Policy brief on Ebola Outbreak

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Policy brief on Ebola Outbreak

Select a public health issue and write 1,000 word policy brief that provides a brief summary of the issue, options to solve the issue, and the best way to solve this issue. 

EBOLA OUTBREAK (Topic Selected). 

Follow this outline when writing the policy brief:

  1. Identify issue.
  2. Background information – (a) Population effected; (b) Local, state or national level; and (c) Evidence  about the issues supported by resources
  3. Problem statement.
  4. Suggestions for addressing the   issue (solutions) – (a) Including necessary stakeholders (government   officials, administrator); and (b) Include budget or funding   considerations, if applicable
  5. Impact on the Health Care      Delivery System

Include three peer-reviewed sources and two other sources to support the policy brief.

MINIMUM OF 4 REFERENCES, CAN YOU PLEASE USE THIS WEBSITE AS ONE OF THE REFERENCE (https://www.apha.org/topics-and-issues)

NO PLAGIARISM PLEASE. APA FORMAT REQUIRED

he 2013–2016 epidemic of Ebola virus disease, centered in Western Africa, was the most widespread outbreak of the disease in history. It caused major loss of life and socioeconomic disruption in the region, mainly in Guinea, Liberia and Sierra Leone. The first

Policy brief on Ebola Outbreak

cases were recorded in Guinea in December 2013; later, the disease spread to neighbouring Liberia and Sierra Leone,[12] with minor outbreaks occurring in Nigeria and Mali.[13][14] Secondary infections of medical workers occurred in the United States and Spain.[15][16] In addition, isolated cases were recorded in Senegal,[17] the United Kingdom and Italy.[18][19] The number of cases peaked in October 2014 and then began to decline gradually, following the commitment of substantial international resources.

It caused significant mortality, with a considerable case fatality rate.[12][18][20][note 1] By the end of the epidemic, 28,616 people had been infected; of these, 11,310 had died, for a case-fatality rate of 40%.[21] As of 8 May 2016, the World Health Organization (WHO) and respective governments reported a total of 28,646 suspected cases and 11,323 deaths[22] (39.5%), though the WHO believes that this substantially understates the magnitude of the outbreak.[23][24

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On 8 August 2014, a Public Health Emergency of International Concern was declared[25] and on 29 March 2016, the WHO terminated the Public Health Emergency of International Concern status of the outbreak.[26][27][28] Subsequent flare-ups occurred; the epidemic was finally declared over on 9 June 2016, 42 days after the last case tested negative on 28 April 2016 in Monrovia.[29]

The outbreak left about 17,000 survivors of the disease, many of whom report post-recovery symptoms termed post-Ebola syndrome, often severe enough to require medical care for months or even years. An additional cause for concern is the apparent ability of the virus to “hide” in a recovered survivor’s body for an extended period of time and then become active months or years later, either in the same individual or in a sexual partner.[30] In December 2016, the WHO announced that a two-year trial of the rVSV-ZEBOV vaccine appeared to offer protection from the variant of EBOV responsible for the Western Africa outbreak. The vaccine is considered to be effective and is the only prophylactic which offers protection; hence, 300,000 doses have been stockpiled.[31][32] rVSV-ZEBOV received regulatory approval in 2019.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

Qatar National Vision 2030 (QNV 2030)

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Qatar National Vision 2030 (QNV 2030)

Al-Dewik, Nader, Mariam Al-Mureikhi, Noora Shahbeck, Rehab Ali, Fatma Al-Mesaifri, Laila Mahmoud, Amna Othman, Mariam AlMulla, Reem Al Sulaiman, Sara Musa, Ghassan Abdoh, Karen El-Akouri, Benjamin D. Solomon, Tawfeg Ben-Omran. “Clinical Genetics and Genomic Medicine in Qatar.” Molecular Genetics Genomic Medicine 6, no. 5 (2018):

702-712, doi: 10.1002/mgg3.474.

 

            Human development is a top priority of the QNV 2030. Its purpose for the health sector is to allocate 2.2% of the state’s GDP on healthcare, which meant QR 22 billion funds spent in 2018. In the review article above, the authors discuss Qatar’s investment in genetics and genomics through research studies meant to improve new diagnostics, and identify and treat rare and common genetic conditions. Qatar is a pioneer and a key area in genetic discovery, due to the country’s eagerness to invest in genomic technologies and to partner with other states. This has led to high diagnostic rates, and identification of typical congenital anomalies of the Qatari population.

 

Ministry of Development Planning and Statistics. Qatar’s Fourth National Human Development

Report: Realizing Qatar National Vision 2030, The Right to Development. PDF. Doha: Al

Rayyan Printing Press, 2015.

http://hdr.undp.org/sites/default/files/qatar_nhdr4_english_15june2015.pdf

 

Part of the human development promoted by the QNV 2030 has been women’s equal access to education, which has seen tremendous progress. Over the years, female enrollment in higher education exceeded male enrollment. Current work force demands women to be prepared professionally, which requires higher education. Efforts are directed toward encouraging women to enroll in sciences, technology, engineering and business, where they could make a difference and contribute to Qatar’s economic and social development.

