Ethical Theories Comparison Chart

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 Over the course of thousands of years, various theories have been offered to explain the best way to determine what is ethical. The search for “good” or correct actions and thoughts has provided several strong approaches that are actively used today. While all of the various ethical theories seek to lead one to being ethical, they differ on how this should be accomplished. Each approach has its own strengths and weaknesses. It is important to understand these differences when analyzing ethical decisions from various perspectives. 

For this Assignment, using your own words, you are to complete a chart for the first four ethical theories (utilitarianism, ethical egoism, Kantianism, and Divine Command Theory) based on the following criteria:

  • How is “good” determined? Explain in one or two sentences what the theory argues is the correct way to determine what is right. This is the main argument of the theory in a nutshell.
  • Most Noted Philosopher(s): Name the philosopher or philosophers most closely associated with the theory.
  • Major Strengths: Using phrases or sentences, list at least two major strengths that are specific to that theory.
  • Major Weaknesses: Using phrases or sentences, list at least two major weaknesses that are specific to that theory. 

Promoting healthy eating action plan

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To develop and evaluate an action plan that addresses children’s common nutrient deficiencies.

As a Head Start teacher, you know that many of the children you work with do not have access to foods that are essential for optimum growth and development. You are also aware that several children in your classroom have recently been diagnosed with anemia. After doing considerable research and reading, you arrange to meet with a dietitian at the local hospital. She explains which nutrient deficiencies are most common among children who live in the area and the challenges their families often face in providing healthy foods. When you return to your school, you begin to formulate a plan with the objective of improving the children’s nutritional understanding and food intake status of the children in your classroom. The first thing you decide to do is to develop a list of nutritious snacks that can be distributed to the children’s families in a handout and be served at school.

Focus assignment

1. Define anemia, explain the cause, and describe the effects it has on children’s development. Create a 10-day, low-cost snack menu that addresses the four major nutrient deficiencies that are common among young, at-risk children.
2. Be sure to read the REFLECTION section below to guide your thinking. Write your reflection response after you have completed your plan.

Self-evaluation

1. For each item on your plan:
 a. Explain how this item addresses the issues in the scenario.

2. Describe and justify how your plan would improve teaching and learning in the scenario.

Assignment 2: Final Project Step V

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The Final Project is a stepwise process, and its goal is to leave you well-prepared by the end of this course to execute on your qualitative research study plan.

In Week 10, you will complete Step V of the Final Project. Step V allows you to develop your skills in selecting the right coding strategy for your study approach and in reporting the appropriate codes and categories for your study. In this Assignment, you will complete Step V.

ASSIGNMENT:

  • A draft Analysis Plan (which you will continue to revise later in the week)
  • A summary of the codes and categories you identified in your transcribed documents (SEE THE WORKSHOP ASSIGNMENT FOIR THIS WEEK)
  • A 2- to 3-page paper comparing your hand-coding experience with what you researched on QDA software
  • A final analysis plan, with feedback from your peer debriefed integrated into the document

 

You will need to have completed all 4 tasks in order to be eligible for full credit on this Assignment. Be sure to allow adequate time for each task as you structure your week. A suggested schedule is included here:

By Day 3: Draft your analysis plan, including steps based on the research question, chosen approach, and sampling criteria.

Note: You’ll be posting this to your Workshop thread in order to receive peer feedback.

By Day 5: Summarize the codes and categories you identified in your transcribed documents.

By Day 5: Draft a 2- to 3-page paper comparing your hand-coding experience with what you researched on QDA software.

By Day 6: Integrate the feedback you received from your peer debriefed.

PROGRESS W3

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This assignment designed to assess your knowledge and assimilation of the course objectives. The assignment rubric is included for your review. Grading will be based on the rubric. Make sure you follow AMU’s writing policies and the Chicago writing style guide (cover page, page numbering, double space, headings/subheadings, etc). Your essay should be 4-6 pages in length, not counting the cover page and bibliography.
Essay Question: We are a highly technical society.  Our everyday lives revolve around the Internet: we benefit from the Internet, but we can also be victims of cyber criminals.  To understand how criminals use the Internet to their advantage, one must understand how we communicate on the Internet.  In this paper, you are required to describe in detail how we communicate on the Internet, based upon your readings.  Discuss the major networking building blocks and their functions.  Secondly, discuss software applications’ vulnerabilities, such as those found in web browsers.
 

