Analyze how laws are applied or created based on race, ethnicity, religion, gender, sexual orientation, age, and social class.
      • Describe factors contributing to racial and ethnic disparities within the criminal justice system.
      • Assess the impact that institutional discrimination within the justice system has had on minorities and minority communities.
      • Explain ways in which public policies are linked to racial and ethnic disparities within the criminal justice system.
      • Describe policy strategies for reducing institutional discrimination.
    • Competency 6: Communicate effectively.
      • Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.
    Context
  • Often, discrimination is discussed as a primarily individual phenomenon—one-on-one actions in which one person discriminates against another. But as you have learned through your studies and research, some discrimination occurs at the institutional level, despite laws and policies that have been created to reduce or eliminate structural racism.It is important to consider how different experiences for minority groups may reflect a dominant culture that practices systemic discrimination in terms of treatment or access to valued resources. In other words, if there are many individuals in a society who are not racist or discriminatory, can the same also be said of the institutions in U.S. society as a whole? Often, institutional discrimination involves the intersection of race or ethnicity with other variables, like social class and gender. For example, patterns of residential segregation may be connected to both race and ethnicity, as well as socioeconomic status.

  • Questions to Consider

    To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

    • What are some examples of institutional discrimination in U.S. society? To what extent are these examples the result of historical patterns of relationships between whites and minorities or among upper, middle, or lower classes?
    • Why do discussions of discrimination often focus on individual acts of discrimination rather than systemic discrimination built into institutions like the education or health care systems?
    • In the justice system, what factors explain why certain racial or ethnic groups are more likely to be stopped, searched, or arrested by the police? What is the connection between policing strategies and incarceration rates?

  • Resources

    REQUIRED RESOURCES

    The following resources are required to complete the assessment.

    Internet Resources

    Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

    • Inter-University Consortium for Political and Social Research. (n.d.). Quick tables. Retrieved from http://www.icpsr.umich.edu/quicktables/quickconfig…
    • Federal Bureau of Investigation. (n.d.). Persons arrested. Retrieved from https://www.fbi.gov/about-us/cjis/ucr/crime-in-the…

    SHOW LESS

    SUGGESTED RESOURCES

    Internet Resources

    Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

    • Childress, S. (2014). Why states are changing course on juvenile crime. Retrieved from http://www.pbs.org/wgbh/pages/frontline/criminal-j…
    • The Associated Press-NORC Center for Public Affairs Research. (2014). Crime and law enforcement in America: Racial and ethnic differences in attitudes toward the criminal justice system. Retrieved from http://www.apnorc.org/projects/Pages/HTML%20Report…
    • U.S. Department of Justice. (2015). Investigation of the Ferguson Police Department. Retrieved from http://www.justice.gov/sites/default/files/opa/pre…

  • Assessment Instructions

    This assessment asks you to demonstrate a deep understanding of institutional discrimination through both research and data analysis.For the purposes of this assessment, you will assume that you are a consultant working for a bipartisan think tank studying institutional discrimination within the justice system. In particular, you have been asked to research and analyze issues related to minority incarceration for drug use. You will concentrate on one of the key arguments related to the issue of institutional discrimination—namely, that U.S. criminal justice policies and practices in place as a result of the “War on Drugs” since the 1980s have disproportionately affected racial and ethnic minorities.It is your job to create a public information piece that highlights your findings regarding racial and ethnic inequities within the justice system. You will need to support your conclusions with data and research, rather than relying on opinion.The first step to prepare for this assessment is to research the topic of institutional discrimination in the criminal justice system, locating reliable, scholarly sources. Some suggested sources can be found in the Resources for this assessment.

    DATA REVIEW AND ANALYSIS INSTRUCTIONS

    The following data sources should be used as a basis for this assessment. Links to these can be found in the Required Resources for this assessment.

