Nursing Model Analysis – Jean Watson’s Theory of Human Caring

OUTLINE FOR PAPER What is the name of the artist who created the artwork? 2. What kind of an artwork is it? 3. What medium does it appear to be made from? 4. What is the name of the artwork? 5. When was this artwork created? 6. Where was this artwork created? 7. Name some other major events or developments in history that occurred during the same time this artwork was created. 8. List all the literal objects you see in the composition (trees, people, animals, shapes, mountains, etc.). 9. Consider the significant art elements that are present in this artwork and describe them: 10. Discuss how the artist manipulated the art elements to create the following principles: a. Balance b. scale c. Unity d. Variety e. Emphasis f. Rhythm 2 g. Movement Interpretation Interpretation 11. What do you think the artist was trying to say though this art piece? 12. Why do you think the artist created this artwork? 13. Describe any additional meanings you think the artists might have intended. 14. What feelings do you have when looking at this artwork? 15. Do you think there are things in the artwork that represent other things – symbols? Colors? Objects? What? Evaluation Make sure to justify your opinions. 16. Do you like this artwork? Why? 17. Do you think this artwork is “good” or “bad”? Why? 3 18. Do think this is an important work? To whom do you think it would be important? Why? 19. Would display this artwork in your home? Should it be in a museum? Why? 20. Is there something about this work of art that you think should have been done differently? What and Why?

Your task this week is to choose your favorite course concept or term that we’ve covered thus far. You might choose a term that you find particularly interesting, something that you didn’t know before, something that’s a little unique…whatever you want. The only term you cannot choose for this exercise is “globalization.” Anything else is fair game. Once you’ve chosen your term or concept, I’d like you to create a meme that reflects the concept. Include your meme in your post. Then, briefly (in one paragraph) explain your meme. Why did you pick this term, what are you trying to convey in your meme. Be original and creative. You won’t be able to see your classmates posts until you post so duplicate concepts will not be penalized. Your meme and explanation paragraph must be your original work. Term: Free Trade

Applying Television Criticism to Film Analysis 1)Watch Jordan Peele’s Oscar-nominated film Get Out 2)Write a 2-3 pages summary and analysis (APA format) that discusses the following aspects of the film a. what is the overarching message of the film? b. How is that message portrayed through production techniques, genre, and social types/archetypes? (please define the term that you use) c. what are specific examples from the film that illustrate how these techniques are employed to convey the overarching message?

Topic: Blood Transfusions: Why it matters: ABO and Rh blood types (Include the two following sections): *RESEARCH (Label this section) The explanation / background of the topic- Teach the topic to students. Share interesting and current research on the topic. Use APA citations in the text to clarify sources. *CRITICAL THINKING (Label this section, too) This section is only for your thoughts/conclusions. This is not research based. Examples: Apply everyday phenomena in terms of the scientific concepts in your research section. Make observations and draw conclusions. Tips and Tricks for Remembering and Recalling. Is there a mnemonic device that might help you memorize this information or what helps you understand this? Connect the dots. Why is this an important topic for you, your community, society, or the world? How does it relate to other concepts in the text? Add References and Word Count at the bottom of posts.

Option #1: Analyzing Leadership Decisions Outline For this Portfolio Project milestone, develop a 2-page outline of your proposed topics and subtopics. Then, identify the decision-making processes used, or any additional factors that might have led to ineffective decision making. Be sure to critique any processes used. Next, describe and justify two to three recommendations for different approaches that could have been taken. Lastly, identify potential theories that may be relevant to your Portfolio Project topic.

Review the case analysis, “Incidents For Discussion: Pritchard Soap Co.” on pages 138-139 of your textbook, which illustrates the problems that can arise when project managers are not good communicators. Explain your own strengths and weaknesses as a communicator, and describe how you will capitalize on your strengths and mitigate your weaknesses when leading a project team. Consider how you will apply project management communication strategies to your final project. Your entry must be at least 200 words. No references or citations are necessary.