General Requirements

1. Document Format.

a.  MS Word document

b.  One-inch (1”) margins

c.  Times New Roman font

d.  Twelve (12) pitch

e.  Not including your title page, this assignment should be 4-6 pages. 

f.  Double space, except for your bibliography’s citations.

2. Citation Format:The Chicago Manual of Style.  As stated in the Academic Integrity Briefings, information taken directly from another source must be placed in quotations and cited following the Chicago format contained in the week one “lessons” folder. You must cite all other information from your sources, even if you do not quote directly. DIRECT QUOTING SHOULD BE KEPT TO A MINIMUM.

Benchmark – Role of Governance in Health Care Organizations

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 The purpose of this assignment is to examine the concept of governance within a health care organization 

Discuss corporate structure and how it affects the effectiveness of governance.

Determine various roles of governance within organizations and how they should interact within a team setting (e.g., board meetings, committee meetings, oversight, compliance meetings).

Describe concerns to consider when developing and strengthening a team culture. For example: Team members working independently or at cross-purposes, also known as “turf battles,” that can slow or impede the accomplishment of project purposes. The tone of meetings and interactions that can be seen as negative, manipulative, directive, or secretive.

Research a current federal or state compliance topic, such as the Center for Medicaid Services (CMS). You are required to select a topic other than the Affordable Care Act. Provide an example of an organization’s failure to properly apply governance concepts.

Describe how you would apply principles of servant and values-based leadership skills to integrate governance concepts and strategies to improve health care operations.

Use 4 to 5 peer-reviewed resources to support your response.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MS Health Care Administration

1.2 Differentiate among various forms of governance.

health Research

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Research TOPIC – Obesity. Target group Children 

Health Research Project

Part I: Literature Review 

Your literature review should be 4-6 pages long.

The total amount of points you can earn for this paper is 100 points.

APA Style Requirement: Your paper should be written in APA style. APA style includes a typed paper that is double spaced, on standardized paper (8.5 x 11) with 1” margins on all sides and written in 12 point Times New Roman Font. Details about citing various sources will be given in detail separately. 

Reference: (http://owl.english.purdue.edu/).

Note: Do not write in first person. 

Introduction: (30 Points) 

The introduction of your paper should introduce the health topic that you have researched. Your introduction should include the following:

  1. A      thorough general overview about your and your chosen health topic and      target group.  
  2. Make      sure that your introduction includes a thesis statement.

Example Thesis Statement: Smoking cigarettes has been one of the greatest risk factors in developing lung cancer. 

Thesis Statement Guidelines: http://writingcenter.unc.edu/handouts/thesis-statements/

Body of Paper: (50 Points)

The body of your paper should include the following:

  1. Detailed      information about your chosen health topic. 
  2. Target Group: What group of people is      this health issue affecting (ex: African Americans, Asians, Caucasians,      Elderly, Children, Teenagers or College Students)? 
  3. Statistics/Prevalence      – (Evidence of the impact of the issue): Include supporting facts and      details about the health topic (include at least one statistic about your      health topic).
  4. Best      Practices: What is being done to address this health issue? Discuss at      least one program, organization or initiative that addresses your health      issue and target group. 

Conclusion: (20 Points) 

The conclusion of your paper should include the following:

  1. Summarize      your findings. 
  2. Do you      have any suggestions about how to address this issue? Is there a need for      more programs or initiatives to address this issue? 

References

You are required to have at least five peer reviewed articles as references. Retrieve five peer reviewed health articles about your chosen health topic and target group from the PGCC library research database. You are not limited to only five references. You can also include books and other scholarly references that will help you write your paper.

ELEMENTS OF INTERCULTURAL COMMUNICATION

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I need each question answered in about 150-200 words  

Please use and reference the following course text:-

Neuliep, J. (2017). (7th ed.). Thousand Oaks, CA: Sage Intercultural Communication: A contextual approach Publications. ISBN-13: 9781506315133.

MODULE 1

DQ1

Why is intercultural literacy needed in today’s world? How can the definitions of communication and culture be used to foster this literacy? How is the language used to describe a culture, such as the Nacirema culture from the course readings, shaped by this literacy?

DQ2

Compare two different approaches to studying intercultural communication from Chapter 3 of your textbook. How does having a Christian worldview shape one’s motivations or methods for studying intercultural communication, if at all? Explain.