    • National Survey on Drug Use and Health (NSDUH) data. Review the Quick Tables page to access this data from the Inter-University Consortium for Political and Social Research.
      • When you select one of the quick tables, such as one for heroin use, you can specify how the data is presented. To see statistics for heroin use based on race and ethnicity, for example, select the “Heroin Use” link. Then select the following options in the dropdown lists:
        • Measure of Heroin Use: Select “Ever Used Heroin” first. Then select the other options to create additional graphs and charts as you would like.
        • Respondent Characteristics: Select “Race and Ethnicity.”
        • Confidence Intervals: Use the default option, “(None displayed).”
        • Chart Options: Choose any of the options for viewing the chart, depending on how you would like the data to appear.
      • Repeat this procedure for the other illegal drugs on the list, including marijuana (illegal in most states), crack, and cocaine. You can open each table in a new tab in your browser, which makes it easier to compare the data.
    • FBI’s Uniform Crime Reports data. Review the Person Arrested page for data on drug arrests by race and ethnicity.
      • You will see a list of table numbers on this page. Tables 43, 49, 55, 61, and 67 show data that include categories for race and ethnicity. Click on each table number to see the full tabular data. You will need to scroll down each table to look for the line labeled “Drug abuse violations.”
      • Note that Table 43 provides the overall national picture regarding drug abuse arrests, while the other tables provide specific regional data based on the classifications of cities, counties, suburbs, and nonmetropolitan areas.

    DELIVERABLE

    Using research and the provided data, support and communicate the position of a special interest group by creating a public information product. The final product should convey the central tenet that U.S. criminal justice policies and practices disproportionately affect racial and ethnic minorities. Choose from one of the following public information pieces:

    • Information booklet targeted to the general public.
    • Position paper or brief targeted at state or federal legislators.
    • Mock Web page (or pages) or blog.
    • Public service announcement (a script for a radio or television program).
    • PowerPoint presentation targeted to a specific audience, with a description of the audience and detailed speaker’s notes.
    • A script for a speech to be given at a national meeting of practitioners who work in the criminal justice system.

    Note: Be sure to reference—include the citations on a separate reference sheet—specific data from the tables, charts, and graphs from the sources listed above to illustrate your points. Make sure to identify the titles of those that you cite; for example, “Ever Used Heroin by Race” is the title of the table and graph produced when you followed the initial steps above.The final, professional-quality product should accomplish the following:

    • Convey the causes and consequences of the problem of institutional discrimination in the criminal justice system.
    • Use formatting and design principles that are appropriate for your chosen product.
    • Include graphics—such as photos, charts, graphs, and figures—to enhance the presentation when appropriate.
    • Be supported by data and scholarly research.
    • Describe differences in illegal drug use based on race and ethnicity, and explain the factors that account for discrepancies between who uses illegal drugs and who is most likely to be arrested for drug abuse violations.
      • Keep in mind that to be accurate in your assessment, you will need to not just look at raw data and percentages but also consider the data in relation to each racial or ethnic group’s percentage within the overall U.S. population.
    • Discuss the extent to which drug policies or law-enforcement strategies have contributed to racial and ethnic disparities in drug use arrest rates.
      • Consider any historical or contemporary influences that may have contributed the disparities you have identified.
    • Share your assessment of the impact these disparities, along with institutional discrimination within the justice system more broadly, have had on minorities and minority communities.
    • Present at least two potential solutions or strategies to combat the problems identified in your analysis.
      • These can be community-based, legislative (at the state or federal level), or law-enforcement strategies.