 

General Secretariat for Development Planning. Qatar National Vision 2030: Advancing

            Sustainable Development – Qatar’s Second Human Development Report. PDF. Doha: Gulf

Publishing and Printing Company, 2009.

http://hdr.undp.org/sites/default/files/qhdr_en_2009.pdf

 

This report issued by the Secretariat for Development and Planning emphasizes the importance of clean water available for all citizens. It recognizes the country’s major improvement in health outcomes, while stressing that clean water, wastewater removal, and sanitation are indispensable for human progress. Thus, an important goal of the QNV 2030 is to provide access to safe drinking water for everyone, as it has direct impact on health. Since water-related diseases are a frequent cause of serious illness and death, making clean water an affordable resource for the entire population has become QNV’s priority.  

 

General Secretariat for Development Planning. Qatar’s Third National Human Development

Report: Expanding the Capacities of Qatari Youth – Mainstreaming Young People in

Development. PDF. Doha: Gulf Publishing and Printing Company, 2012.

http://www.youthpolicy.org/library/wp-content/uploads/library/2012_Qatar_Human_Development_Report_Eng.pdf

 

            The third report of the QNV 2030 is entirely focused on Qatari youth and how the state can provide a favorable environment for their development and well-being. Female education enrollment has been on the rise, which provided women with more career choices and independence. However, women surpassed male enrollment and achievement in tertiary education, and the state has been challenged to come up with solutions in order to increase male attainment in higher education. Gender gap in education has been particularly noticed in technical fields, which is an important area for economic development; thus, country’s efforts are directed towards changing males’ negative attitudes concerning higher education.

 

Qatar General Secretariat for Development Planning. Qatar National Development Strategy 2011-

2016 – Towards National Vision 2030. PDF. Doha: Gulf Publishing and Printing

Company, 2011.

https://www.psa.gov.qa/en/knowledge/Documents/Qatar_NDS_reprint_complete_lowres_16May.pdf

 

This strategy plan developed in 2011 focuses on how to achieve progress in all of the four areas of development. One essential aspect of human development that has become a priority for QNV 2030 is reducing domestic violence, as reports have indicated a rise in the number of reported domestic violence events against females and children, since 2004. Families are deeply affected by such incidents, and ultimately the society as a whole. Gender-based violence has been manifested through physical, sexual, and emotional abuse, which also places a burden on social care. Government’s plan is to set up a comprehensive protection system to reduce gender-based violence, as well as to spread awareness about citizens’ right to report such events with confidence.

 

Qazi, Shereena. “In Qatar, Education Drives Workforce Shifts for Women.” Al-Fanar Media.

August 10, 2015. https://www.al-fanarmedia.org/2015/08/in-qatar-education-drives-workforce-shifts-for-women/

 

As female enrollment in higher education has almost doubled lately compared to male enrollment, Qatari women have succeeded in male-dominated industries such as engineering, media, and information technology. Research indicates that 25% of women work in construction field, 27% in information technology, while 45% have a career in sciences. Most Qatari women with a university degree work in the public sector, given the various benefits offered by the government. However, the author emphasizes that there is still a social pressure exerted on women to avoid “male” professions, which is slowly changing, given the high number of competent women determined to succeed.  

Walker, Lesley. “Qatar Home to Highest Proportion of Employed Women in the Gulf.” Doha

            News. March 15, 2016. https://dohanews.co/qatar-home-to-highest-proportion-of-employed-women-in-the-gulf/

 

            QNV’s efforts to improve gender equality in education and workplace has paid off in recent years, as research indicates that the number of working women has increased by 19% by 2013. According to public reports, women also need to be offered and entrusted with leadership positions, as the gap in this area is still to be filled. Cultural reasons and lack of support are the main reasons women still refrain to pursue a career, improve their professional skills, or even start their own business. Policy makers should step in and set up supportive systems for women, challenging mindsets and enabling change and progress.

 

Supreme Council of Health. National Health Strategy 2011-2016 – Caring for the Future. Project

Implementation Plans. Update 2013. PDF. Doha, 2013.

http://www.nationalplanningcycles.org/sites/default/files/country_docs/Qatar/nhp_qatar.pdf

 

This strategic plan was launched by Sheikha Moza bint Nasser in 2011, and it encompasses goals, activities, and outcomes of the healthcare system, as part of the QNV 2030. Among many other aspects, the project is focused on maternal and newborn health, particularly postpartum depression, screening for diseases, exclusive breastfeeding, child vaccination, prenatal care services, and child health indicators. Programs need to be implemented in order to improve the health of newborns, infants, and children, as well as to provide better postpartum care for women, screening, and enhanced prenatal care. The human development pillar of the QNV 2030 acknowledges people to be an invaluable asset, thus maternal and child care is a top priority.

 

Aziz, Hassan. “Health Care and Education in Qatar.” Critical Values 8. (2015): 32-37. doi:

10.1093/criticalvalues/8.3.32

 

            The author of this journal article describes Qatar’s steady progress in the area of healthcare, as well as the revival of the educational system during the past decade, in line with QNV’s objectives and strategies. The educational reform included extensive training of professionals in the field of medical science, which evidently enhanced Qatar’s healthcare outcomes. Various programs implemented at university level display high academic standards, challenging curricula, and clear academic goals. Government’s genuine efforts to reform the healthcare system are now focused on expanding the number of healthcare professionals in order to overcame labor shortage.

