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What is Sociology.

What is Sociology.

Describe what sociology is to you after taking this class. Then you need to choose THREE main concepts: Social Stratification, Race & Ethnicity and Gender that you feel best describe the discipline. You will need to describe the concepts and explain why they are necessary for the discipline.
A minimum of twelve sociological terms/theories (from textbook see below)
FOUR for each concept (course topic)
With the chosen concepts you will need to explain how each of them is applicable and relates to your life as well as help you understand the society that you live in.
Organization:

Sociology is the research into online dating daily life, sociable enhance, combined with the interpersonal leads to and consequences of specific carry out. Sociologists investigate the structure of groups, organizations, and societies, and how people interact within these contexts. Since all human behavior is social, the subject matter of sociology ranges from the intimate family to the hostile mob; from organized crime to religious cults; from the divisions of race, gender and social class to the shared beliefs of a common culture; and from the sociology of work to the sociology of sports. In fact, few fields have such broad scope and relevance for research, theory, and application of knowledge.

Sociology provides a lot of unique perspectives in the planet, producing new concepts and critiquing that old. The field also offers a range of research techniques that can be applied to virtually any aspect of social life: street crime and delinquency, corporate downsizing, how people express emotions, welfare or education reform, how families differ and flourish, or problems of peace and war. Because sociology addresses the most challenging issues of our time, it is a rapidly expanding field whose potential is increasingly tapped by those who craft policies and create programs. Sociologists understand social inequality, patterns of behavior, forces for social change and resistance, and how social systems work. As the following pages convey, sociology is an exciting discipline with expanding opportunities for a wide range of career paths.

Sociologists examine each and every aspect and levels of culture. Sociologists working from the micro-level study small groups and individual interactions, while those using macro-level analysis look at trends among and between large groups and societies. For example, a micro-level study might look at the accepted rules of conversation in various groups such as among teenagers or business professionals. In contrast, a macro-level analysis might research the ways that language use has changed over time or in social media outlets.

The saying traditions implies the group’s provided methods, beliefs, and morals. Culture encompasses a group’s way of life, from routine, everyday interactions to the most important parts of group members’ lives. It includes everything produced by a society, including all of the social rules. Sociologists often study culture using the sociological imagination, which pioneer sociologist C. Wright Mills described as an awareness of the relationship between a person’s behavior and experience and the wider culture that shaped the person’s choices and perceptions. It’s a way of seeing our own and other people’s behavior in relationship to history and social structure (1959).

One example of this can be a person’s decision to marry. In the United States, this choice is heavily influenced by individual feelings; however, the social acceptability of marriage relative to the person’s circumstances also plays a part. Remember, though, that culture is a product of the people in a society; sociologists take care not to treat the concept of “culture” as though it were alive in its own right. Reification is an error of treating an abstract concept as though it has a real, material existence (Sahn 2013).

All sociologists are interested in the encounters of folks and exactly how those experiences are designed by interaction with social organizations and culture overall. To a sociologist, the personal decisions an individual makes do not exist in a vacuum. Cultural patterns and social forces put pressure on people to select one choice over another. Sociologists try to identify these general patterns by examining the behavior of large groups of people living in the same society and experiencing the same societal pressures.

Variations in the You.S. family members construction supply a good example of styles that sociologists have an interest in learning. A “typical” family now is vastly different than in past decades when most U.S. families consisted of married parents living in a home with their unmarried children. The percent of unmarried couples, same-sex couples, single-parent and single-adult households is increasing, as well as is the number of expanded households, in which extended family members such as grandparents, cousins, or adult children live together in the family home (U.S. Census Bureau 2013).

While moms still make up the majority of solitary mother and father, countless fathers can also be increasing their kids by yourself, and more than 1 million of these one fathers have never been hitched (Williams Institution 2010 reported in Ludden 2012). Increasingly, single men and women and cohabitating opposite-sex or same-sex couples are choosing to raise children outside of marriage through surrogates or adoption.