STUDY MATERIALS

Read Chapters 1 through 3 in Effective Intercultural Communication: A Christian Perspective.

Read “How to Communicate Globally,” by Gundling, from Training & Development (1999).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=1941178&site=ehost-live&scope=site

 Read “Virtual Limits: Multicultural Dimensions of Online Education,” Linda, Nieckoski, Rodman, & Sheppard, from International Educator (2004).

URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/200716057?accountid=7374

 Read “Cultural Competence: Why It Matters and How You Can Acquire It” by Lee & Liao in IESE Insight (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=110440372&site=ehost-live&scope=site

 Read “New Research Shows That Close Intercultural Relationships Can Enhance Individual Creativity and Innovation Potential” in PR Newswire (2017).

URL:https://link-galegroup-com.lopes.idm.oclc.org/apps/doc/A497207594/SUIC?u=canyonuniv&sid=SUIC&xid=8c0014d0

Read “Chapter 6 – Conclusions” by Abramson & Moran in Managing Cultural Differences: Global Leadership for the 21st Century (2018).

URL:https://lopes.idm.oclc.org/login?url=http://library.books24x7.com.lopes.idm.oclc.org/library.asp?^B&bookid=138151&chunkid=513843051&rowid=862

 Watch “Cross Cultural Communication,” by Riccardi, from TEDx.

URL:https://www.youtube.com/watch?v=YMyofREc5Jk

 

MODULE 2

DQ1

Read the case at the end of Chapter 4 in your textbook carefully to identify elements of worldview as explained in the chapter. In what ways does this case illustrate the impact of globalization on cultural values?

DQ2

What are two issues or challenges that arise in intercultural interactions that stem from the complex relationship between language and culture? Share examples that illustrate the complex influence of language differences on intercultural understanding.

STUDY MATERIALS

Read Chapters 4 and 5 in Effective Intercultural Communication: A Christian Perspective.

Read “Transforming Faith: Teaching as a Christian Vocation in a Secular, Worldview-Diverse Culture,” by Cooling, from  Journal of Education and Christian Belief  (2010).

URL:https://journals-sagepub-com.lopes.idm.oclc.org/doi/10.1177/205699711001400104

 Read “Culture, Worldview, and Contextualization,” by Kraft (1998).

URL:https://www.perspectivesonmission.com/resources/Session07_Kraft_CultureWorldviewContextualization.pdf

 Read “Integrating the Study of Culture and Religion: Toward a Psychology of Worldview” by Johnson, Hill, & Cohen, from  Social & Personality Psychology Compass  (2011).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=64996439&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Read “10 Indispensable American Expressions,” by Hitchens, from Forbes FYI (2000).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=3542821&site=ehost-live&scope=site

Read “The Pragmatic Comparison of Chinese and Western ‘Politeness’ in Cross-Cultural Communication,” by Jiang & Yuxiao, from Journal of Language Teaching & Research (2010).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=63889503&site=ehost-live&scope=site

Read “Strong Language Lost in Translation You Talkin’ to Me,” by Williams, from New Scientist (2013).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=86855279&site=ehost-live&scope=site

Watch “How Language Shapes the Way We Think” by Lera Boroditsky in Films on Demand (2018).

URL:https://lopes.idm.oclc.org/login?url=http://digital.films.com/PortalPlaylists.aspx?wID=96349&xtid=160769

 Read “Effects of Community Service‐Learning on Heritage Language Learners’ Attitudes Toward Their Language and Culture,” by Cabo, Prada, & Pereira, from  Foreign Language Annals  (2017).

URL:https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/docview/1883972287?accountid=7374

 Read “The Relation Between Language, Culture, and Thought,” by Imai, Kanero, & Masuda, from  Current Opinion in Psychology  (2016).

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S2352250X15002572

 

MODULE 3

DQ1

Compare two different types of societies discussed in Chapter 6 of your textbook. What stands out to you about the similarities/differences between these types of societies?

DQ2

What roles do social institutions within a culture play in producing, maintaining, or transforming a culture? What perspectives did you gain about the importance/role of social institutions in a culture that you didn’t have before this topic? What unique impact have particular social institutions had in your culture or in the way you communicate?

STUDY MATERIALS

Read Chapters 6 and 7 in Effective Intercultural Communication: A Christian Perspective.

