Outline for Final Loss Across the Lifespan Paper

The purpose of this paper is to integrate the theory and practice principles we have learned and to apply them to a living person’s experience of loss. The outline below is provided as a guide, not a rigid format. Each subsection should be labeled, but not all questions are appropriate to your respondent’s loss. The order is not prescribed- flow of the paper’s narrative is more important than answering questions in order. Although this is a formal paper and proper grammar, syntax, spelling and citation are expected, you may use “I” judiciously (especially in the summary). The paper itself is typically 10-15 pages, not including the interview.

I. The Respondent: Describe the person’s demographics, their developmental age and functioning, and your relationship to the respondent. What intersectional identities impact their loss or their mourning of it?

II. The Loss: Describe the person’s loss, both referring to the words they used (in the transcript, but also your classification of the loss (ie a disenfranchised loss of a loved pet during the adolescent years)).

III. Application of Grief Theory: Think about the information you elicited about how the person experienced their loss and particularly how they believed their grief process evolved. Try to use several sections of the transcript to show the evolution of the grief process over time while possibly applying the questions below to a section or two (remember, each question is not appropriate for all losses).

A. Does the person’s trajectory of grief fit better within classical grief theories, task or process oriented models of grief- classical, or newer post-modern models (Disenfranchised grief; Continuing Bonds; Meaning- making)? (Use appropriate professional literature)

B. How do spirituality/ culture or other aspects play a role in the person’s grief process and/ or meaning- making?

C. What area/s did the person struggle with as their grief evolved and what factors do you assess as critical to why they had more difficulty in those areas?

IV Application of Practice:

A. If you were providing grief work services to this person just after their loss, what models/ theories would inform your assessment and treatment plan? Integrate professional literature.

B. What do you believe the person’s needs continue to be in regards to this loss and what would you recommend professionally to help?

V. Summary:

How do you perceive this person’s loss overall?

What did you learn from this experience interviewing them?

Rubric:

15 points- evidence of competent interview and transcription (5 points for flow (open-ended questions); 5 for following respondent’s lead; 5 for completeness) – THIS PART IS GRADED IN THE FIRST PART OF THE ASSIGNMENT _ INTERVIEW AND TRANSCRIPT

15 points- shows analysis of the loss within the theoretical frameworks of loss (5 points for identification of types of loss; 5 for use of relevant loss theories; 5 for analysis)

10 points- shows evidence of skilled application to practice planning (5 for appropriate plan; 5 for connection to the theoretical assessment as driving the intervention)

10 points- follows instructions, has accurate grammar, syntax, citation and writing.

 

Question 1: Sculpture in Ancient Civilizations

The civilizations studied this week created impressive works of sculpture, with varying purposes and meanings. Carefully examine the following sculptures, and read about each one in your textbook, course and video lectures, and through reliable internet resources:

Stele of Naram-Sin, c. 2254-2218 BCE
Palette of Narmer, c. 3150-3125 BCE
Akhenaten and His Family, 1348-1336 BCE

Then, in a well-developed paragraph of at least 5-7 sentences, describe the composition of each sculpture, including the representation of figures, objects, and space. Consider whether the figures fit into the space around them, whether their movements seem believable, and/or whether their clothes fit their bodies properly. What does the way the figure and objects are represented tell us about the time and place in which the sculpture was created? What similarities or differences do you observe in the compositions of the three works?

Next, in a second paragraph of at least 5-7 sentences, describe the overall subject matter of each sculpture; the meaning of some of the objects in the painting; and any social, historical, political, and/or religious factors that are important to understanding the painting. Explain what the subject of the sculpture tells us about the society and culture in which it was created. Be sure to provide citations for any outside sources you reference in this part of your response.

Question 2: Monumental Architecture

The cultures we studied this week produced grand architectural structures. Carefully examine the following structures, and read about each one in your textbook, course and video lectures, and through reliable internet resources:

Nanna Ziggurat, Ur, c. 2100-2050 BCE
Great Pyramids, Giza, c. 2601-2515 BCE
Lion Gate, Mycenae, c. 1250 BCE

Then, in a minimum of 3 well-developed paragraphs, answer the following questions about each structure:

1. Who created each structure? Who commissioned its creation?
2. What was the function of the structure?
3. What historical events or social or cultural influences affected the creation of each structure?
4. How do the visual characteristics of each structure contribute to or enhance its message or meaning?
5. How do the reasons these structures were created compare with those of a more modern example of monumental art work, such as Mount Rushmore, the 9/11 Memorial, etc.?

Be sure to provide citations for any outside sources you reference in this part of your response.

Respond to both questions as thoroughly as possible, making sure to use information from this week’s readings, lectures, and additional resources. All responses should be in complete sentence form, using proper spelling and grammar.

As soon as possible, review and comment on the work of two of your peers. In your comments, consider areas you would suggest for expansion or clarification.

Submission Details:

• Post your response to the Discussion Area by the due date assigned. Respond to at least two posts by the end of the week.

