Biblical Worldview Paper

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Biblical Worldview Paper

The Biblical Worldview Assignment is course-embedded into every degree program in Liberty University’s School of Education (SOE). Its purpose is to carry out LU’s mission to provide an education with a solid Christian foundation and to ensure that every SOE program completer understands the implications of a biblical worldview for the field of education. While there are other assignments that require candidates to write a personal philosophy of education, that is not necessarily the intent of this particular assignment. The goal of this activity is for candidates to accomplish the following:

· Convey an understanding of what is meant by a biblical worldview.

· Support and illustrate this understanding by citing the Bible and other literature on the topic of biblical worldview.

· Apply principles of a biblical worldview to educational practice.

· Articulate key components of a Christian philosophy of education, citing from the Bible and other literature on the topic of Christian philosophy of education.

Because the SOE embeds this assignment into every degree program—i.e., bachelor, master, education specialist (Ed.S.), and doctorate (Ed.D)—it is likely that candidates who earn multiple degrees from LU’s SOE will be required to complete the assignment multiple times. Especially in the Ed.S. and Ed.D. degrees, the Biblical Worldview Assignment may be required for more than one course. Candidates who are required to complete the assignment more than once may resubmit the initial assignment but are encouraged to revise as needed. For example, expectations for undergraduate and graduate writing levels are different; therefore, the composition of the paper may need to be strengthened with the repeated submission. Also, check the assignment directions and rubric to ensure that you are meeting the present course’s specific requirements.

Mission of Liberty University: This assignment advances LU’s mission by promoting “the synthesis of academic knowledge and Christian worldview in order that there might be a maturing of spiritual, intellectual, social and physical value-driven behavior” and by encouraging “a commitment to the Christian life, one of personal integrity, sensitivity to the needs of others, social responsibility and active communication of the Christian faith, and, as it is lived out, a life that leads people to Jesus Christ as the Lord of the universe and their own personal Savior.” Click on these links to learn more about LU’s Mission Statement and LU’s Doctrinal Statement.

Mission of LU’s School of Education: This assignment advances the School of Education’s mission, which is “to develop competent professionals with a biblical worldview for Christian, public, and private schools.” Click on this link to learn more about the SOE Conceptual Framework.

Directions

Write a 4-page paper in current APA format that conveys your understanding of what is meant by a biblical worldview and a Christian philosophy of education. Also, discuss the implications of these principles in their application to educational practice. Page length requirement begins with the introductory paragraph and ends with the conclusion; it includes neither the title page nor the reference page. An abstract is not required. In addition to the Bible, cite a minimum of four references that represent the body of literature supporting and explaining biblical worldview and Christian philosophy of education. No more than 10% of the paper is to include direct quotes; therefore, you should do much more summarizing and paraphrasing than quoting. Citations are required both for direct quotes and for summarized ideas drawn from references. The format of the paper is to include the sections below with headings that follow current APA format. Click on this link to view an APA Tips document with helpful hints for writing success.

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· Title Page

· Introduction

Present a strong, clear thesis statement. The focus of this paragraph is to introduce the reader to the thesis statement. The remainder of the paper should support and illustrate the main point(s) of the thesis statement.

· Biblical Worldview

Based upon your readings of the Bible and literature on the topic of biblical worldview, convey a basic understanding of the elements of a worldview that is based distinctively on a perspective of life drawn from Judeo-Christian scriptures. Do not focus on the field of education in this section. A common error is for writers to neglect the discussion of a biblical worldview by focusing too much on the field of education, which is to be addressed in subsequent sections of the paper.

· Christian Philosophy of Education

Based upon your readings of the Bible and literature on the topic of Christian philosophy of education, convey a basic understanding of the elements of an educational philosophy that is based distinctively on a perspective drawn from Judeo-Christian scriptures. Address metaphysical and axiological issues. Metaphysical issues relate to questions of meaning and purpose. Axiological issues relate to questions of values. Minimize the discussion of practical application to the field of education in this section. A common error is for writers to neglect the discussion of a Christian philosophy of education by focusing too much on the implications for educational practice, which will be addressed in the subsequent section.