 

Mohamed, Sidi. “Education Gives Qatari Women Success in All Fields.” Peninsula. April 5, 2018.

https://www.thepeninsulaqatar.com/article/05/04/2018/Education-gives-Qatari-women-success-in-all-fields

 

            This newspaper article reports the successful outcomes of women pursuing higher education in various fields. Gender equality is a key focus of the QNV 2030, which has generated amazing opportunities for women to become ministers and advisers. The promotion of gender equality and spreading awareness about women’s abilities and potential have changed mindsets regarding educated and working women in Qatar. As a result of QNV’s campaigns and the support of Sheikha Moza bint Nasser, women’s rights and empowerment have become an integral part of social justice and equality agenda.

Qatar National Vision 2030 (QNV 2030)

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For this assignment, you will propose and develop a section to add to the Wikipedia entry on QNV 2030, based on research from the annotated bibliography assignment. This project consists of two major parts: a proposal, and the wiki section.
Proposal

Your proposal for this project will outline the scope and purpose of your Wikipedia section. After reading your proposal, at a minimum your audience should have:

 A clear understanding of what your section will cover
 What information it may include
 How you will convey that information
 Your goals for the project
 How your group will divide the work of writing and accomplish its goals
 What additional research you need to do
 Potential issues you foresee

Most importantly, your proposal must address why your topic is relevant and important (and provide evidence to support that claim), as well as how your section will contribute to the existing Wikipedia entry for QNV 2030. In order for this proposal to be effective, you will need to spend time reflecting on your audience for this text. That is, think about who is likely to read about QNV 2030, and how they might use that information:

 What do readers already know?
 Why are they interested in QNV 2030?
 Where are they reading from (geographically)?
 What tasks will they accomplish after reading?

Additionally, your proposal must include a tentative title for your section.
The proposal for your group’s wiki section will be more formal than the previous proposal for the annotated bibliography. As such, in one page, you should demonstrate your understanding of successful proposal writing covered in the textbook and other class resources. That is, your proposal must demonstrate a clear understanding of document design principles (e.g., CRAP, organizing for readers, etc.) and appear as a professional business document.

Make effective use of headings and subheadings, lists, visualizations, and other means of document design. Your proposal will be evaluated equally based on its written content and document design.

Health Disparties and Racism

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Health Disparities and Racism

 

Health Disparties and Racism

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pjm2523

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Movie name:

Becoming American

1.What struck you about this video? Describe a particular component as well as how and why it

affected you.

2. Describe parts of this video that challenged your previous understanding about race and

how Social Construction might have influenced this.

3. Choose one thing you learned and how it might be applied in your daily life.

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Carol Dweck Growth Mindset Essay: Fixed vs Incremental Intelligence

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Carol Dweck Growth Mindset Essay: Fixed vs Incremental Intelligence

Regardless of how individuals may feel, they are responsible for their intelligence. The more an individual is motivated, the smarter they can become. An increase in knowledge through additional research can increase the level of intelligence an individual has, which indicates that intelligence is not fixed but is gained and grown through hard work.

The intelligence quotient of any individual can certainly be increased. The intelligence level that individuals are born with does not dictate their intelligence. The environments that individuals are born and live in, the schools they attend, their working environments, and the accessibility to healthcare services play a significant role in the advancement of intelligence levels in individuals (Dupeyrat and Claudette 49). Individuals who interact with people of high integrity are more likely to increase their levels of intelligence compared to individuals who interact with people with low intelligence levels.

Individuals who also possess a growth mindset also have a higher chance of increasing their intelligence. A growth mindset involves individuals believing that they can improve their intelligence. This goes contrary to the fixed mindset, where individuals believe that knowledge, talent, and potential are fixed (Dupeyrat and Claudette 49). There is real power in understanding that people can always keep learning, improving, and mastering new skills.  Individuals, and especially students who have a growth mindset tend to perform better in school and other co-curricular compared to those with a fixed mindset.  According to psychologist Carol Dweck, students who were labeled smart learned they could succeed without working hard and avoided having to apply themselves. But using a growth mindset to areas that you are passionate about, will supercharge your ability to manage.

Individuals who have the desire to discover new things have a higher likelihood of increasing their intelligence.  Fluid intelligence is the aptitude to study additional material, store it in the working memory, and make good use of it for upcoming problem-solving. It is incredibly vital to our everyday work and potential, and not until recently was fluid intelligence considered variable. It is actually trainable, and many workplaces are implementing activities to increase fluid intelligence–and therefore success and performance–in workers. Besides, individuals who frequently engages in meditation are likely to increase their intelligence (Robins and Jennifer 325).  In individuals’ everyday life, they incline to use some parts of their common sense more than others, generating a disparity. Meditation helps to reverse this by establishing the networks between all areas of the brain, creating an environment for better creative thinking, problem-solving, memory, and more. Meditation also upsurges brain size and pushes people into optimal breakthrough patterns–causing an essential increase in intelligence quotient.

Educators can use this knowledge in their classrooms to increase the expertise and levels of intelligence among their students. They can encourage meditation among their students through which the students will be able to create an equilibrium in their brains. As a result, their level of critical thinking and problem-solving will significantly increase, which will lead to an improvement in academic performance and an increase in intelligence levels (Robins and Jennifer 325). Encouraging students to have a growth mindset will also play an essential role in the academic performance of students. The educators should therefore encourage their students to keep on trying new things. Besides, those who do not seem to be doing well in class should not be seen as failures but should be encouraged to keep on trying until they make it. A sense of confidence will therefore be instilled in them through which their level of intelligence will increase and improve their academic performance.