Read “Social Institutions and Work Centrality: Explorations Beyond National Culture,” by Parboteeah & Cullen, from  Organization Science  (2003).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bah&AN=9586548&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Read “The Naturalness of (Many) Social Institutions: Evolved Cognition as Their Foundation,” by Boyer & Petersen, from  Journal of Institutional Economics  (2012).

URL:https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/docview/917637911?accountid=7374

 Read “Digital Transformation of Social Institutions,” by Mikheev, Serkina, & Vasyaev, from  Talent Development & Excellence  (2020).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=143587804&site=eds-live&scope=site

 Watch “Racial Reconciliation – Ephesians 2:10-11,” by Baucham, from Founders Ministries (2019).

URL:https://www.youtube.com/watch?v=FoJGYCc7EUg

Read “Social Identity: The Role of Self in Group Processes and Intergroup Relations,” by Hogg, Abrams, & Brewer, from Group Processes & Intergroup Relations  (2017).

URL:https://journals-sagepub-com.lopes.idm.oclc.org/doi/full/10.1177/1368430217690909

Read “Culture and Group-Based Emotions: Could Group-Based Emotions be Dialectical?,” by Lu, Hamamura, Doosje, Suzuki, & Takemura, from  Cognition and Emotion  (2017).

URL:https://doi-org.lopes.idm.oclc.org/10.1080/02699931.2016.1185394

 Read “What’s Your Beef With Vegetarians? Predicting Anti-Vegetarian Prejudice From Pro-Beef Attitudes Across Cultures,” by Earle & Hodson, from  Personality and Individual Differences  (2017).

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0191886917304233

 

MODULE 4

DQ1

What role does nonverbal communication play in intercultural interactions? Give examples both from research on nonverbal cultural distinctiveness and from your own experience that show how nonverbal differences between cultures can influence intercultural communication.

DQ2

Read sidebar 9.1 in Chapter 9 of your textbook and answer the following questions: People from cultures who prefer direct communication methods often think that indirect communication methods are deceitful. Consider how you would respond to a colleague who asks, “Why don’t they just come out and tell the truth?” Is “contexting” relevant to Christians communicating about their faith to other Christians or non-Christians? Explain.

STUDY MATERIALS

Read Chapters 8 through 11 in Effective Intercultural Communication: A Christian Perspective.

Read “What, When, Where, Why and How: Know the Specifics of Your Communication,” by Iyengar, from Vidwat: The Indian Journal of Management (2012).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=78382377&site=ehost-live&scope=site

 Read “Doing Business Abroad? Simple Faux Pas Can Sink You,” by Gary, from USA Today (2007).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=nfh&AN=J0E080603657907&site=ehost-live&scope=site

Read “Face to Face” by LaCour in OD Practitioner (2016).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=116584658&site=ehost-live&scope=site

 Read “Getting to Sí, Ja, Oui, Hai, and Da” by Meyer in Harvard Business Review (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=111098795&site=ehost-live&scope=site

 Read “The Importance of Non-Verbal Communication” by Phutela in IUP Journal of Soft Skills (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=112375386&site=ehost-live&scope=site
Explore “Compare Countries,” from Hofstede Insights.

URL:https://www.hofstede-insights.com/product/compare-countries/

 Read “Non-Verbal Communication in Hospitality: At the Intersection of Religion and Gender,” by Islam & Kirillova, from  International Journal of Hospitality Management  (2020).

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0278431919300465

 Read “Emoticons and Non-Verbal Communications Across Arabic, English, and Korean Tweets,” by Park & Mimouni, from Global Knowledge, Memory, and Communication (2020).

URL:https://doi-org.lopes.idm.oclc.org/10.1108/GKMC-02-2020-0021

Read “Nonverbal Communication in Text-Based, Asynchronous Online Education,” by Al Tawil, from International Review of Research in Open and Distributed Learning  (2019).

URL:https://doi.org/10.19173/irrodl.v20i1.3705

Read “Learning Pakistani Culture Through the Namaz Emoji,” by Sadiq & Shahida, from iCoMET (2019).

URL:https://doi-org.lopes.idm.oclc.org/10.1109/ICOMET.2019.8673479

 

MODULE 5

DQ1

What is the difference between an “honor-oriented society” and a “justice-oriented society” and how do these value differences get expressed in communication? How do different communication values in these societies influence communication about the gospel?

DQ2

What is the difference between masculine and feminine cultures? Chapter 13 in your textbook mentions that “gender differences can and often do result in painful gender disparities.” Discuss one example of this that stands out to you from the chapter. 