Some sociologists review societal information, which are the regulations, morals, values, religious morals, customs, fashions, rituals, and every one of the ethnic rules that control social interaction, which could play a role in these adjustments in the family. Do people in the United States view marriage and family differently than before? Do employment and economic conditions play a role? How has culture influenced the choices that individuals make in living arrangements? Other sociologists are studying the consequences of these new patterns, such as the ways children are affected by them or changing needs for education, housing, and healthcare.

Collaboration in Pediatrics.

Collaboration in Pediatrics.

• From your observations and experiences in your pediatric clinical rotation, provide an example of multidisciplinary collaboration.
• From your observations and experiences in your pediatric clinical rotation, provide an example of how multidisciplinary and family collaboration affect patient outcomes.
• Discuss how you have been able to promote communication and collaboration among healthcare professionals, patients, and family/caregivers.
• Discuss a particular case where collaboration among healthcare professionals and family members affected patient/family satisfaction.
• In your clinical practicum, what are some barriers you have observed to collaboration among health care professionals, patients, and families?

No individual individual or entity can tackle each of the well being requirements of any child. Because most children lack decisional rights, they are a particularly vulnerable population; their needs are inextricably linked to those of their families and communities. Children depend on adults and a variety of support systems for their well-being and to access, obtain, and coordinate care.1,2 Key components of effective support systems address the needs of the child and family in the context of their home and community and are dynamic so that they reflect, monitor, and respond to changes that occur during growth and development. Traditional health care models often fail to adequately address many issues affecting child health. For example, pediatricians often lack adequate time and/or support needed to coordinate with all of a child’s caregivers in the management of children with medical complexity and those with more common chronic medical conditions, such as asthma, diabetes, obesity, or attention-deficit/hyperactivity disorder.3,4 Coordinating feedback from caregivers, schools, dietitians and/or nutritionists, specialists, pharmacies, nursing agencies, vendors of durable medical equipment, and other home care agencies and counselors is regularly needed for many of these conditions.5

Crew-structured care for youngsters is different from that for adults for 3 essential factors: (1) early on environment and experience have crucial outcomes on lifelong well being, (2) assets targeted toward well being marketing and condition avoidance have substantial societal benefits, and (3) pediatrics fundamentally contains the dynamic nature of years as a child. Adverse childhood experiences and toxic stress6 can lead to lifelong physical and mental health challenges and exacerbate chronic conditions. It is essential that children and families who have experienced such toxic stress be identified and supported so that the potential adverse effects on the child’s health and development can be mitigated.7 Team-based care can extend available resources and support children and families affected by adverse childhood experiences. Additionally, children’s needs change as they develop. Compared with adults, children undergo rapid changes physiologically, emotionally, developmentally, and socially over relatively short periods of time. The dynamic nature of infancy, childhood, adolescence, and early adulthood demands a team with the capacity for ongoing evolution timed to these developmental changes. For example, expert breastfeeding support may be a critical part of an infant’s care team, and behavioral health expertise is imperative for assisting youth who are depressed or anxious. In early childhood, team collaboration with home-visiting or young family support programs may be important resources for families. Teenagers may derive benefits from community involvement to bolster the development of healthy relationships and social awareness. A recent statement from the American College of Obstetricians and Gynecologists describes team care in those settings,8 and, recognizing insights from that statement, the American Academy of Pediatrics (AAP) strongly supports pediatric-specific models of team-based care.

It is unrealistic to assume that any one individual will have the time, resources, or knowledge to address the needs of every family. Team-based care for children aims to address the unique aspects of childhood, such as preventive care, health promotion, and health maintenance to promote long-term health, as well as child development and its influence on disease presentation and management.5 Other unique concerns include health consequences from adversity, toxic stress, and social determinants, of which poverty is one of the most important critical determining factors,9 and complex acute and chronic conditions, including mental health problems.10 A team-based approach can facilitate navigation of a fragmented and changing health care financing system with associated gaps in care. Team-based pediatric care has the potential to meet these needs, improve outcomes for children and families, improve population health, and begin to address health equity.