Works cited

Dupeyrat, Caroline, and Claudette Mariné. “Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults.” Contemporary educational psychology 30.1 (2005): 43-59

Robins, Richard W., and Jennifer L. Pals. “Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change.” Self and identity 1.4 (2002): 313-336.

YouTube, www.youtube.com/watch?v=hiiEeMN7vbQ&feature=youtu.be.

 

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Paper details
Please read research on the WWW concerning the entity theory of intelligence and the incremental theory of
intelligence. Then, watch the YouTube video titled Teaching a Growth Mindset-Carol Dweck.

Your task is to weigh the evidence of what you read and watch. Do we have a fixed quantity of ability that is
present at birth? Or can intelligence increase when we work hard to understand? Do you think you have a
fixed or growth mindset? How can educators utilize this research in their classrooms. Include links to two
scholarly articles that relate to this research topic by Carol Dweck. Your post needs to be at least 450 words.
Ensure you reference your sources when you utilize them within the post and provide a works cited at the end
of the post. Please do this so you can receive credit for your post!
Preferred language style US English

 

Technology as an Intervention to Large class size

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Technology as an Intervention to Large class size

To: Professor

From: Student

Date:

Subject: Technology as an Intervention to Large class size

  1. Large class size is accompanied by challenges such as students having difficulties in hearing the teachers, and ineffective invigilation and supervision of tests that leads to cheating in tests and quizzes by learners.
  2. Incorporation of technology will resolve the issue of large class size as teachers can always reach to each student through the accepted media and give them the required help and attention.
  3. Blink learning a method of teaching which allows teachers to create personalized, and interactive courses from content provided by a range of publishers has proven to be very successful(Barry, et al., 2015). Students are able to access the provided courses from any device and the course can always be altered incase the students are struggling.
  4. Access to relevant lessons online has contributed to inattentiveness in classrooms as some students keep on missing classes, thus making teaching tricky as the teachers are held responsible for the success or failure of their learners. Students are also prone to disconnection from the real world as a result of seeking solutions from the social media instead of their teachers and parents.

5 Technology has contributed to the change of the roles of the teachers. Teachers have always been the primary source of information to the learners, which has been overshadowed by technology as students are turning to it to gather information on different topics and subjects.

6 Acting as support systems to technology by teachers when it comes to the use of technology in schools to reinforce their lessons will be brilliant (Halverson & Smith, 2009). A teacher’s support determines the rise or fall of curriculums, learning trends, and students’ engagement. Flexibility of teachers to changing technological paradigms will make it easier for the students to learn as they are exposed to technology at an early age, which will make teacher-student relationship more concrete.                                                                                                  

References

Barry, D. M., Ogawa, N., Dharmawansa, A., Kanematsu, H., Fukumura, Y., Shiraif, T., . . . Kobayashi, T. (2015). Evaluation For Students’ Learning Manner Using Eye Blinking System in Meteverse. Elsevier, 1195-1204.

Halverson, R., & Smith, A. (2009). How New Technologies Have Changed Teaching and Learning in Schools. Computing in Teacher Education, 1-54.

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Technology as an Intervention to Large class size

Paper details
Each student will independently inquire into a topic/issue of your choosing that
influences teaching and teachers (such as teacher evaluation, teacher education, high
stakes testing, class size, etc.). You will then write a memo suggesting a particular
educational intervention or reform related to your chosen issue that aims to make a
positive change.
Please according to my Memo Proposal and Memo instruction to answer the following
questions. Each question just 1-2 sentences. This is not a formal paper, it just needs to
answer questions as a preparation for the next step.
1. What problem does your intervention address?
2. What is your intervention?
3. What evidence do you have that this intervention would educational conditions?
4. What are some limitations to your intervention?
5. How would this intervention affect teachers and/or teaching?
6. What role would teachers (and you) play in implementing this intervention?

South University Online Networking Opportunities Discussion

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South University Online Networking Opportunities Discussion

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Description

Networking Opportunities

In this module, you begin laying the foundation for your academic and professional success. Your efforts begin with a vision that includes your own definition of success. Your vision may vary from those of your colleagues, but this does not mean you have to take these first steps alone.

Walden University and the School of Nursing (SON) also have a vision and mission, which include helping you to make your own vision a reality. Members of your new academic community, such as faculty, support teams, and fellow students, can also be helpful. Current practitioners and other member of the professional community can also help you to clarify your vision.

This Module’s Discussion asks you to consider how the Walden mission and vision as well as the SON’s mission and vision apply to your professional and academic goals. You will also begin to identify individuals and teams who can help you along the way as you begin designing the “blueprint”—your Academic Success and Professional Development Plan—that will guide you toward your own vision for academic and professional success.

To Prepare:

  • Review the Walden and SON mission and vision statements, Walden’s goals and University Outcomes, and the MSN Program Learning Outcomes presented in this Module’s Learning Resources.
  • Reflect on your professional and academic goals as they relate to your program/specialization.
  • Consider how the information in these resources fit with your own goals and to your becoming a scholar-practitioner.
  • Also consider academic and professional individuals and teams with whom you may collaborate in support of your efforts as a student at the university and as a professional within your organization and career.