11: Special Topics in Child and Adolescent Psychiatry In your practice as a PMHNP, you may see many children and adolescents who are faced with challenges that go beyond the standard DSM-5 diagnoses. Children in foster homes or who have been adopted may have emotional scars from previous abuse or neglect; adolescents experiencing issues with gender dysphoria may be faced with peer and family issues; and children involved in acts of terrorism may face reoccurring fear and mistrust. This week, you explore psychological issues that may arise in children faced with special circumstances and the assessment and treatment options specific to these special populations. You also take your final exam for the course. Learning Resources Required Readings American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author. Standards 11 “Communication” (page 75) Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 31, “Child Psychiatry” (pp. 1279–1323) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. “Somatic Symptom and Related Disorders” “Other Conditions That May Be a Focus of Clinical Attention” “Assessment Measures” “Cultural Formulation” American Academy of Child & Adolescent Psychiatry (AACAP). (2011). Practice parameter for child and adolescent forensic evaluations. Journal of the American Academy of Child & Adolescent Psychiatry, 50(12), 1299-1312. Retrieved from http://www.jaacap.com/article/S0890-8567(11)00883-5/pdf American Academy of Child & Adolescent Psychiatry (AACAP). (2012c). Practice parameter on gay, lesbian, or bisexual sexual orientation, gender nonconformity, and gender discordance in children and adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 51(9), 957–974. Retrieved from http://www.jaacap.com/article/S0890-8567(12)00500-X/pdf Lee, T., Fouras, G., & Brown, R. (2015). Practice parameter for the assessment and management of youth involved with the child welfare system. Journal of the American Academy of Child & Adolescent Psychiatry, 54(6), 502–517. Retrieved from http://www.jaacap.com/article/S0890-8567(15)00148-3/pdf Human Rights Campaign. (n.d.). Growing up LGBT in America. Retrieved June 8, 2017, from http://assets.hrc.org//files/assets/resources/Growing-Up-LGBT-in-America_Report.pdf?_ga=1.83582870.1279387255.1493224749 Optional Resources Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell. Chapter 19, “Legal Issues in the Care and Treatment of Children With Mental Health Disorders” (pp. 239–249) Chapter 49, “Forensic Psychology” (pp. 636–647) Discussion: Special Topics in Child and Adolescent Psychiatry Many children face special issues that impact everyday life, whether it is within themselves, their families, or their environment. The PMHNP must be sensitive to these many issues that children and adolescents are faced with during important developmental years. In this Discussion, you select a special population and analyze the psychological issues that the population faces. You also address the assessment and treatment needs of the population. Learning Objectives Students will: Analyze psychological issues that may arise in children faced with special circumstances Evaluate assessment measures used with children faced with special circumstances Evaluate treatment options used with children faced with special circumstances Analyze cultural influences on treatments (D) To Prepare for the Discussion: Review the Learning Resources. Select one of the following topics for the Discussion: Adoption Foster care Gender dysphoria Forensic issues Impact of terrorism on children Post: Write your selected disorder in the subject line of your Discussion post. Explain the psychological issues that may result from your topic. Describe the most effective assessment measure that could be used and explain why you selected this. Explain the treatment options available for children and adolescents involved with your selected disorder. Explain how culture may influence treatment