· Implications for Educational Practice

Discuss the implications of a biblical worldview and Christian philosophy for practical application to the overall field of education. Ensure that you discuss these implications for the field in general, but you may also proceed to specify implications for your particular area of interest. For example, if you are preparing to serve as a content area teacher, a special education teacher, an administrator, or a school counselor, you may—after addressing implications for the overall field of education—address implications for your area of service.

· Conclusion

An effective conclusion affirms the thesis statement and leaves the reader with a clear idea of how thoughts in the paper fit together to make a specific point.

· Reference Page

Cite the Bible in the body of the manuscript, but—per APA—the Bible and other classical or holy scriptures are not to be listed on the reference page. List here at least 4 references other than the Bible. One your references is to be the course textbook. Click on this APA Tips Document for details.

Submission: Submit the document both in Blackboard and in LiveText. It will not be graded until it is submitted in both locations. In Blackboard, it will be checked by SafeAssign for plagiarism. It will be graded in LiveText using the embedded rubric there.

References and Citations: See the APA Tips Document for details on how to cite the Bible in the body of the manuscript. Below are links to sources you might find helpful as you prepare:

· Articles and Websites 

o What’s a Christian Worldview? (Focus on the Family)

o Developing a Biblical Worldview (Foundations for Living)

o What Is a Christian Worldview (Israel Wayne)

o The Importance of a Christian Worldview (The Gospel Project)

o On Education (Francis Schaefer)

o Writings in Christian Education (Calvin College)

· Journals: Many journals on the topic are available via Liberty Databases.

o Christian Worldview Journal (BreakPoint: The Chuck Colson Center)

o Christian Education Journal (Biola University)

o Christian Perspectives in Education (Liberty University, School of Education)

· LU’s Jerry Falwell Library: Click this link to search Liberty Databases of academic sources. Recommended search terms: biblical Christian worldview, Christian philosophy of education.

· Bibliography: Books on Biblical Worldview and Christian Philosophy of Education

· Course Readings: Relevant readings from present and past courses may be incorporated as appropriate, e.g., textbooks and articles.

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Hurricane Katrina Case

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Hurricane Katrina Case

Review 1.3.1 “The Hurricane Katrina Case” on page 7. Put yourself in the Guardsman’s shoes. Answer the general question, “what would you do and why”? Apply any information from your last seven assignments and write a four page (double spaced) paper on your choice while describing the ethics of this case. You may use any information that you previously used in your assignments to create this paper. The goal of this assignment is to assess total knowledge of course material.

➡️*****PLEASE DONT ACCEPT UNLESS YOUR WILLING TO READ ENTIRE DESCRIPTION.

*******NOTE PLEASE READ EVERYTHING BELOW⬇️*****

➡️Read PG 7-8 attachment about Guardsman’s shoes.

➡️ Also scan through the first chapters of this book. (It’s not too much) it discuss morality, ethics, beneficence, and other key terms related to philosophy and ethical standard. I’ll attach the link to the book. You have to copy and paste the link to access the mater linked to this assignment.

➡️ 4 pages double spaced

➡️please use original work and describe ethics in this particular case based off the information in the book.

➡️Philosophy class (Philosophy 202)

➡️No plagiarism

➡️See attachment for pages 7-8 to read the story about Katrina

➡️Look in the book for the terms Deal, adapt or order. How does any of these apply to this story. Choose one or more. You decide.