BY DAY 3 OF WEEK 1

Post a brief introduction of yourself to your colleagues. Include an explanation as to how Walden’s vision, mission, goals, and social change initiatives relate to your professional and academic goals and to your becoming a scholar-practitioner. Also include an explanation for how the Walden MSN Program Outcomes and perspectives relate to your professional and academic goals and to your becoming a scholar-practitioner.

Then, post a draft of Part 1 of your Academic Success and Professional Development Plan Template, indicating at least two academic and at least two professional individuals or teams with whom you wish to collaborate to be successful in your MSN program and as a practicing nurse along with an explanation for your selections.

Student Reflections on Sources of Information

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Student Reflections on Sources of Information

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  1. Peers and friends
  2. Sexual education classes in schools
  3. Cousins and older siblings
  4. Forums on the internet
  5. Periodicals and books
  6. Films and TV programs
  7. Overheard dialogue
  8. Urban tales and folklore
  9. Minimal parent-child dialogue

Sources of Desired Information about  Sexuality

  1. A thorough and inclusive approach to classroom sex education
  2. Comprehensive and unbiased web resources
  3. Honest parent-child communication
  4. Workshops and seminars that are instructive
  5. Medical specialists and counsellors
  6. Positive community dialogue
  7. Readable and objective books
  8. Positive depictions in the media
  9. Discussions led by peers who support positive viewpoints

Ranking of Sources

 Information Accuracy:

  1. Medical professionals
  2. Educational sessions
  3. Parents
  4. Online resources
  5. Acquaintances
  6. Media
  7. Urban legends
  8. Community conversations

Importance

  1. Parents
  2. educational sessions
  3. medical professionals
  4. online resources
  5. community conversations
  6. media
  7. Acquaintances
  8. urban legends.

Impact on Values/Behavior

  1. Parents
  2. Educational sessions
  3. medical professionals
  4. online resources
  5. community conversations
  6. media
  7. Acquaintances
  8. urban legends.

 

Reflection

Peers frequently rate higher significance and effect on attitudes and behaviors because of their relatability and rapid impact. However, inaccurate information that friends distribute could make accuracy less likely. Peers could value social acceptance more than information accuracy, resulting in discrepancies between what is understood and what is practiced.

Comparing to Previous Generations

Parents’ Sources: Parents provide little advice, conservative media, and little schooling. Sources from grandparents: taboo culture, conventional norms, and lack of formal education. Access to information is also different for everyone, and as a result, The more diverse and educational sources available now could encourage better sexual beliefs and behaviors. Internet access to reliable information and enhanced sex education may encourage positive attitudes. However, the increased access to explicit media content may have distinct effects on values.

Conclusion

While peers significantly influence, parents and formal education also play a critical role in influencing sexual ideals and behaviors. Although there may be difficulties because of the information overload from the internet and media, the variety of informative sources available today can result in more informed decisions than in earlier generations.

Student Reflections on Sources of Information

Paper details

Rationale: This assignment will get students thinking about the sexual information they received growing up. It should also help students prepare to write Module 2\’s Development of Gender, Sexual Values, Attitudes, and Beliefs paper.    Instructions: Begin by making a list of all the places/sources where you got information about sex when you were growing up. Then make a separate list of other sources of information you wish you had had. After you have made your lists, rank your sources in order of information accuracy, overall importance, and their impact on values and behavior. After you have made your three ranked lists, reflect on any differences in rank order. For example, do your peers (as a source of information) rank first in terms of importance and impact on values/behaviors, but last in terms of accuracy? Why might that be the case? Finally, make a list of the sources they think their parents and their grandparents had access to when they were children and adolescents. If you feel comfortable having this discussion with them, you may even ask them about experiences, though that is not required for this assignment. How would their sources of information be similar or different from your own and how might those similarities and differences impact their sexual values and behaviors?

Development of Gender, Sexual Values, Attitudes, and Beliefs

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Development of Gender, Sexual Values, Attitudes, and Beliefs

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My life has been shaped by both the cultural experiences and the things I’ve done in my own life. I’m a Hispanic father called Jose Ortiz, and I’m 52 years old. I have three daughters and two sons. Also, I am the fourth child out of seven in my family. I grew up in Brooklyn, which is a city in the state of New York, where I was born and brought up by a single mother. This article discusses the complicated links between a person’s values, attitudes, beliefs, and identity. These links are affected by many things, such as their upbringing, surroundings, and societal interactions. In addition to evaluating my gender identity, I will examine how I feel about partnerships between men and women, contraception, abortion, pornography, and the conflict between traditional and egalitarian gender standards. I’ll finish this job to show how different things have shaped my views.

My viewpoint on one’s gender was shaped by the various duties at home in my family. We had four sisters, three brothers, and a strong single mother who took on the role of head of the family. My mother’s determination in the face of adversity showed that gender was not a hindrance but a factor that brought people together and fostered a sense of shared duty. This upbringing instilled in me respect, empathy, and an appreciation for the complexities of gender roles. Roots My identity as a man is strongly ingrained because I was raised in a family where traditional gender roles were emphasized and questioned. Although society has changed, my upbringing in a time when gender diversity was not widely accepted has contributed to establishing my male identity. However, I’ve always felt at ease defying gender stereotypes and embracing interests that range from more stereotypically masculine activities to more stereotypically feminine ones. This distinctive mixture shows the adaptability my mother, who promoted originality and supported my decisions, instilled in me.