STUDY MATERIALS

Read Chapters 12 through 14 in Effective Intercultural Communication: A Christian Perspective.

Read “You Need to Understand My Gender Role: An Empirical Test of Tannenʼs Model of Gender and Communication,” by Edwards & Hamilton, from  Sex Roles  (2004).

URL:https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/docview/225367732?accountid=7374

 Read “He’s a Man and She’s a Woman: A Conversation Analysis on Linguistic Gender Differences,” by Sumpio, from  International Journal of English Literature and Social Sciences  (2020).

URL:https://ijels.com/upload_document/issue_files/19IJELS-103202031-Hesa.pdf

Watch “What Is a Shame Society? What Does Shame Society Mean?,” from  The Audiopedia  (2018).

URL:https://www.youtube.com/watch?v=BCJo747f-Rc

 Watch “Toilets, Bowties, Gender and Me,” by Mason-Hyde, from  TEDx  (2018).

URL:https://www.youtube.com/watch?v=NCLoNwVJA-0

 

 

 

 

MODULE 6

DQ1

How does your cultural background affect how you handle conflict? How might the Christian worldview as a “cultural background” influence the way someone might handle conflict? What suggestions do you find helpful from intercultural communication researchers? Cite any sources used.

DQ2

Read sidebar 17.4 in Chapter 17 of your textbook. After reading, respond the following reflection prompts: Identify which of the above areas you would consider an area of strength for you. Do you think it would still be a strength in a cross-cultural setting? Why or why not? Choose one of the items above that you find most difficult and explain what it might take for you personally to grow in this area.

STUDY MATERIALS

Read Chapters 15, 16, 17, 21, and 23 in Effective Intercultural Communication: A Christian Perspective.

Read “Developing Skills to Address Cultural Issues in Arbitration and Mediation” by Cheng in Dispute Resolution Journal (2017).  

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/2037412828?accountid=7374

 Read “Conflict Management Practices for Diverse Workplaces” by Prause & Mujtaba in Journal of Business Studies Quarterly (2015).

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1667167670?accountid=7374

 Read “Leading Globally, Thinking Interculturally: Developing Global Characteristics” by Caldwell in The Journal of Business Diversity (2015).

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1728004047?accountid=7374

 Read “Coping Strategies for Culture Shock as Indicators of Cultural Identity,” by Rempel, from Journal of Undergraduate Anthropology (2011).

URL:http://anthrojournal.binghamton.edu/wp-contentuploads/2011/05/COPING-STRATEGIES-FOR-CULTURE-SHOCK.pdf

 Read “Culture Shock” by Zukauskas in Salem Press Encyclopedia (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=100259231&site=eds-live&scope=site

 Read “The Role of Intercultural Competence and Local Wisdom in Building Intercultural and Interreligious Tolerance,” by Sri Eko & Putranro, from  Journal of Intercultural Communication Research  (2019).

URL:https://doi-org.lopes.idm.oclc.org/10.1080/17475759.2019.1639535

Read “Interventions to Promote Learners’ Intercultural Competence: A Meta-Analysis,” by Zhang & Zhou, from  International Journal of Intercultural Relations  (2019).

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0147176718305200

 Watch “How Culture Drives Behaviours,” by Bourrelle, from  TEDx  (2015).

URL:https://www.youtube.com/watch?v=l-Yy6poJ2zs

 

MODULE 7

DQ1

Charles Kraft has identified several myths (some of which are outlined in sidebar 18.1 of Chapter 18 in your textbook) about the communication of the gospel (for the full list, see Kraft 1991a, 35–54; note also the critique and notations in Hesselgrave and Rommen 1989, 193–96). As you read through the list, can you identify any that you have believed? If you think it is not a myth, how would you respond?

DQ2

Chapter 18 describes different evangelistic methods based on assumptions about the conversion process as well as communicative elements of cultures that shape decision-making responses to the sharing of the gospel. What do you think about these methods? Do you think one is better than the others? Do you think they all have some merits and some drawbacks? Explain, analyzing specific elements of the methods as you compare them.

STUDY MATERIALS

Read Chapters 18, 19, 20, and 22 in Effective Intercultural Communication: A Christian Perspective.