    ADDITIONAL REQUIREMENTS

    • Written communication: Written communication is free of errors that detract from the overall message.
    • Length: The completed public information piece should contain at least 1,500 words.
    • Format: Cite your sources in current APA style and format, including a reference list at the end of your document or presentation.
    • Sources: Cite the NSDUH and FBI Uniform Crime Reports data, and at least two additional scholarly sources. When you mention the NSDUH and FBI data, identify the titles of any specific charts you refer to.
    Social Activism and Data Analysis Scoring Guide
  • CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
    Create a public information piece that conveys a central tenet regarding institutional inequality. Does not create a public information piece. Creates a public information piece that does not convey a central tenet regarding institutional inequality or does so in a confusing or culturally inappropriate manner. Creates a public information piece that conveys a central tenet regarding institutional inequality. Creates a public information piece that effectively conveys a central tenet regarding institutional inequality and cites support from data and scholarly resources.
    Analyze data to make valid sociological inferences. Does not analyze data to make valid sociological inferences. Analyzes data but makes unsupportable sociological inferences. Analyze data to make valid sociological inferences. Analyze data to make valid sociological inferences and cites specific instances of data to support them.
    Describe factors contributing to racial and ethnic disparities within the criminal justice system. Does not list factors contributing to racial and ethnic disparities within the criminal justice system. Lists factors contributing to racial and ethnic disparities within the criminal justice system. Describes factors contributing to racial and ethnic disparities within the criminal justice system. Analyzes factors contributing to racial and ethnic disparities within the criminal justice system.
    Explain ways in which public policies are linked to racial and ethnic disparities within the criminal justice system. Does not list ways in which public policies are linked to racial and ethnic disparities within the criminal justice system. Lists ways in which public policies are linked to racial and ethnic disparities within the criminal justice system. Explains ways in which public policies are linked to racial and ethnic disparities within the criminal justice system. Analyzes ways in which public policies are linked to racial and ethnic disparities within the criminal justice system and describes these connections in detail using real world examples.
    Assess the impact that institutional discrimination within the justice system has had on minorities and minority communities. Does not describe the impact that institutional discrimination within the justice system has had on minorities and minority communities. Describes the impact that institutional discrimination within the justice system has had on minorities and minority communities. Assesses the impact that institutional discrimination within the justice system has had on minorities and minority communities. Assesses the impact that institutional discrimination within the justice system has had on minorities and minority communities using persuasive techniques and real world examples.
    Describe policy strategies for reducing institutional discrimination. Does not list policy strategies for reducing institutional discrimination. Lists policy strategies for reducing institutional discrimination. Describes policy strategies for reducing institutional discrimination. Analyzes policy strategies for reducing institutional discrimination, and gives specific examples of how to apply these strategies.
    Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Does not write coherently to support a central idea in appropriate format. Does not use correct grammar, usage, and mechanics. Writes to support an idea. Format is inconsistent and contains major errors of grammar, usage, and mechanics. Writes coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Writes coherently, using evidence to support a central idea in a consistently appropriate format with correct grammar, usage, and mechanics.

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Grand Canyon University Vark Analysis Paper

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Grand Canyon University Vark Analysis Paper

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:

  1. Click “OK” to receive your questionnaire scores.
  2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
  3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
  4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

  1. Provide a summary of your learning style according the VARK questionnaire. (KINESTHETIC)
  2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  3. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
  4. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

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.

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Week 6 Discussion Questions

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Week 6 Discussion Questions

FIRST ASSIGNMENT

PICOT: In hospitalized geriatric patients (P), does incorporating educational strategies into the patient’s plan of care and use of medicated urinary catheter (I), compared to use of a medicated urinary catheter alone (C), decrease incidence of inpatient catheter associated urinary tract infections (CAUTI’s) (O) over a three-month period (T).

On the discussion board, using a minimum of two articles that are supporting your PICOT question, submit one paragraph synthesizing the research into clear, concise statements without separately reviewing each of the studies in the paragraph—but by paraphrasing and synthesizing the work that was done.

All references and in-text citations should be in APA format. References must have a DOI or weblink showing where it was gotten from. References must be between 2014-2019. Please use proper grammer, avoid run-on, and incomplete sentences. Be mindful of punctuation.

SECOND ASSIGNMENT

This week’s content discussed common psychiatric disorders in the Adult and Older Adult client. Often times a secondary diagnosis is masked due to their psychiatric disorder. Review the following case study and answer the following questions.

Mr. White is a 72-year-old man, with a history of hypertension, COPD and moderate dementia, who presents with 4 days of increased confusion, nighttime restlessness, visual hallucinations, and urinary incontinence. His physical exam is unremarkable except for tachypnea, a mildly enlarged prostate, inattentiveness, and a worsening of his MMSE score from a baseline of 18 to 12 today.

Mr. White’s presentation is most consistent with an acute delirium (acute change in cognition, perceptual derangement, waxing and waning consciousness, and inattention).