Over the years, I have changed my views on same-sex relationships. I used to think only heterosexual relationships were legitimate because conservative societal ideas influenced me. However, media exposure to many viewpoints and conversations with individuals from all backgrounds challenged my beliefs. As I learned to understand the significance of love and companionship, regardless of gender, it became crucial to me to accept and support same-sex partnerships.

On the subject of contraception, because I was raised Catholic, I initially thought that contraception was immoral. However, I had to change my mind after having real-world experiences and receiving a thorough sexual education. My opinions were altered when I learned how crucial healthy family planning and illness prevention are. Family and reproduction-related cultural norms also contributed to this change.

Because I was raised in a pro-life milieu, I strongly opposed abortion. However, speaking with friends who had to make difficult decisions in person and learning about their emotional challenges caused me to change my mind. Even if my cultural and religious upbringing still impacts my opinions, I now recognize the situation’s complexity and the necessity of showing compassion for different people’s circumstances.

Moreover, I was raised in a household with powerful male and female role models on the issue of traditional vs. egalitarian roles for men and women, so I learned the value of cooperation and shared responsibility. I embraced the notion of equality and intergender support even though traditional gender norms were prevalent in my cultural setting. Experiences in Brooklyn’s diverse metropolitan environment served to support this attitude.

My limited formal education altered my experience with sex education due to a GED. Early on, the main idea was that education should exclusively focus on abstinence. However, as I started interacting with various information sources, I became aware of the necessity for thorough sex education covering abstinence and safe behaviors. I appreciate comprehensive education because I recognize the risks of ignorance and the value of making well-informed decisions.

Because of the primarily Hispanic community in the neighborhood where I grew up, traditional gender norms were engrained in the day-to-day activities of life. Conversations concerning sexuality are typically avoided in polite company due to the limits imposed by society. The traditional values and strong sense of community developed in this environment significantly impacted how I conceive of gender roles and romantic relationships.

Theological beliefs, with their origins in Catholicism, have traditionally guided morality. My thoughts, on the other hand, have evolved as a consequence of my exposure to various perspectives and my interactions with peers from a wide range of backgrounds. As a direct result of these interactions, I now better understand the multifaceted nature of human experiences.

My perspectives have been considerably influenced by diverse facets of the media, including the films, television programs, and music I engage with. By being exposed to a diverse range of narratives, my intellectual perspectives have broadened, and I have also been compelled to engage with commonly accepted knowledge critically.

In summary, the amalgamation of my cultural background, personal encounters, and familial dynamics contribute to forming my current identity. The individual’s values, influenced by their Hispanic heritage and upbringing in New York City, prioritize the crucial role of familial support and embody a deep appreciation for diversity. My ideas on several topics have been shaped by education, engaging in honest dialogue, and being exposed to diverse viewpoints. The evolution of my perspective underscores the need to cultivate a receptive mindset and an empathetic disposition amidst rapidly changing surroundings.

Development of Gender, Sexual Values, Attitudes, and Beliefs

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Rationale: In this assignment, you will be examining how your values attitudes, beliefs, and identity have been impacted by your culture and personal experiences.     Instructions: For this paper, you will clearly articulate your values, attitudes, and beliefs about a variety of topics, and then describe the positive and negative experiences and cultural factors that have directly or indirectly influenced their formation. You must discuss your gender identity and the formative influences that contributed to it. You will also need to choose five topics from the following list to discuss:    Premarital sex  Same-sex relationships  Gay adoptions  Contraception / Protection  Abortion  Masturbation  Extra-relational sex (i.e., “affairs”)  Pornography  Commercial sex (i.e., prostitution)  Safer sex education – Abstinence education  Treatment vs. punishment of sex offenders  Male and female roles – traditional vs. egalitarian  Fetishes or unusual sexual interests  Another sex or gender-related topic that is important to you  After describing your gender identity and your attitudes about your five selected topics, you should then describe the factors or experiences that may have influenced your thinking about those topics.  Depending on your personal experiences, you may wish to discuss some of the following factors:     Religious upbringing  Educational experiences/teachers  Peers or friends  The media (music, TV, magazines, movies, etc.)  Parents and family (involvement, education, family life)  Cultural or ethnic background  Social experiences  Other experiences that have been important to you  Be sure to include your age, culture, the number and sex of the children in your family of origin, where you are in the birth order, and your parents’ marital status.    Give your paper an interesting title that reflects its content. Do not just write a chronology of your life… you need to describe your gender and sexual attitudes, beliefs, and values and specifically how they came to be that way.    Length will generally be from 3-6 pages.     Sample student papers (edited to remove the author\’s identifying characteristics) are attached. In the first two samples identifying information was whited out, while in the third fictional names and locations were included to protect the writer\’s identity. Please note that this assignment has been revised, and some of the sample papers might not fit 100% with the currently specified instructions. However, the deviations are small and the basic requirements of the paper are the same.