**************➡️ Link to book⬇️***************

https://cdn.inst-fs-iad-prod.inscloudgate.net/7498e4ff-360f-43a8-897c-ef7552c6e756/Book_EthicalDecisionMakingIntroduct.pdf?token=eyJhbGciOiJIUzUxMiIsInR5cCI6IkpXVCIsImtpZCI6ImNkbiJ9.eyJyZXNvdXJjZSI6Ii83NDk4ZTRmZi0zNjBmLTQzYTgtODk3Yy1lZjc1NTJjNmU3NTYvQm9va19FdGhpY2FsRGVjaXNpb25NYWtpbmdJbnRyb2R1Y3QucGRmIiwidGVuYW50IjoiY2FudmFzIiwidXNlcl9pZCI6IjE0OTIzMDAwMDAwMDAxODk2NiIsImlhdCI6MTU4ODYzMzIzMywiZXhwIjoxNTg4NzE5NjMzfQ.Jl4y8BlJSL_9b_migTD6uHlHO8ux6YVWz94yXgFFSu_NoxOuKBaym6sU3IS7DA0rsorjmMg51t-QsJ0wYTH4mw&download=1&content_type=application%2Fpdf

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describe & discuss these ethical concepts logical, factual and normative.

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describe & discuss these ethical concepts logical, factual and normative.

Write a one page paper (double spaced) describing and discussing the following ethical concepts found in chapter 1; logical, factual and normative. You may use definitions or scenarios in your writing. The goal of this paper is to gain a level of understanding of all three (logical, factual and normative).

Textbook:

1.
Logical,  or  formal,  statements
are  definitions  or  statements  derivable  from
definitions, including the entirety of mathematical discourse (e.g., “2
+
2
=
4,”
or “A square has four equal sides”). Such statements can be
verified by a for
–
mal  procedure
(“recourse  to  arithmetic”)  derived  from  the  same  definitions
that control the rest of the terms of the field in question (i.e., the same axioms
define “2,” “4,” and the procedure of “addition”; the four equal sides and right
angles define the “square”). True formal statements are
analytic
:
they are true
logically,  necessarily,  or  by  the  definitions  of  the  terms
.  False  statements  in
this category are
self–contradictory
. (If you say, “2
+
2
=
5,” or start talking
about  “round  squares,”  you  contradict  yourself,  for  you  assert  that  which  can-
not  possibly  be  so—you  conjoin  ideas  that  are  incompatible).  A  logically  true
or  logically  valid  statement  can  never  be  false,  or  disproved  by  any  discovery
of facts; it will never be the case that some particular pairs of 2 do not add up
to 4, or some particular squares turn out to be circular—and if you think you’ve
found  such  a  case,  you’re  wrong!  “2
+
2
=
4”  is  true,  and  squares  are  equi-
lateral  rectangles,  as  philosophers  like  to  say,
in  all  possible  worlds
.  For  this
reason we say that these statements are “
true a priori
”: we can know them to
be correct prior to any examination of the facts of the world, without having to
count up lots of pairs of pairs, just to make sure that 2
+
2 really equals 4.
2.
Factual, or empirical, statements
are assertions about the world out there, the
physical  environment  of  our  existence,  including  the  entirety  of  scientific  dis-
course, from theoretical physics to sociology. Such statements are
verifiable by
controlled  observation
(“recourse  to  measurement,”  “recourse  to  weighing”)
of  that  world,  by  experiment  or  just  by  careful  looking,  listening,  touching,
smelling, or tasting. This is the world of our senses, the world of space, objects,
time  and  causation.  These  empirical  statements  are  called
synthetic,
for  they
“put  together”  in  a  new  combination  two  ideas  that  do  not  initially  include  or
entail  each  other.  As  a  result  they  cannot  be  known  a  priori,  but  can  be  deter
–
mined only
a posteriori, that is, after investigation of the world
. When they
are true, they are
true only contingently, or dependently, as opposed to nec-
essarily;
their  truth  is  contingent  upon,  or  depends  on,  the  situation  in  which
they  are  uttered.  (As  I  write  this,  the  statement  “it  is  raining  out”  is  true,  and
has been all day. The weatherman tells me that tomorrow that statement will be
false.  The  statement  “2  + 2  =4,”  like  the  rectangularity  of  squares,  does  not flick in and out of truth like that).
3.
Normative  statements  are  assertions  about  what  is  right,  what  is  good,  or
what  should  be  done.We  know  these  statements  as  value  judgments,  pre-
scriptions  and  proscriptions,  commands  and  exhortations  to  do  or  forbear.
There is no easy way of assigning truth value to these statements. The cri-
teria  of  “truth”  that  apply  to  formal  and  factual  statements  do  not  apply

