Individual health behaviors are increasingly important to personal well-being and future health risk. Health psychologists often seek to intervene at the level of the individual in order to modify behavior.
Here are the tasks you will need to accomplish in order to complete this project. They are broken down into smaller assignments on Canvas with more detailed instructions and a rubric, but this provides an overview of each component:
1. After reviewing the attached list, select a specific health behavior whose frequency you wish to either increase or decrease. You may tailor the behavior to be more applicable to you. For example, you may choose to increase physical activity by walking more, doing yoga, or training for a marathon. If you wish to modify another health behavior not on the list, please discuss it with me. If you have a current mental or physical condition that could be affected by this behavior, please consult your health care provider PRIOR to changing the behavior.
2. Review the research literature about your chosen health behavior. Why would you want to modify the behavior? What are the benefits to your health? What are the risks? Are there any gaps or controversies in the literature? Read at least 3 high-quality studies. These may be either empirical studies or review papers from peer-reviewed journals. Chapters 3, 4 and 5 (and others) of your text may be a useful starting point and might provide you with a few sources to get you started (depending on your topic).
3. Based on your reading of the literature, determine how you will measure your health behavior of choice and create a coding system to collect data. You will have to decide (i.e. operationally define) what constitutes the behavior. One option is to simply measure the frequency of the behavior. This may be as simple as recording the number of times a given behavior does or does not happen (e.g. # of cigarettes smoked) over a certain period of time. You will need to define the behavior precisely. Does taking a single puff of a cigarette count? Other health behaviors may involve more complex measurement methods. This will require searching the literature to learn about how it has been measured in other studies, and possibly coming up with your own original way of measuring it. Regardless, the way your behavior and/or outcome are measured should be given careful thought BEFORE data collection is begun. All variables must be quantifiable.
Author: admin
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“Modifying Individual Health Behaviors: Research, Measurement, and Intervention”
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Concept Analysis: Compassion in Nursing Practice
This assignment is designed for the student to examine the antecedents, attributes, and consequences of a selected concept. The student will explore a concept, and then analyze the concept using Steps from Wilson’s Concept Analysis Walker & Avant, 2019, p.170).
The body of the paper should not exceed 10 pages. Points will be deducted for exceeding the page limit. Succinct expression of ideas is a critical skill.
Grading is according to the Grading Rubric for Written Assignments found in the first content section of the course in D2L.
Follow these steps while completing the project (capitalized words are your headers):
No header for the introduction – Introduction (do not include an abstract)
CONCEPT RELEVANT TO NURSING -Select a concept relevant to nursing. Describe very specifically why and how it is relevant to nursing.
LITERATURE REVIEW – Identify specific uses of the concept in the practice setting (Literature Review)
ATTRIBUTES, ANTECEDENTS AND CONSEQUENCES- Determine the concept’s defining attributes, antecedents, and consequences.
ATTRIBUTES, ANTECEDENTS and CONSEQUENCES USED IN PRACTICE – Tie the concept’s attributes, antecedents, and consequences to actual practice activities.
MODEL CASE – Present a case example (Model Case)
LIMITATIONS- Discuss limitations to use your selected concept in practice.
CONCLUSION- Conclusion will include future aims for nursing research, practice and education
I want you to use the Professional Paper Outline- no abstract and no running heads. Use the capitalized words as your headers.
*******THIS IS FOR YOUR REFERENCE HERE IS THE LIST OF WALKER AND AVANTS STEPS REGARDING CONCEPT ANALYSIS************ PLEASE REACH OUT IF YOU HAVE QUESTIONS
Select a concept.
Determine the aims or purposes of analysis or “Why am I doing this analysis?”
Identify all the uses of the concept possible.
Determine the defining attributes.
Identify model case.
Identify borderline, related, contrary, invented, and illegitimate case.
Identify antecedents and consequences. -
Writing IEP Goals and Objectives for a High School Student Title: Developing IEP Goals and Objectives for a High School Student with Emotional Regulation Needs
Instructions:
1. Review Background Information for writing IEP Goals and Objectives:
Read the materials below on emotional regulation and its impact on learning.
Consider academic and behavioral standards for a student in high school, age 16.