Read “Conversion to Christianity: The Colonization of the Mind?,” by Stanley, from  International Review of Mission  (2003).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a6h&AN=ATLA0001459817&site=ehost-live&scope=site

 Read “A Crucial Part of the Social and Cultural Fabric: Christianity and Chinua Achebe’s ‘In a Village Church,'” by Purcell, from  The Explicator  (2020).

URL:https://doi-org.lopes.idm.oclc.org/10.1080/00144940.2020.1777077

Read “The Historical Influence of Christianity in Cultural Communication between China and the West,” by Bai, from Proceedings of the 3rd International Conference on Arts, Design and Contemporary Education  (2017).

URL:https://dx.doi.org/10.2991/icadce-17.2017.29

 Read “The Influence of Christianity on Lisu People’s Cultural Development,” by Liu, from Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities  (2019). 

URL:https://dx.doi.org/10.2991/iccessh-19.2019.438

 Read “The Battle for Our Culture: An Interview with Francis Schaeffer,” on pages 4 – 9, from New Wine Magazine (1982).

URL:https://csmpublishing.org/wp-content/plugins/pdf-viewer-for-wordpress/web/viewer.php?file=https://csmpublishing.org/wp-content/NewWineArchives/Full_Issues/1982/NewWineMagazine_Issue_02-1982.pdf#page=3&zoom=auto,-291,3

Read “How to Engage Culture Like Francis Schaeffer,” by Ashford, from  Intersect Project  (2015).

URL:https://intersectproject.org/faith-and-culture/how-to-engage-culture-like-francis-schaeffer/

 Watch “Arop,” from  Wycliffe Bible Translators  (2014).

URL:https://www.youtube.com/watch?v=zH_ewsGlkpo

Review the ”  Wycliffe Bible Translators” website.

URL:https://www.wycliffe.org/

 

 

follow up discussion

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 follow up discussion one paragraph with intext citation and reference respond tho the below discussion to add information or comment 

First off, chronic obstructive pulmonary disease (COPD) refers to “a group of diseases that cause airflow blockage and breathing-related problems. It includes emphysema and chronic bronchitis” (cdc.gov, 2018). In many cases, people suffer from COPD where they have not been diagnosed and may not receive treatment for their disease. Since COPD is not a curable disease, supportive treatment is recommended with follow-ups and adjustments to a plan of care as needed. An interdisciplinary team with multiple focuses would be best for a patient like this. For instance, controlling and maintaining a chronic disease is not easy for one person to handle. Therefore, the roles of nurses, physicians, and respiratory therapists would be included in a comprehensive plan of care, while also involving family and anyone else involved in home care. Since each patient would have different goals and desired outcomes of treatment, each case should be treated with individuality and specific to improving the quality of life for each.

For this discussion, my patient is a 73-year-old female who has smoked cigarettes for the past 50 years while developing chronic breathing problems with frequent emergency department admissions. Since the initial visit, this patient has exhibited a resistance to smoking cessation programs offered and continues to smoke cigarettes when she is not in the hospital. This trip to the ED, the client is using accessory muscles for breathing, is short of breath, and reports dyspnea with minimal exertion. She states, “I have not had a cigarette in 36 hours, I feel like I need to light up to make myself feel better.” This only furthers the need for education related to smoking cessation, since it seems this patient may not understand what smoking cigarettes is doing to her body. She is taking a blood pressure medication along with other supplemental vitamins. She has been told by previous providers that home oxygen therapy would help but has refused these offers due to financial reasons. However, the client mentioned she does not use her inhaler unless her breathing is causing severe pain. Her vitals are as follows: BP – 128/72, HR – 118, RR – 30, Temp – 99.0, Pain – 7/10, and SpO2 – 88% on room air. Specific interventions are aimed at providing structure for a smoking cessation program, reconciling discharge information to update her plan of care based on her exacerbations, while including direct and prompt communication between healthcare professionals and coordinated follow-up care (Drummer & Stokes, 2020). Improved health outcomes would incorporate reduced hospitalizations, improved measures of continuity of care, and improvement of quality of life and satisfaction of the patient. Along with education about smoking cessation, this client should receive a respiratory therapy consult, pulmonologist referral, and information about who to seek care with after she leaves this hospital facilities in regard to follow-up care. While educating the patient of the need for follow-up care, it would also be important to incorporate the spouse on how things are expected to work, along with determining their own cooperation to ensure comprehensive care ensues. This might include how to set up appointments, how to check equipment for proper functioning, or to witness the cooperation exemplified by both client and spouse in terms of home healthcare.  