5 to  normative  statements. This  is  why,  when  we  disagree  about  them,  we
become “hostile,” and “lose our temper” at each other; there is no easy way to
resolve the dispute. We can certainly say of such judgments (formally) that they
conform  or  fail  to  conform  with  other  moral  judgments,  or  with  more  general
and  widely  accepted  moral  principles.  We  can  also  say  (empirically)  that  they
receive  or  fail  to  receive  our  assent  as  a  society,  as  compatible  or  incompat-
ible  with  our  basic  intuitions  of  what  is  just  or  right  (as  determined  by  a  poll
or survey). We may also say that a judgment succeeds or fails as a policy rec-
ommendation on some accepted pattern of moral reasoning, like adducing con-
sequences  of  that  judgment  and  estimating  how  human  wants  will  be  affected
should it become law (see the section on Moral Reasoning, below). But the cer
–
tainties of math and science are forever beyond the grasp of any normative sys-
tem, which is, possibly, as it should be.

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The Artichoke Version of the Self,Reality, Art, and Truth.

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The Artichoke Version of the Self,Reality, Art, and Truth.

Write a 2–3-page paper explaining the artichoke idea of the self. Remember to explain specific theories with supporting citations from the textbook and online lectures. (Here is a guide to help you with APA-style citations.)

As you develop your response, you might find some of the following questions to be relevant:

  • What is the existential idea of the self?
  • What do you make of the feminist, existential, and non-Western critiques of/alternatives to the essentialist/avocado self? Are there any problems with the idea that human beings are fundamentally rational creatures?

Due May 21 at 11:59 PM

Reality, Art, and Truth.

This 6-8 page essay assignment will be completed in three parts and will draw upon the material from Weeks 1, 2, and 3. You may want to use section headers to organize your paper. Remember to explain the theories you reference with supporting citations to the textbook and online lectures in correct APA format. Here is a guide to help you with APA-style citations. Use this APA Citation Helper as a convenient reference for properly citing resources.

I. The Self

Discuss the avocado idea of the self and explain at least one version of the idea that human beings have a shared essential nature.  Contrast this account with the artichoke idea of the self (drawing upon phenomenology and existentialism to develop your account) and a discussion of how the modern/avocado and postmodern/artichoke ideas of the self differ. You may use your analysis from the Week 2 and 3 discussion assignments to develop your account in Part I.

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II. Truth and Reality

Discuss how these ideas of the self are disclosed in art by choosing an example of a character/narrator/subject in a work of art (novel, poem, film, graphic novel, short story, television show, song, painting, etc.) who you think captures the avocado/modern idea that we have an essential, shared human nature and that the self and the world are distinct entities. Then, choose an example of a work of art that you think illustrates the artichoke/post-modern idea of the self.  Consider the following ideas and questions in your analysis of these two examples:

  1. Are the self and the material world distinct entities, as Descartes thinks? What are some examples of representative art that illustrate the idea that the subject/mind and the object/world/body are distinct? Alternatively, are the self and the world organic unities, as Schelling argues? How might artistic creation express this unity of subject and object? 
  2. Is art mimesis/representation (as in Platonism and Aristotelian aesthetics) or is it a means of transforming the self and reality? Might it be aspirational, allowing us to achieve catharsis, as Aristotle suggests? Consider, too, how the idea of art as representation is akin to the avocado view while the idea of art as transformative is more like the artichoke view.

III. Art and Philosophy

  1. What is the relationship between art and philosophy? Do you agree with Descartes that logic and critical thinking are the best means of achieving certainty about reality and existence, or is your view more akin to the perspective of Keats, Schelling,  Schopenhauer, Nietzsche, and/or Heidegger that art is the ultimate expression of truth? How are these views a rejection of the natural standpoint we see adopted by empiricism and rationalism and rejected by phenomenology?
  2. Do some kinds of art (music, for example) express the truth more fully than others? How so? How does the idea and purpose of art differ across cultures?