2. Read Alex’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) to identify curriculum goals and social-emotional goals. Notice that the PLAAFP is strengths based. It is not a list of Alex’s sins.
3. Because Alex is 16 years of age, he must have transition goals that help him step-by-step as he moves to life after high school.
Create a transition goal to support Alex in achieving greater independence, preparing for post-secondary education or vocational training, or developing the skills necessary for successful adult living.
Identify common errors found in IEP goals and objectives.
Summary of what to submit: Based on the PLAAFP, submit the following using the headings shown:
1. List Alex’s specific needs related to emotional regulation.
2. Name 2 strategies and accommodations to support Alex.
3. Using NJ Common Core Standards, write out 1 specific standard that aligns with one of Alex’s academic needs.
4. Create a transition goal to support Alex
5. Identify common errors found in IEP goals and objective
More detailed instruction is attached. -
Title: Excel Formulas for Data Analysis Assignment
Please also create an excel sheets showing the formulas to the answers. The instructions are attached.
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Challenging Traditional Narratives and Racial Stereotypes: A Critical Analysis of Charles Yu’s Interior Chinatown Using Postmodernist and Poststructuralist Lenses
Essay Task: Write about a 3-4-full page MLA formatted essay on the following
prompt:
To critically and rhetorically analyze these themes, we can use postmodernist and
poststructuralist lenses by focusing on critical theories such as deconstructionism
and rhetorical approaches like satire. In Charles Yu’s novel, Interior Chinatown,
how do these perspectives challenge its traditional narrative and structure? How
does Yu use satire to challenge and break down racial stereotypes and
Institutional racism?
Start with an opener or a hook (anecdote, general statement, question,
quote) that introduces readers to your essay.
● Provide background information about your topic. In other words, before you present your thesis, give readers context of the topic. What do they need to know about the ideas of postmodernism, poststructuralism, black humor/satire, and deconstructionism in relation to your paper’s focus? Do you need to define any terms?
● Introduce Interior Chinatown and provide general details about the
importance of the nature of performance, assimilation, and identity in these
texts.
● Transition to your 3-level thesis that answers the following three questions:
○ A) In Charles Yu’s novel, Interior Chinatown, how do these perspectives
challenge its traditional narrative and structure?
○ B) How does Yu use satire to challenge and break down cultural
stereotypes and institutional racism?
○ C) How does the novel encourage readers to shift their thoughts and
perspectives of identity, culture, and the media?
Body Paragraphs (BPs):
● BP 1-2 should focus on support part A of your thesis:
○ Start with a topic sentence in which you identify how postmodernist
and poststructuralist theories challenge its traditional narrative and
structure in Interior Chinatown. Why do you think Charles Yu chose to
write in this particular style? What style/genre/mode of writing is it?
Does he blend other forms of writing? Is this a form of
deconstructionism? How so?
● BP 3-4 should explore one idea/reason that supports Part B of your
thesis where you’ll discuss how Charles Yu uses satire to challenge and
break down racial stereotypes and institutional racism.
○ BP needs a clear topic sentence and 2-3 examples (personal examples,
observations, examples of others, examples from our class texts using
quotes/paraphrase sandwiches).
■ Among these examples 3 need to come from Interior Chinatown
and secondary texts of this unit.
■ BONUS: You can use 1 quote sandwich from our secondary
articles from unit 1.
○ These BPs should follow the TEEAL structure.
A Reflective Conclusion: End your essay with a conclusion that addresses part C of the thesis. Avoid summarizing any points/ideas from the previous body paragraphs.