500 word response to the following questions. The paper should be written in the first-person voice. Be sure to write in full, complete sentences. You will be graded for content and quality of writing. Reflect on what you have learned in this lesson about diversity and marginalization and link it to either your personal life, or your future profession (child psychologist). Part 1: Your reaction Describe what you remember most from the lesson (what stood out the most) and where you felt most challenged. Part 2: Your decisions Describe how what you learned in this lecture will inform your personal life and/or your future profession. Lesson Material for your reference: Section One: What is Diversity and How Does it Impact Us? In the 1980s there was not one country that allowed same sex marriage. Most people where either ‘out’, and very political about being LGBT or, most, were in the ‘closet’. Same sex couples were not allowed to adopt children and most people thought of HIV/AIDS as the ‘gay disease’. Diversity and Marginalization: Thinking back to high school, your school might have had a poster with the word “Welcome” in many different languages. You are probably reminded of those days where you celebrated the diversity of your peers and you ate different ethnic foods and may have been introduced to traditional clothes and dances. That certainly is one side of diversity: the idea and belief that Canada is an accepting multicultural mosaic. However, that is only one side of the coin. In fact, there has been a long tradition of scholars and activists challenging the notion of diversity and multiculturalism. One such person is the York University scholar, Himani Bannerji. In her 2000 book, The Dark Side of the Nation: Essays on Multiculturalism, Nationalism and Gender, Bannerji identifies what she terms the ‘paradox of diversity’. Using the term/description “women of colour” as an example, she argues that the description creates a “vague and pleasant” description that replaces race with ‘colour’ and suggests alliance among women. Doesn’t “women of colour” sound much more pleasant than “gender and race”? By changing the way that something is described (recall multicultural / diversity attempts at your high school), Bannerji argues we erase the realities of race, racism, white privilege, and oppression. Her point is that using the terms such as ‘women of colour’ reflects ideologies of power relations by serving to regulate power. This other perspective on diversity suggests that human diversity is not about ‘getting along’ but that human diversity is part of historical and ideological oppression. On a sliding scale where diversity and multiculturalism are on the one end, and anti-oppression / anti-racism are on the other, it’s easy to imagine where Bannerji sits. To better understand white privilege, please read Peggy McIntosh’s (1988) excerpt about unpacking privilege (2 pages). As you read, take note of your thoughts and feelings. The reason why I wanted to include this discussion is because it is easy to think of human diversity as a vibrant celebration of colour, foods and diverse traditions rather than to dig a bit deeper and think about the systemic issues such as oppression and privilege that accompany human diversity. At this point, you are probably not surprised to hear that diversity in the context of community psychology is not so much about the ‘beauty of difference and getting along’ but about recognizing that “human diversity has multiple intersecting dimensions” and is “an important part of understanding differences and similarities between individuals and communities, but also variation within communities” (Kloos et al., 2012, pp. 7-8). According to Rappaport (1977), community psychology “is an attempt to support every person’s right to be different without risk of suffering material and psychological sanctions” (p. 1). This will often require the community psychologist to work toward providing socially marginal people with the resources, the power, and the control over their own lives, which is necessary for a society of diversity rather than conformity” (p. 23). Section Two: Power and Oppression Recall Himani Bannerji’s argument that ideologies of diversity and multiculturalism serve to strengthen existing power relations such as racism, oppression of others and white privilege. What do we mean when we refer to power and oppression? According to Kloos and colleagues (2012), “oppression occurs in a hierarchical relationship in which a dominant group unjustly holds power and resources and withholds them from another group” (p. 231). The Social Construction of Power: To make those concepts livelier, I’d like you to watch a very interesting video on the social construction of oppression. In this video, you will watch a third grade teacher simulate the social construction of discrimination by introducing a two-day exercise to her class where students were intentionally discriminated against based on the colour of their eyes. Oppression and Colonization: As you have seen in this lesson, there are many forms of oppression. It can be overt (obvious and intentional) and it can also be covert (unintentionally discriminating against an individual or group of individuals based on pre-conceived assumptions that we have—biases that often come from “single stories”). Another important concept to learn is “intersectionality”. Intersectionality refers to the interconnections between multiple socially constructed categorizations (e.g., race, gender, social class). Oppression of an individual or group with multiple intersecting personal identities becomes driven by multiple intersecting systems of discrimination and marginalization (Kloos et al., 2012). For example, examining the social mechanisms that drive violence against lesbian women of colour must consider the overlapping, complex nature of the various systems of oppression—rather than examining each factor separately. Oppression can also be systemic. For example, the colonization of First Nations, Métis, and Inuit individuals, families, and communities is a form of oppression that has persisted throughout the history of Canada and continues to exist today. So far in this course, you have learned a bit about some of the inequalities and discrimination faced by Aboriginal people in Canada. Now that you have also been introduced to different ways of understanding and honouring diversity, I would like for you to read a brief chapter (14 pages) written by a Mohawk woman , Patricia Monture-Angus, who worked as a legal scholar in several Canadian law schools. This chapter is a story of her experience as “a woman, an Indian, and an Indian woman” (note: intersectionality) attending an academic conference about oppression. She challenges language around “disadvantage” and speaks about her experiences as a “minority”. She teaches important lessons about diversity and oppression that I think is a good way to wrap up this lesson.

The purpose of this assignment is to learn how to apply the t-test to a sample dataset. For this assignment, students will use IBM SPSS Statistics and the “Example Dataset.” Using the “Example Dataset” and SPSS, apply the t-test to assess the following statement: “Men and women have different incomes in this city.” Show your calculations and copy of the SPSS output in a Word document. In a separate 250-500 Word document, address the following questions: Describe what t-test is the most appropriate and explain why. Discuss whether you used a one-tailed or two-tailed test and explain why. Using SPSS, calculate the t-test and provide the test statistic and critical value assuming an alpha of .05. Calculate the effect size using r2. Interpret the results by (a) stating the reason the study or test was done, (b) presenting the main results, (c) explaining what the results mean, and (d) making suggestions for future research. Submit both Word documents to the instructor. APA style is not required, but solid academic writing is expected.

Following the reading of the articles provided the discussion board, answer the following questions: 3a. Describe in your own words the three main capabilities that are supported by the blockchain implementation 3b. Explain in your own words the Blockchain Level transaction models, benefits, and challenges related to security and privacy. 3c. Review the security and privacy Requirements of online transactions, list the seven types and outline how can blockchain transactions become vulnerable to various types of attacks (i.e. tampering, denial-of-service (DDoS), double-spending, majority consensus, and pseudonymity) 3d. Select two types of techniques and describe how they can be leveraged to enhance the security and privacy of existing and future blockchain systems 3e. Select two of the UN sustainable development goals and express how Blockchain technology will enable realizing these goals. * Provide academic or industry source to support your answers. *** Respond to one classmate, provide a substantial comment, and remember to address classmates by their first name.