Due May 28 at 11:59 PM

What is a Just State?

In a 2–3-page paper, address the following:

  1. Explain intersectionality
  2. Explain at least one social philosophy from the textbook. For instance, you might discuss utilitarianism, Rawls, Marx, Nozick, Du Bois, King, or Beauvoir. If the theory has a clear correlate, please discuss it as well.
  3. Illustrate your understanding of both the intersectional and traditional social justice approaches with examples.
  4. Support your account of the theories with citations to the textbook and online lectures in correct APA format. Use this APA Citation Helper as a convenient reference for properly citing resources.

Due June 4 at 11:59 PM

The Good Life

The final graded assignment is an 8-10 page paper on the question: what is the good life? This assignment will be completed in four parts, so you may want to use section headers to organize your paper. This paper is somewhat cumulative, so you may need to review material from previous weeks to prepare for this essay. Remember to explain the theories you reference with supporting citations to the textbook and online lectures before contrasting them in correct APA format. You may want to use examples to illustrate your understanding of key ideas in each theory. Use this APA Citation Helper as a convenient reference for properly citing resources.

Address the following in your paper:

  1. The Consequentialism Debate: Compare and Contrast deontology and utilitarianism. Briefly discuss the differences between Bentham and Mill’s versions of utilitarianism. Discuss the political and ethical implications of utilitarianism.
  2. Explain virtue ethics and care ethics and discuss how these approaches offer an alternative to the deontological and utilitarian focus on how we should act.
  3. Explain existential ethics and briefly discuss the role of free will in ethical decision making. The explanation of existentialism should discuss the following ideas: authenticity, ambiguity, freedom, anxiety, and bad faith. 
  4. Illustrate the theories discussed with examples, including situations relevant to your current or future career.

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Plato/Socrates

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Plato/Socrates

Beardsley and Beardsley offer that philosophical questions have at least two properties, they are general, and they are fundamental. What do you think is an example of Socrates pursuing such a question in the Defense? What makes the question general? What makes it fundamental?

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Public health ethics

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Public health ethics

For this Case Assignment, write a 3- to 4-page essay in which you address the following:

Discuss the application of the following ethical theories/principles to public health. Provide recent examples within the field of public health which are consistent or inconsistent with these principles:

  • Utilitarianism
  • Distributive Justice
  • Paternalism

Selgelid (2009) wrote:

While public health ethicists often claim that the least restrictive alternative should be used to achieve the public health goal in question, I argue that a plausible but under-recognized idea is that the least restrictive alternative might sometimes involve improvement of global health via redistributive taxation—i.e., rather than coercive social distancing measures.

What did he mean by this? Provide arguments for and against his position.

cite your sources.

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Assignment 2: Journal Article Review

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Assignment 2: Journal Article Review

Selecting statistical measures can be challenging because each situation may be different. As you review your learning resources this week, you will become familiar with several statistical measures such as measures of central location, variability, standard deviation, box plots and much more.

For this Assignment, revisit the journal article from last week.

The Assignment (1–2 pages)
  • Summarize the major results of the study
  • Describe the information presented in tables and/or graphs
  • Briefly summarize the major conclusions of the study

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CAPSTONE PROJECT BENEFITS AND VALUE

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CAPSTONE PROJECT BENEFITS AND VALUE

Introduction

Determining the potential benefits, costs, and value of a potential capstone project to the organization requires a thoughtful comparison of the benefits and costs, an analysis of project features as value considerations, and the development of anticipated measurable outcomes.

Instructions

Complete a critical analysis of a potential doctoral capstone project and make final recommendations, based on the project’s benefits, costs, and value to the organization.

Requirements

The assignment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format, length, and supporting evidence.