Part 2: 

I: Good morning Dr. XYZ, this is Mack, and I am the nurse performing the home care visits for Mrs. ABC.

S: Upon arrival, it seems she is having an exacerbation related to her COPD and has yet to stop smoking cigarettes per our previous recommendations. She is short of breath, having pain upon minimal exertion, and accessory muscles are in use while she is visibly struggling to catch her breath. Her oxygen saturation was 85% before placing her on 2 L via nasal cannula.

B: Mrs. ABC has been to our ED 3 times in the past 8 months for exacerbations of COPD, she has no known allergies, and an insignificant medical and surgical past other than chronic COPD issues. Her baseline oxygen saturation has been around 93% based on her recorded vitals.

A: BP – 130/76, RR – 32, HR – 108, SpO2 – 85% now on 2L O2, Pain – 4/10, and Temp – 98.6. Patient reports pain upon inspiration and exertion, as she is also in a tripod position after moving from the couch to the kitchen. No fall risks are present within the house and a clear record of past vital signs is written. 

R: If hospital admittance is not requested, I would recommend oxygen therapy while at home for episodes of acute hypoxemia. I would also recommend a respiratory therapist comes twice a week to help with nebulizing treatments and ensuring the patient is following treatment guidelines as requested. Smoking cessation brochures should be left for the patient to review at their convenience, along with a recommendation to adhere to those brochures.

CDC.gov. (2018). Chronic Obstructive Pulmonary Disease. National Center for Chronic Disease Prevention and Health Promotion. Retrieved from: https://www.cdc.gov/copd/index.html

Drummer, J. & Stokes, T. (2020). Improving Continuity of Care of Patients with Respiratory Disease at Hospital Discharge. Breathe. DOI: 10.1183/20734735.0161-2020. Retrieved from: https://breathe.ersjournals.com/content/16/3/200161

marketing project

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For Part 1: In 3 to 4 pages

Select a new product or service that will be launched by either an existing organization or one you will create.   I prefer that you find a new product or service to an existing firm –

This product or service will serve as the basis for the Marketing Plan you will write throughout the course.

**Obtain your instructor’s approval of your product or service before beginning this project.

PROJECT PART 1 WEEK 2 (Refer to Chapters 1 & 2)

Introduction – :

• Describe the organization’s background, industry, and product or service.

• Describe the NEW product or service you are proposing (don’t get into a lot of detail of the product or service – this will be in later part).

Describe the importance this product or service has to the organization.

• Prepare the SWOT analysis of the organization and offering.

• Explain a competitive analysis of the organization and offering.

• Describe your target market in detail, including information on the geographic, demographic, psychographic and behavioral factors used to choose your market segment.

• Identify the needs that cause your target market to buy.

• Create a written positioning statement that identifies:

• Your organization’s product/service

• Your target market – Needs that cause your target market to buy including emotional and

logical drivers – How your product solves the target market’s needs

• What makes your organization different from its competition

Include sources of secondary research that support your analysis

Benchmark – Mathematics and Literacy Integrated Unit

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In planning and instructing math content, it is important to be able to create a cohesive unit that encompasses multiple areas in math, as well as other content areas, including literacy.

Part 1: Unit Plan

For this benchmark, you will choose one of the three lesson plans you created in this course to build a week-long unit plan. Use the “Math Unit Plan” to prepare your week-long math unit plan. Utilize any feedback from your instructor modify and adjust instruction to meet the diverse needs of students.

For the unit plan, include the following components: lesson title, math standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments.

As you are creating your unit plan, focus on integrating the following elements:

  • Major math concepts including number and operations, algebra, geometry, measurement, data analysis, problem solving, reason, communication, connections, and representation. 
  • A variety of teaching strategies, media, resources, and technology that encourage development in critical thinking and problem solving across content areas, with a focus on literacy.
  • Effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction.
  • Differentiate instruction based on the diverse needs of students in the “Class Profile.”

Part 2: Rationale

In 250-500 words, provide a rationale that explains your reasoning behind your chosen instructional strategies. How do the formative assessments provide opportunities to modify instruction that promotes continuous intellectual, social, emotional, and physical development? Explain the value of utilizing knowledge from professionals in other content areas to enhance instruction and learning experiences for students.

Support your findings with a minimum of three scholarly resources.