  1. What is the most likely diagnosis to frequently cause acute delirium in patients with dementia?
  2. What additional testing should you consider if any?
  3. What are treatment options to consider with this patient?

*To get you started on the second assignment, the answer to the first question is urinary tract infection. So take that and elaborate more on that diagnosis for the answer to to the first question*

All references and in-text citations should be in APA format. References must have a DOI or weblink showing where it was gotten from. References must be between 2014-2019. Please use proper grammer, avoid run-on, and incomplete sentences. Be mindful of punctuation.

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Barriers to Communication

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Barriers to Communication

1 Writing Assignment #1 Communication Inhibitors Analysis Summary of assignment • Task: For this assignment, you

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are asked to collect real-life examples of barriers (inhibitors) to communication that occur in your work or community environment. You will describe them, define them, justify them in a table, and then use them to rate your organization’s communication effectiveness. • Length: The assignment has four parts. Details on word count are provided below and in the following pages. o Part I of this assignment will be 200-250 words o Part II is a list of definitions. The definitions in this section should be about 3040 words each. o Part III is a table with short examples, names, and justifications. The word count will vary. o Part IV will be 175-250 words. • Format: you will not cite sources in this paper, so you will not use any particular citation style. In writing up the assignment, please follow the template given on page 2. Reading Material to Draw Upon for this Assignment: For this assignment, you will want to draw on the following reading materials about communication inhibitors. • “Management Study Guide: 10 Barriers to Communication” by the MSG Team • “Physical Barriers in Communication” by Rahul Pandita • “The Barriers to Effective Communication” by Rupal Jain The items are available as eReserves in our class in LEO. You can access the articles by taking the following steps: • click Content • select Class Resources • select eReserves • select the icon for eReserves in the middle of your page. • in the list of items that appears, locate the articles and download them 2 Template for this Assignment Your text should be single-spaced and in 12-point font. Please use the following template when completing this assignment. Details on each part of the assignment are provided on pages 3-4. I. Description of community setting, including a description of the 3-4 communication inhibitors that occur in that setting (200-250 words): II. Definitions of the 3-4 inhibitors: III. Table of the 3-4 communication samples and the inhibitors they represent: The communication example either as a direct quote or paraphrase IV. The name of the inhibitor(s) that the example represents A justification of your selection of the inhibitor Short paragraph rating the organization’s communication effectiveness on a scale of 1 to 100 and justifying the ranking (175-250 words): 3 Details on Each Part of the Assignment Part I: Consider your work or community and come up with 3-4 real-life examples of barriers (inhibitors) to written and verbal communication that occur in that environment. The communication examples you come up with can be from documents, conversations (face-to-face or digital), emails, or meetings. Then write one or two detailed paragraphs of 100-125 words each in which you describe the following: • • • your workplace or community setting you have chosen to analyze the communication barriers in that setting that you are describing other details you think might be relevant to the context Various types of communication inhibitors, and examples of them, can be found in the articles that are available to you through eReserves. These communication barriers include but are not limited to the following: Attitudinal barrier Avoiding the listener Channel barrier Cultural barrier Different cultural level Distance Emotional barrier Environment Ignorance of medium Ignoring the content Impatience in the listener Individual barrier Interpersonal barrier Language/Linguistic barrier Low pitch and tone Noise Not confirming with the recipient Not understanding the mood of the recipient Not understanding the receiver Organizational barrier Perceptual barrier Physical disability Unorganized thought Wrong interpretations 4 Part II: After you’ve collected at least 3-4 communication barriers and have identified the inhibitors they represent, define the inhibitors in a bulleted list. When defining your inhibitors, the reading material listed on page 1 may be used without citation. The definition you provide should identify the general characteristics of the inhibitor and how it works to impede communication. The definitions should not mention your specific work environment. Please consult the video on this assignment and the two sample student submissions to this assignment in order to see a demonstration on how this part might be written. Please use the three articles listed on page 1, which are in e-reserves, for this assignment. Use the communication inhibitors suggested in those articles. Part III: Analyze these 3-4 communication inhibitors as they apply to your workplace or community environment. List them in a table with three columns: • • • the communication example either as a direct quote or paraphrase the name of the inhibitor(s) at work in the sample a justification of your selection of the inhibitor(s) Again, please consult the video on this assignment and the two sample student submissions to this assignment in order to see a demonstration on how this part might be written. Part IV: Using a scale of 1 to 100 (with a score of 75 considered average), rank your organization’s communication effectiveness. Justify and explain the score you award. Your justification should be one to two paragraphs, about 175-250 words total. 5 Submitting the assignment: You will submit a draft of the assignment to the assignment folder. The instructor will provide comments to it and work with you on a second draft if necessary.
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Evaluation of Healthcare Technology