  • Substantiate the prospect of a potential capstone project to mitigate the negative effect of an organizational challenge.
    • Explain how the project will mitigate the negative effect of the challenge on the organization and/or a population.
    • Discuss the project’s potential to facilitate improvements for the larger industry and other populations and organizations.
    • Substantiate the potential of the project to improve current, publicly reported metrics, compared to benchmarks.
  • Critically analyze the benefits of a potential capstone project to the organization and/or a population.
    • Describe anticipated, improved project outcomes.
    • Describe the benefits of the project relative to the organization’s performance, quality, mission, and goals or outcomes for a population.
    • Critically analyze the potential costs and benefits of the project to the organization.
  • Critically analyze a potential capstone project’s value to the organization and/or a population.
    • Discuss aspects of the project that could potentially require the organization to dedicate energy, staff, time, and financial resources.
    • Describe ways in which approvable mentee capstone practicum activities can minimize the costs to the organization.
    • Summarize the features of the project that will provide benefit to the organization and/or a population.
  • Make recommendations for a potential doctoral capstone project, based on its benefits, costs, and value to the organization and/or a population.
    • Present an argument for the project, based on its benefits, costs, and value to the organization and/or a population.
      • Weigh both the positive and negative aspects of the project.
    • Substantiate that the benefits of the project outweigh the costs, or that the costs outweigh the benefits.
    • Recommend next steps in communicating with the preceptor and site leaders on the project’s potential.
  • Organize content so ideas flow logically with smooth transitions.
  • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
    • Assess the relevance and credibility of information sources.
  1. Increase Population Participation- Racial and ethnic differences create considerable barriers for populations to be included in health research studies. Some of the barriers involve linguistic differences, lack of information on enrolment, beliefs and values, lack of support, financial barriers, and lack of resources (Nipp et al., 2019). Enrollment to cancer clinical research is perceived to only involve certain population in the society. improvements in the enrollment and retention of minorities in clinical trials.

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2. Improve multi-level factors that contribute to this organizational challenge- Application of the evidence in an organizational level would result to changes mitigating system barriers such as financial costs and resources limitations. Also, community engagement from the individual level would increase participation and ownership of the research. Meanwhile, the individual level evidence reduces individual barriers like population support reducing agreements to enrollment. Interpersonal level evidence addresses barriers related to biasness, communication, and understanding of the trials.

3. Remove culture biases- improve application of effective research strategies which are culture and language sensitive

Considering the multilevel framework of interventions, the organization is likely to facilitate improvements through organizational and individual levels to mitigate the negative impact of the challenge. This can be associated with resources, finance, assistance, support, awareness, community engagement, and positive attitudes towards the trials. The organization would stipulate its contribution of resources and finances since they are challenging factors in the population to reduce under-representation and lack of participation in trials. Assistance, support, awareness, and community engagement would be influenced through application of the resources towards effective organization-community relationships. The interventions specifically apply to the population characteristics through exposure to unique barriers. The barriers such as biasness and under-representation in clinical research resonate with the population. The interventions articulated consider equity and cultural sensitivity of the population. In addition, the population experiences a lot of disparities when assessing quality health care. The interventions ensure that their participation in the trials would lead to quality cancer care through reduced generalization of findings and treatments. The intervention is supported by all the articles articulating its quality and applicability in reducing the negative impacts of the organizational challenge. Additionally, the articles provide substantial evidence which effectively supports the specific intervention. This is because of its effectiveness and applicability. Considering the level of the intervention, it is appropriate as it directly deals with the organization, the community, and individual population members. To impact changes on inclusion in trials, the community, organization, and members ought to be involved. This is facilitated through education, awareness, support, and assistance. Community and organizational support are significant in enabling the inclusion of minorities in oncology clinical trials.

Reference

George, S., Duran, N. & Norris, K. (2014). A systematic review of barriers and facilitators to minority research participation among African Americans, Latinos, Asian Americans, and Pacific Islanders. American journal of public health 104(2). doi:10.2105/AJPH.2013. 301706)

Hamel, L., Penner, L., Albrecht, T., Heath, E., Gwede, C. & Eggly, S. (2016). Barriers to clinical enrollment in racial and ethnic minority patients with cancer. Cancer control 23(4), 327-337.