IMPORTANT: Don’t use any outside sources
MLA Formatted: your essay should be double-spaced, 12 size font, Times New Roman and 1 inch margins, and a work cited page. -
“The Impact of Hobbesian Philosophy on Contemporary Canadian Politics: A Case Study of the SNC-Lavalin Scandal”
I have attached the outline for the assignment which contains all the instructions
http://files.libertyfund.org/files/869/0161_Bk.pdf
The above link is what you should be using for citation
I will also include the two class lectures about Hobbes because those need to be referenced to as well
make sure you pick a current canadian news event -
“Once Upon a Time: Challenging Gender Roles and Stereotypes in Fairy Tales”
This fairy tale paper should be 7-10 pages long, double spaced. You should rewrite a fairy tale from the feminist perspective. You must begin your paper with “Once upon a time….” You can rewrite any fairy tales, for instance Sleeping Beauty or Snow White, by adding new characters or changing the story. I want you to rewrite the story by changing or hiding the gender of the protagonist or switching the genders of two characters. Use this change to help you decide what must change in the plot and characterization and thus question and challenge the stereotypical gender roles of the traditional story. You can also focus on one or more characters. By the way, since this course is also about sexuality, feel free to queer the characters in your fairy tale.
In short, rewrite the story in such a way to allow you to examine how the gender roles of the traditional tale are problematic, who would these characters be today, and how would this change the plot, ending, and moral of the story. To put it simply, your fairy tale is meant to challenge sexism, but you may also want to challenge racism, and other prejudice and discrimination in our world today, like heterosexism or ableism. If you think creating a new fairy tale is easier than rewriting, then go ahead to create a new fairy tale. -
Neurotransmitter Table Completion Title: Neurotransmitter Table Completion General Instructions: 1. Download the neurotransmitter table template provided. 2. Complete the table by filling in the required information for each neurotransmitter and receptor type. 3. Use reliable
General Instructions
Download the neurotransmitter table and complete the required information using the template.
Include the following sections (detailed criteria listed below and in the grading rubric)
For each neurotransmitter and receptor type, complete the following columns:Location/function/effects/symptoms of excess or deficit
Distribution
Drug classes that target this neurotransmitter or receptor
All neurotransmitters and receptor types: Specific medications that target this neurotransmitter or receptor -
“Exploring the Rich Culture and History of Italy: A Non-AI Analysis”
Please follow the guidelines in the attached file. The country will be Italy. The professor is very strict about AI. Apart from Turnitin, it will be checked on other websites such as Quillbot, GPT zero, etc. So please do not use AI. Also, there are some formats, words that indicate the use of AI and the professor said about it during the lessons. He is aware of everything.
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“Concept Maps for Glucose Regulation, Perfusion, and Clinical Judgment in the OMS Scenario” Nursing Interventions and Evaluation for Gestational Hypertension and Type 2 Diabetes Mellitus
Hallmark Assignment: Concept Maps
Start Assignment
Due Sunday by 11:59pm
Points 30
Submitting a file upload
This component of the Hallmark Assignment objectives include:
Research and complete concept maps of interrelated concepts that will be featured in the OMS scenario.
This week you will research, complete, and upload to Canvas 3 concept maps Download concept maps. A deeper understanding of these concepts and exemplars will help improve your performance when you complete the scenario for the second time. The concept maps are labeled with the concepts and exemplars: Glucose Regulation, Perfusion, and Clinical Judgment.
Assignment Instructions:
For the glucose regulation and perfusion concept maps:
For each box, consider adding the following information to BOTH clinical judgment maps to earn full points.
Pathophysiology: What is the underlying pathophysiology for the given exemplars?
Recognize Cues: Consider signs and symptoms, lab work, patient statements, H&P, and others. Include subjective and objective data.
Generate Solutions: What are the desirable outcomes? List SMART goals.
Take action: How should the intervention(s) be performed, requested, communicated, taught, etc.?
Evaluating Outcomes: What signs will point to improving/declining/unchanged status?
For the final concept map, research the assessments and tests used in the OMS scenario. Why is each of these applicable to the pregnant client?
Use bullet-points in a concept map. This is not a formal writing assignment, but you still must give credit to your sources at the bottom of the map(s). Use APA 7th edition format for your references. Please visit the Writing Center if you need assistance.
Rubric
300 level Hallmark rubric: Concept maps
300 level Hallmark rubric: Concept maps
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeFor the clinical judgment model concept maps (glucose regulation and perfusion):
Pathophysiology
5 pts
Full Marks
Pathophysiology is accurate and complete on both clinical judgment model concept maps for Type 2 Diabetes Mellitus and gestational hypertension. There is clear identification of the cellular or functional processes of both diseases.
2.5 pts
Partial Marks
Pathophysiology is accurate but missing key points for one or both of the concept maps.