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Evaluation of Healthcare Technology

Course Code DNP-805 Class Code DNP-805-O503 Criteria Content Percentage 70.0% Selection of a Specific Technology Explored in This Course 10.0% Assessment Performed Using Elements of UserTechnology Interface or Human Factors Methods to Determine Existing Functionality of the Specified Technology 15.0% List With Support for Three Elements of the Specified Technology That Will Be Used to Evaluate the User-Technology Interface Using the Course Content 15.0% Definition of Each Element of the Specified Technology Identified and Description of How Each Element Would Be Measured or Evaluated 15.0% Proposal That Employs Support From the Literature to Provide Practicable Suggestions for Improvement in the Use of Each Element of the Specified Technology 15.0% Organization and Effectiveness 20.0% Thesis Development and Purpose 7.0% Argument Logic and Construction 8.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Format 10.0% Paper Format (Use of appropriate style for the major and assignment) 5.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Total Weightage 100% Evaluation of Health Care Technology Unsatisfactory (0.00%) Selection of a specific technology explored in this course is not present. An assessment using elements of user-technology interface or human factors methods to determine existing functionality of the specified technology is not present. A list with support of three elements of the specified technology that will be used to evaluate the user-technology interface using the course content is not present. A definition of each element of the specified technology identified and a description of how each element would be measured or evaluated are not present. A proposal that employs support from the literature to provide practicable suggestions for improvement in the use of each element of the specified technology is not present. Paper lacks any discernible overall purpose or organizing claim. Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Template is not used appropriately or documentation format is rarely followed correctly. Sources are not documented. 150.0 Less Than Satisfactory (74.00%) Selection of a specific technology explored in this course is marginal or incomplete. An assessment using elements of user-technology interface or human factors methods to determine existing functionality of the specified technology is marginal or incomplete. A list with support of three elements of the specified technology that will be used to evaluate the user-technology interface using the course content is present but marginal or incomplete. A definition of each element of the specified technology identified and a description of how each element would be measured or evaluated are present but marginal or incomplete. A proposal that employs support from the literature to provide practicable suggestions for improvement in the use of each element of the specified technology is present but marginal or incomplete. Thesis is insufficiently developed or vague. Purpose is not clear. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Satisfactory (79.00%) Selection of a specific technology explored in this course is perfunctory. An assessment using elements of user-technology interface or human factors methods to determine existing functionality of the specified technology is present but at a perfunctory level. A list with support of three elements of the specified technology that will be used to evaluate the user-technology interface using the course content is present but at a perfunctory level. A definition of each element of the specified technology identified and a description of how each element would be measured or evaluated are present but at a perfunctory level. A proposal that employs support from the literature to provide practicable suggestions for improvement in the use of each element of the specified technology is present but at a perfunctory level. Thesis is apparent and appropriate to purpose. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed Appropriate template is used. Formatting is correct, although some minor errors may be present. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Good (87.00%) Selection of a specific technology explored in this course is present. Discussion is convincing. Information presented is from scholarly though dated sources. An assessment using elements of user-technology interface or human factors methods to determine existing functionality of the specified technology is present in full. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. A list with support of three elements of the specified technology that will be used to evaluate the user-technology interface using the course content is present in full. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. A definition of each element of the specified technology identified and a description of how each element would be measured or evaluated are present in full. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. A proposal that employs support from the literature to provide practicable suggestions for improvement in the use of each element of the specified technology is present in full. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Appropriate template is fully used. There are virtually no errors in formatting style. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Excellent (100.00%) Selection of a specific technology explored in this course is present. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. An assessment using elements of user-technology interface or human factors methods to determine existing functionality of the specified technology is present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A list with support of three elements of the specified technology that will be used to evaluate the user-technology interface using the course content is present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A definition of each element of the specified technology identified and a description of how each element would be measured or evaluated are present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A proposal that employs support from the literature to provide practicable suggestions for improvement in the use of each element of the specified technology is present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. Comments Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Points Earned
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Tags: nursing DNP Healthcare informatics