Nipp, R., Hing, K. & Paskett, E. (2019). Overcoming barriers to clinical trial enrollment. Care delivery and practice management. https://doi.org/ 10.1200/EDBK_ 243729

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Capstone Project Benefits and Value Scoring Guide

 

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Substantiate the prospect of a potential capstone project to mitigate the negative impact of an organizational challenge.
20%		 Does not describe a potential capstone project and the organizational challenge it addresses. Describes a potential capstone project and the organizational challenge it addresses. Substantiate the prospect of a potential capstone project to mitigate the negative impact of an organizational challenge. Substantiate the prospect of a potential capstone project to mitigate the negative impact of an organizational challenge. Makes a cogent case for the project and its potential impacts beyond the organization that is well-supported by compelling evidence.
Critically analyze the benefits of a potential capstone project to a specific organization and/or population.
20%		 Does not describe the benefits of a potential capstone project to an organization and/or a population. Describes the benefits of a potential capstone project to an organization and/or a population. Critically analyzes the benefits of a potential capstone project to an organization and/or a population. Critically analyzes the benefits of a potential capstone project to an organization and/or a population. Provides an impartial, in-depth, examination of projected costs and how the project impacts key aspects of organizational performance.
Critically analyze a potential capstone project’s value to an organization and/or population.
20%		 Does not describe the major effects of a potential capstone project on an organization and/or a population. Describes the major effects of a potential capstone project on an organization and/or a population. Critically analyzes a potential capstone project’s value to an organization and/or a population. Critically analyzes a potential capstone project’s value to an organization and/or a population Provides an impartial, in-depth, examination of all aspects of the project that could affect the organization.
Make recommendations for a potential doctoral capstone project, based on its benefits, costs, and value to an organization and/or a population.
20%		 Does not analyze the positive and negative aspects a potential doctoral capstone project. Analyzes the positive and negative aspects a potential doctoral capstone project. Makes recommendations for a potential doctoral capstone project, based on its benefits, costs, and value to an organization and/or a population. Makes unbiased, substantiated recommendations for a potential doctoral capstone project, based on its benefits, costs, and value to an organization and/or a population. Presents an articulate, convincing argument for the project, including clear and logical next steps for communicating with the preceptor and site leaders.
Organize content so ideas flow logically with smooth transitions.
10%		 Does not organize content for ideas to flow logically with smooth transitions. Organizes content with some logical flow and smooth transitions. Organizes content so ideas flow logically with smooth transitions. Organizes content so clarity is enhanced, and all ideas flow logically with smooth transitions.
Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
10%		 Does not support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence. Sources lack relevance or credibility, or the evidence is not persuasive or explicitly supportive of main points, assertions, arguments, conclusions, or recommendations. Supports main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence. Supports main points, assertions, arguments, conclusions, or recommendations with relevant, credible, and convincing evidence. Skillfully combines virtually error-free source citations with a perceptive and coherent synthesis of the evidence.

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The Georgia Cancer Center houses a dedicated cancer clinical research unit that oversees the center’s own Phase I-IV trials and manages studies from throughout the medical center offered in conjunction with oncology departments such as radiology and gynecologic oncology. The serve all populations in the Central Savannah River Area of Augusta, Ga. The Georgia Cancer does not have a permanent affiliation agreement with Capella University, but I did complete my MPH capstone with this site in 2018 and assisted them with completing the NCI Community Oncology Research Program (NCORP) grant from the National Cancer Institute (NCI). Dr. Ghamande, who serves as the principal investigator for the grant, works with a team at the Georgia Cancer Center and partner sites across Georgia as well as one site in Mississippi. Partners including the University Cancer and Blood Center (Athens), Augusta Oncology Associates (Augusta), Morehouse School of Medicine (Atlanta), Phoebe Putney Memorial Hospital (Albany) and St. Dominic-Jackson Memorial Hospital (Jackson, Mississippi) which has a minority and rural population like what we see in Georgia.