Unfortunately, since 1998, little has changed. For many individuals living in impoverished underdeveloped countries, even basic medical care is difficult to obtain. Although international agencies sponsor outreach programs and corporations, and although nonprofit organizations donate goods and services, the level of health care remains far below what is necessary to meet the needs of struggling populations. Polluted water supplies, unsanitary conditions, and poor nutrition only exacerbate the poor health prevalent in these environments. Nurses working in developed nations have many opportunities/advantages that typically are not available to those in underdeveloped countries. What can nurses do to support their international colleagues and advocate for the poor and underserved of the world? 

In this Discussion, you will consider the challenges of providing health care for the world’s neediest citizens, as well as how nurses can advocate for these citizens.

• Consider the challenges of providing health care in underdeveloped countries.
• Conduct research in the Walden Library and other reliable resources to determine strategies being used to address these challenges.
• Using this week’s Learning Resources, note the factors that impact the ability of individuals in underdeveloped nations to obtain adequate health care.
• Consider strategies nurses can use to advocate for health care at the global level. What can one nurse do to make a difference?

Post a description of at least two challenges related to providing adequate health care in underdeveloped countries. Then, describe two strategies you might use to address those challenges, and explain why. Finally, describe one strategy nurses might use in advocating for health care at the global level, and explain why this would be an effective strategy. 

 

New technology—and the application of existing technology—only appears in healthcare settings after careful and significant research. The stakes are high, and new clinical systems need to offer evidence of positive impact on outcomes or efficiencies.

Nurse informaticists and healthcare leaders formulate clinical system strategies. As these strategies are often based on technology trends, informaticists and others have then benefited from consulting existing research to inform their thinking.

In this Assignment, you will review existing research focused on the application of clinical systems. After reviewing, you will summarize your findings.

To Prepare:

• Review the Resources and reflect on the impact of clinical systems on outcomes and efficiencies within the context of nursing practice and healthcare delivery.
• Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of one type of clinical system to improve outcomes and/or efficiencies, such as “the use of personal health records or portals to support patients newly diagnosed with diabetes.”
• Identify and select 4 peer-reviewed research articles from your research.
• For information about annotated bibliographies, visit https://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies

The Assignment: (4-5 pages not including the title and reference page)

In a 4- to 5-page paper, synthesize the peer-reviewed research you reviewed. Format your Assignment as an Annotated Bibliography. Be sure to address the following:

• Identify the 4 peer-reviewed research articles you reviewed, citing each in APA format.
• Include an introduction explaining the purpose of the paper.
• Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.
• In your conclusion, synthesize the findings from the 4 peer-reviewed research articles.
• Use APA format and include a title page.

Please respond with a minimum of  at least 150 words

 

Sorting exceptions into two categories (namely “unchecked” and  “checked” exceptions) can significantly change how we handle exceptions  within our program. 

Checked exceptions are exceptions that occur at compile-time. These  exceptions occur due to factors or events that are outside of our  program’s immediate control–such as network issues, Input/Output device  issues, files not being found when called, etc. Checked exceptions must  either be dealt with inside of the method in which they are thrown, or  else they must be passed up to an exception handler in higher-up method  (by adding a “throws” clause in the method’s argument parameter).

Because of this ability to pass the exception to another method,  these types of exceptions have the potential to be ignored or  “swallowed” (as some of the material has dubbed), although this is not  recommended of course. These exceptions should be dealt with in some way  within our program wherever absolutely possible utilizing try-catch  blocks or try-catch-finally blocks.

Unchecked exceptions are exceptions that occur at run-time. These  consist of exceptions that deal with issues within our actual program  code (or possible issues due to the user’s interaction with our code).  Examples of these would be trying to access an element outside of a  specified array, attempting to divide a number by 0, or a user  attempting to input a letter or string into an input box designed to  accept an integer. 

These types of exceptions are dealt with on an “as-needed” basis, one  might could say, as they attempt to catch specific errors that can  spring up from the execution of buggy code. Thoroughly testing our code  and being aware of the different types of exceptions that could occur  within our code (and then properly handling them) can keep our code  functioning smoothly and efficiently. 

When it comes to which method I would prefer:

The geeksforgeeks.com website reads that throwing checked exceptions  may be a better option if the user has a decent amount of control over  recovering from the exceptions, and if not, unchecked exceptions are  better used. It also appears that checked exceptions can allow for more  robust code, although (as stated earlier), this does give programmers  the opportunity to pass the buck and not deal with certain exceptions  simply because they do not want to be thorough. But I also found from my  research that some languages (such as C#) do not have checked  exceptions, and that language appears to work well without them.

Reflecting upon my researching of this subject, (and my limited  experience utilizing exceptions in my own code in my last course), I  feel as though I would be more inclined to utilize unchecked exceptions,  when possible. I think it makes more sense to be able to address the  exceptions as needed rather than “covering the entire code with ‘throws’  clauses” as the infoworld.com website puts it. Although, I am totally  new to this realm, so I’m sure I’ll learn more as I go!

Thanks for reading, all and best of wishes in the module!