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Take these broken wings

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Take these broken wings

I

Attitudes

 II

Intrinsic Qualities

 III

Acquired Skills

 IV

Personal
  • Approachable
  • Calm
  • Caring
  • Cheerful
  • Cooperative
  • Fair
  • Flexible
  • Hard work ethic
  • Inspirational
  • Optimistic
  • Personable
  • Positive attitude
  • Reasonable
  • Respectful of subordinates
  • Supportive
  • Creative
  • Dedicated
  • Dependable
  • Detail oriented
  • Dignified
  • Honest
  • Integrity
  • Intelligent
  • Loyal
  • Motivated
  • Non-judgemental
  • Reliable
  • Strong wiled
  • Trustworthy
  • Understanding
  • Wise
  • Advocate
  • Assertive
  • Available
  • Business sense
  • Career experience
  • Clinical competence
  • Decisive
  • Good communicator
  • Good people skills
  • Practical knowledge
  • Professional
  • Risk taker
  • Communicator
  • Empowering
  • Friendly
  • High energy
  • Interested in quality
  • Mentoring attitude
  • Motivator of others
  • Receptive to people and ideas
  • Responsive to people
  • Sense of humor
  • Team player
  • Visionary

Instructions:

  1. Review the IV categories of personality, perceptions and abilities above.
  2. Select the three (3) most important traits for each category.
    • Select #1 as the most favorite, #2 as the second most favorite, and then #3.
    • Do this for each category.
  3. Address the results as traits in each category as to whether the #1 trait is:
    1. a trait that is good for a nurse that is a leader to possess?
    2. a trait that you respect and why?
    3. finally a trait the reflects you as a person and your personality.
  4. Your paper should be:

NUR4827 Chapter2 MDC Personality Traits and Nursing

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NUR4827 Chapter2 MDC Personality Traits and Nursing

I

Attitudes

 II

Intrinsic Qualities

 III

Acquired Skills

 IV

Personal
  • Approachable
  • Calm
  • Caring
  • Cheerful
  • Cooperative
  • Fair
  • Flexible
  • Hard work ethic
  • Inspirational
  • Optimistic
  • Personable
  • Positive attitude
  • Reasonable
  • Respectful of subordinates
  • Supportive
  • Creative
  • Dedicated
  • Dependable
  • Detail oriented
  • Dignified
  • Honest
  • Integrity
  • Intelligent
  • Loyal
  • Motivated
  • Non-judgemental
  • Reliable
  • Strong wiled
  • Trustworthy
  • Understanding
  • Wise
  • Advocate
  • Assertive
  • Available
  • Business sense
  • Career experience
  • Clinical competence
  • Decisive
  • Good communicator
  • Good people skills
  • Practical knowledge
  • Professional
  • Risk taker
  • Communicator
  • Empowering
  • Friendly
  • High energy
  • Interested in quality
  • Mentoring attitude
  • Motivator of others
  • Receptive to people and ideas
  • Responsive to people
  • Sense of humor
  • Team player
  • Visionary

Instructions:

  1. Review the IV categories of personality, perceptions and abilities above.
  2. Select the three (3) most important traits for each category.
    • Select #1 as the most favorite, #2 as the second most favorite, and then #3.
    • Do this for each category.
  3. Address the results as traits in each category as to whether the #1 trait is:
    1. a trait that is good for a nurse that is a leader to possess?
    2. a trait that you respect and why?
    3. finally a trait the reflects you as a person and your personality.
  4. Your paper should be:

Research Health Illness Continuum Patient Care

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Research Health Illness Continuum Patient Care

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

  1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
  2. Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
  3. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

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.

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Tags: nursing health-illness continuum