 

The Georgia Cancer Center research approach supports important National Cancer Institute goals: Ensuring every cancer patient has access to the newest and most innovative clinical trials in the nation. Clinicians and researchers work together to initiate new research protocols based on the clinician’s interaction with the patient. Each cancer patient receives personalized treatment through the interaction of the multidisciplinary team of clinicians and allied health professionals. The main building houses the basic science teams with four floors of open concept-lab space, shared resources and special equipment, such as flow cytometry, radiation therapy research platforms and quantitative pathology imaging as well as administrative offices and meeting spaces for seminars, lectures, training sessions and community-wide forums on cancer-related topics. The Collaborator Corridor is a new addition designed to facilitate communication and collaboration between cancer researchers and clinicians, with a goal of promoting translational research in order to develop the next generation of cancer diagnostics and treatments.

 

My preceptor is Sharad A. Ghamande, MD. He is a Professor, Executive Vice Chair, and Director for Gynecological Oncology at the Georgia Cancer Center at Augusta, Georgia and have been heavily involved in clinical trials for over 16 years. He is also the Associate Cancer Center Director for Clinical Research. Dr. Ghamande Certifications and Education are as follows: American Board of Obstetrics and Oncology – Certified, 2003; Education and Training: Medical School: Bombay University, India, 1990; Residency: Boston Medical Center Program, Boston University, 1997; Fellowship: Roswell Park Cancer Institute, Buffalo, New York, 2000.

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PHE 4070

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PHE 4070

In Week 1, you described a program for the health problem and identified the right division for the program.
Week 2 Tasks
This week, you will develop a needs statement, which provides factual information for understanding the health problem. A problem statement is one of the most crucial parts of your concept paper. This is the first section your audience will read, and it will set the tone for your proposed program. A well-written problem statement should include the nature of the problem, who the problem affects, the current impact of the problem, and future consequences of the problem, if left unaddressed.
Continuing with the Microsoft Word report you created in W1 Assignment 3, add 2–4 pages to the report covering the following:

  • Explain the public health problem your program will address using factual information.
    • Define the public health problem.
    • Describe the adverse effects of the problem on public health and well-being.
    • Provide detailed and specific data on the problem and the community in which the project will be implemented.
  • Explain the anticipated improvements in health outcomes upon successful implementation of the program.
  • Submission Details
  • Support your responses with examples.
  • Cite any sources in APA format.
  • Name your report SU_PHE4070_W2_A2_LastName_FirstInitial.doc.
  • Submit your document to the Submissions Area by the due date assigned.

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Internal & External stakeholders in healthcare

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Internal & External stakeholders in healthcare

The role of governance has a vital impact on the interests of the important stakeholders in a healthcare system.

Markwell, S. & Leigh-Hunt, N. (2016). Identifying and managing internal and external stakeholder interests. Retrieved from https://www.healthknowledge.org.uk/public-health-textbook/organisation-management/5b-understanding-ofs/managing-internal-external-stakeholders

In a 2- to 3-page paper answer/complete the following:

  • Who are the internal stakeholders? What are their roles and responsibilities? What are their interests?
  • Who are the external stakeholders? What are their roles and responsibilities? What are their interests?
  • Address how the potentially conflicting interests of stakeholders may be addressed in the governance process. (To do this, you will need to clearly define the purpose of governance, its areas of influence, and its methods of influencing. You will also need to define the limits of governance, what issues are not appropriate to address through governance, and what actions are not appropriate for a governing board to take.)

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In your scholarly paper, you should include an introduction and conclusion paragraph.

SLP Assignment Expectations

  1. Conduct additional research to gather sufficient information to justify/support your responses.
  2. Limit your response to a maximum of 3 pages.
  3. Support your proposal with peer-reviewed articles with 3 or 4 references. Use the following link for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php
  4. You may use the following source to assist in your formatting your assignment: https://owl.english.purdue.edu/owl/resource/560/01/
  5. For additional information on reliability of sources review the following source: https://nccih.nih.gov/health/webresources
  6. This assignment will be graded based on the SLP assignment rubric.

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