Utilitarianism Theory

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Utilitarianism Theory

Utilitarianism theory is one of the many normative ethical theories that looks deep into the actions of an individual or an entity based on the consequences they have on another person or entity. From my analysis of this theory, it can be described as a form of consequentialism. The core principle that acts as the driving force behind the theory of utilitarianism is that individuals ought to act or behave in a way that maximizes happiness for the greatest number. In any decision-making process, the morally right action, as per utilitarianism theory, is the action that produces the most good. This theory emphasizes that an action is always right if it is aimed toward promoting happiness and pleasure. It also states categorically that an action is wrong if it tends to produce unhappiness or pain to those to whom it is performed. This evaluation is not just for the performer of the action but also for everyone else affected by it. In doing so, the utilitarianism theory takes the consequences that action produces as the only relevant factor that determines whether that action or deed performed is morally or isn’t morally right to the performer and those affected by it (West & Duignan, 2024).

There are many reasons as to why I am a staunch supporter and advocate of the utilitarian theory. This normative theory promotes general happiness. This is because it directly considers the happiness and suffering of everyone affected by a particular action without discrimination or favour. It main objective in the performance of any action is to bring happiness for everyone involved or affected. As slightly highlighted earlier, utilitarian theory is impartial. This simply means that at whatever call of action, this theory doesn’t give preferential treatment to any individual, any race or their status in a society. It is a theory that insists that every individual’s happiness counts equally and, therefore, promotes the principle of fairness and equality in a society. Additionally, it is a theory that is very flexible and situation-dependent. In this, we mean that the utilitarian theory doesn’t hold that certain actions are inherently right or wrong; rather, it depends on the consequences of the action performed (Cox, 2020).

One of the most important objections that has attracted many defenders of the utilitarianism theory over other ethical theories is its ability to consider the consequence of a particular action to those affected. This nation is also used to criticize other categories of theories, such as deontological theories and virtue ethics. This category of theories is known to focus their attention on the inherent rightness or wrongness of actions and where the character involved in the action is supposed to act as a moral agent. A very good example of deontological theories is Kant’s theory, which maintains that certain actions are automatically right or wrong, regardless of their outcomes. From my perspective as a very staunch critic of deontology, I am of the opinion that such a nation can lead to morally unacceptable outcomes in a society (Tseng & Wang, 2021). For instance, in any society of the world, telling the truth is always considered to be inherently right, but in a situation where telling the truth would lead to harm, such as a result into a full blown war that might result in the death of thousands of innocent people, a deontologist would still consider it the right action.

On the other hand, looking at virtue ethics, it is evident that their major focus is on the character that performs a particular action and acts as a moral agent rather than the consequences of their actions. From a critic’s point of view, it is evident that the notion behind these theories fails to provide clear guidance for the action performed and does not look deeper into the consequences caused by the actions on others. From a utilitarian point of view, it is evident that this theory addresses the criticized approaches by focusing on the consequences of actions. This theory confidently argues that an action can be considered right if it promotes or brings about happiness to the majority affected by the action. In doing so, the utilitarian theory allows for a more flexible and situation-dependent ethical framework, which is considered by many to be more practical and intuitive. With the aim of bringing the above explanation into practice, let’s analyze this example. In a situation where a surgical doctor has a list of five patients each, one of them needing a different organ transplant so that they can go with their lives. A healthy patient comes in for a routine check-up, and the doctor finds that this patient is a perfect match for all five patients. A strict deontologist might argue that it’s very wrong to harm a healthy patient with the aim of saving the lives of the other five patients. Additionally, a virtue ethicist individual will most likely direct their attention to the doctor’s character and virtues. These will include character such as their honesty and respect for life. This could eventually result in them concluding that harming the healthy patient is wrong (Tseng & Wang, 2021). However, from a utilitarian point of view, they would argue that the right action is the one that results in the greatest overall happiness of all individuals that might be affected by the action, which in this case would be to save the five patients. This simplified example illustrates how utilitarianism’s focus on consequences can lead to conclusions different from those of deontological or virtue ethics. This focus on consequences, along with its flexibility and practicality, is the main reason why, from my point of view, I choose utilitarianism as my preferred ethical theory (Smart, 2020).

References

Cox, D. J. (2020). Descriptive and normative ethical behaviour appear to be functionally distinct. Journal of Applied Behavior Analysis, 54(1), 168–191. https://doi.org/10.1002/jaba.761

Smart, J. J. C. (2020). Utilitarianism and its Applications. In Routledge eBooks (pp. 24–41). https://doi.org/10.4324/9781003031475-2

Tseng, P., & Wang, Y. (2021). Deontological or utilitarian? An eternal ethical dilemma in the outbreak. International Journal of Environmental Research and Public Health, 18(16), 8565. https://doi.org/10.3390/ijerph18168565

West, H. R., & Duignan, B. (2024, February 16). Utilitarianism | Definition, Philosophy, Examples, ethics, Philosophers, & Facts. Encyclopedia Britannica. https://www.britannica.com/topic/utilitarianism-philosophy

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Utilitarianism Theory

 