0 pts
No Marks
Pathophysiology is missing in one or both concept maps, or the information documented is inaccurate.
5 pts
This criterion is linked to a Learning OutcomeFor the clinical judgment model concept maps (glucose regulation and perfusion):
Recognize cues
5 pts
Full Marks
A minimum of six (6) signs and symptoms are identified that would be specific to the patient with each of the disease exemplars (Type 2 Diabetes Mellitus and gestational hypertension). Consider objective and subjective data.
2.5 pts
Partial Marks
Three (3) to five (5) signs and symptoms are identified that would be specific to the patient with each of the disease exemplars (Type 2 Diabetes Mellitus and gestational hypertension).
0 pts
No Marks
Zero (0) to two (2) signs and symptoms are identified that would be specific to the patient with each of the disease exemplars (Type 2 Diabetes Mellitus and gestational hypertension). Also choose this section if signs and symptoms identified for either map are inaccurate.
5 pts
This criterion is linked to a Learning OutcomeFor the clinical judgment model concept maps (glucose regulation and perfusion):
Generate solutions
5 pts
Full Marks
Identify a minimum of 3 desirable health goals for clients with both Type 2 Diabetes Mellitus and gestational hypertension. Goals should be in the SMART format.
2.5 pts
Partial Marks
One (1) or two (2) desirable health goals were identified for clients with both Type 2 Diabetes Mellitus and gestational hypertension. Goals are listed in the SMART format.
0 pts
No Marks
Zero (0) health goals were identified on one of both maps. Also choose this section if any goals are not listed in SMART format.
5 pts
This criterion is linked to a Learning OutcomeFor the clinical judgment model concept maps (glucose regulation and perfusion):
Take action
5 pts
Full Marks
Describe a minimum of six (6) nursing interventions appropriate for clients with each Type 2 Diabetes Mellitus and gestational hypertension. Define how each interventions would be performed, requested, communicated, taught, etc.
2.5 pts
Partial Marks
Describe three (3) to five (5) nursing interventions appropriate for clients with each disease process (Type 2 Diabetes Mellitus and gestational hypertension). Learner will define how each intervention would be performed, requested, communicated, taught, etc.
0 pts
No Marks
Zero (0) to two (2) nursing interventions appropriate for each disease process is identified. Descriptions of how any intervention would be performed, requested, communicated, taught, etc. is missing or contains actions that would be detrimental to the health of the client.
5 pts
This criterion is linked to a Learning OutcomeFor the clinical judgment model concept maps (glucose regulation and perfusion):
Evaluate outcomes
5 pts
Full Marks
Describe how the nurse will determine if the nursing interventions in the ‘Take Action’ section for both Type 2 Diabetes Mellitus and gestational hypertension will be evaluated to determine their effectiveness. What signs would point to improving/declining/unchanged health status?
2.5 pts
Partial Marks
The learner is not able to describe how to evaluate interventions in one or both concept maps.
0 pts
No Marks
This information is missing from one or both maps OR the evaluation criteria is inaccurate.
5 pts
This criterion is linked to a Learning OutcomeFor the assessment/test map:
Fetal monitoring, Leopold’s Maneuver, urinalysis, blood glucose testing, and medical/OB history
3 pts
Full Marks
Describe how each assessment or test would be performed on a pregnant client. Learner will provide rationale for performing each item as well as briefly discuss the desired outcomes for each assessment/test.
2 pts
Partial Marks
All sections are complete but key points are missing. Rationales or desired outcomes for each item is incomplete.
0 pts
No Marks
One or more sections is left blank OR the information in one or more section is inaccurate.
3 pts
This criterion is linked to a Learning OutcomeAPA 7th edition format
2 pts
Full Marks
Reference(s) is/are cited from a textbook or peer-reviewed medical journal per APA guidelines. Sources are less than 5 years old.
1 pts
Partial Marks
Reference(s) is/are cited from a textbook or peer-reviewed medical journal. Sources are outdated, but an attempt to follow APA guidelines is made.
0 pts
No Marks
References are missing, or no attempt to follow APA guidelines was made.
2 pts
Total Points: 30
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