Paper One
HUM 105
Allen Community College
Prompt: We have covered eight different normative ethical theories: divine command theory,
ethical egoism, natural law theory, utilitarianism, Kant’s deontological theory, contractarianism,
Ross’ theory of prima facie duties, and virtue ethics. For this assignment, you are to explain and
defend the normative ethical theory you find most convincing. In order to complete this task,
please write an essay in which you:
(1) Define and explain the normative ethical theory you find most convincing. Use
illustrative examples. Be sure to provide sufficient descriptive detail.
(2) Present arguments, evidence, and examples (i.e., reasons) that support your chosen
theory. Focus on those that you judge to be the strongest. You might also consider
presenting arguments, evidence, and/or examples that, in your view, discredit the
alternative theories.
(3) Present and explain the most significant objection (in your judgment) to your chosen
theory.
(4) How would an advocate of your theory respond to this objection? Is this response
adequate?
Word Count: 750-1000
Due Date: x
Citation Requirements
 If your work includes any ideas, examples, or sentences that you did not develop on your
own, then you must cite them.
 Please include in-text citations as well as complete bibliographic information on a
separate works cited page. You may you use APA, MLA, or Chicago citation styles.
 You are not expected to cite pieces of common knowledge or very specific facts that are
not open to interpretation. For instance, it is common knowledge that Plato was Greek. It
is a fact that Alexander the Great was Aristotle’s pupil.
Formatting Requirements
 Your essay should include a header with your name, course information, date of
composition, and a title.
 You must use paragraphs to break your work into manageable chunks.
 Your essay must be double-spaced and written in twelve-point Times New Roman font.
 You do not need and should not include a separate cover page.

Standards of Evaluation:
Each essay is worth 100 points and will be assigned a quantitative score in accordance with the
following standards:
 Quality of Exegetical Content: Do you demonstrate that you understand the
positions/theories/topics you are writing about? Do you successfully recount the views of
others in your own words?
 Quality of Evaluative and Argumentative Content: Are the descriptions, examples, and
arguments you offer reasonable and well-supported?
 Originality: Are your descriptions, examples, and arguments unique and interesting? Or
do you borrow heavily from lecture notes, your text book, or outside sources?
 Overall Clarity: Is your essay clearly written? Is it well-organized? Are all of your
argumentative assumptions fully stated? Can an ordinary reader follow your arguments
and/or comprehend your point of view?
Each essay will be assigned a quantitative score, in accordance with the standards above, by
application of the following criteria:
1. Quality of Exegesis = _____/40 points
2. Quality of Argumentation = _____ /40 points
3. Originality = _____ /10 points
4. Clarity, Grammar, and Punctuation = _____ /10 points
An essay that receives a grade in the A range will demonstrate exceptional understanding of the
course material, include strong, well-supported arguments, contain original examples/insights,
and be written in transparently clear prose. It will contain few (if any) errors of comprehension,
unsupported assertions, or hackneyed examples.
An essay that receives a grade in the C to B range will demonstrate adequate understanding of
the course material, include passable arguments, and demonstrate a minimally acceptable level of
engagement with the course material. It may contain some errors of comprehension, but they will
not be serious or systemic. It may contain unsupported assertions, but will counterbalance them
with some degree of good faith argumentation. It may contain some unclear prose, but as an
exception rather than as a rule.
An essay that receives a grade below C will (a) fail to demonstrate adequate understanding of or
engagement with the course material and/or (b) be written in prose that is so impenetrable that
the reader cannot tell whether the author has understood or engaged with the course material.
Resources for Writing Philosophical Essays

The following websites offer valuable advice about how write philosophical essays. Students are
strongly encouraged to review the information presented on these sites prior to composing their
own essays.
 Michael Huemer (UC-Boulder): Guide to Writing Philosophy
http://spot.colorado.edu/~huemer/writing.htm
 Jim Pryor (NYU): Guidelines on Writing Philosophy
http://www.jimpryor.net/teaching/guidelines/writing.html
 Douglas Portmore (Arizona State): Tips on Writing a Philosophy Paper
http://www.public.asu.edu/~dportmor/tips.pdf
 Walter Edelberg (U of Illinois): FAQs on Crediting Others and Avoiding Plagiarism
http://edelberg.people.uic.edu/crediting_others/index.htm
 University of Illinois Guide to Identifying Scholarly Sources:
https://www.library.illinois.edu/ugl/howdoi/scholarly/

NSG 6620 Week 1

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NSG 6620 Week 1

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NSG 6620 Week 1

NSG 6620 All Week Assignments Latest SU
NSG 6620 Week 1 Assignment 3: Practicum I Journal Entry 1
In this course, you will write six journal entries.These journal entries are reflective exercises to facilitate academic learning and self-development as a nurse leader.Reflective journaling provides the opportunity to increase self-awareness as a nurse leader.The journal also offers you an opportunity to reflect on nonacademic components of the practicum experience, including emotions, decision making, critical thinking, and stress associated with the nurse leadership role.There is no “right” or “wrong” in reflective journaling; however, the Practicum I Journal will create a link between the application of course concepts and the content of your specific practicum experience.Practicum journals may be written in first person.
Practicum I Journal entries are graded assignments.They will not be viewed by or shared with other students, only with course instructors.
Write a 300–500-word journal entry covering the following:
Where are you completing your Practicum I experience? Be certain to include the name, location, and contact information of the healthcare organization in which you are completing your practicum experience.
Identify your preceptor.Be certain to include the preceptor’s name, title, and contact information (including telephone number and e-mail address).
Identify two or three goals for this week that you have established for yourself related to Practicum I.
Review and reflect on how you met these goals this week.
Explain how you integrated two concepts or content areas from Week 1 into your practicum experience this week.
Identify your area of greatest learning this week.