Crew-dependent care can be a medical care product that endorses the relationship of kids and households cooperating with a number of health care providers and other staff across several settings to determine, organize, and deal with distributed targets that meet the needs of your entire child. Team-based care is considered a foundational element of the patient-centered medical home. The AAP conceptualized the medical home in 1967 and first defined it in a policy statement in 1992.11 The medical home focuses on building a team of professionals responsible for coordinating a patient’s care across the health care continuum and through the changing health care needs that occur from early infancy to adulthood. Ideally, primary care providers within the medical home offer preventive care and surveillance for potential emerging problems, as recommended by Bright Futures guidelines. The medical home typically can provide urgent care for most acute illnesses. The medical home staff awareness of more serious illnesses helps to coordinate smooth transitions between the office and emergency centers, subspecialists, or inpatient hospital units. The medical home also coordinates more complex care for children with temporary or permanent special needs. Team-based care is one of the most important tools used by effective medical homes to meet these goals.5

For a few youngsters, they may simply make up the key proper care physician, the little one, and the family. For others, the team may include a wide variety of participants, such as medical and surgical subspecialists, nurse practitioners, physician assistants, nurses, teachers, child care providers, child life specialists, recreational leaders, state and community agencies, home visitors, housing providers, therapists, dietitians and/or nutritionists, care coordinators, social workers, foster care representatives, pharmacists, providers of durable medical equipment, home nursing care, other home health agencies, and medical-legal partnerships.1,5 Finally, the team will transiently expand to include hospital-based physicians and allied health care providers for children who experience inpatient care, with particular attention to timely and accurate communications at admission and discharge.

 

Stepwise approach to treatment and how it helps guide therapy.

Stepwise approach to treatment and how it helps guide therapy

• Reflect on drugs used to treat asthmatic patients, including long-term control and quick-relief treatment options for patients. Think about the impact these drugs might have on patients, including adults and children.
• Consider how you might apply the stepwise approach to address the health needs of a patient in your practice.
• Reflect on how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.

Create a 6-slide PowerPoint presentation that can be used in a staff development meeting on presenting different approaches for implementing the stepwise approach for asthma treatment. Be sure to address the following:
• Describe long-term control and quick-relief treatment options for the asthma patient from your practice as well as the impact these drugs might have on your patient.
• Explain the stepwise approach to asthma treatment and management for your patient.
• Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Be specific.

 

The benefit of the EPR-3 is it is proof-based. Each article reviewed for inclusion in the EPR-3 was graded for quality of evidence. I have alluded to the level of evidence in the body of this article, so I will give readers a brief idea of what is meant by quality of evidence. Evidence A means that the conclusion/recommendation was reached based on substantial numbers of randomized clinical trials with a substantial number of participants. Evidence B means that the conclusion/recommendation was based on fewer studies, with fewer participants. Evidence C conclusions/recommendations are based on nonrandomized trials and observational studies. Finally, evidence D means that the conclusion/recommendation was based on panel consensus judgment. So in the EPR-3, many of the conclusions/recommendations are based on evidence obtained from randomized clinical trials with many participants, meaning that these statements carry substantial support from within the research community.

As soon as a diagnosis of asthma is produced, its severity is labeled. Classification of the severity of asthma is based on two domains: impairment and risk, as seen in Figure 1. Impairment encompasses the review of symptoms the patient is currently experiencing, frequency of short-acting beta2 agonist (SABA) use, the results of spirometry (forced expiratory volume in 1 second, FEV1) and forced expiratory volume in 1 second/forced vital capacity (FEV1/FVC)), number of nighttime awakenings, and the degree of limitation of daily activities. Risk is defined as the risk for future exacerbations of asthma, based on the number of asthma attacks/flares and the need for bursts of systemic corticosteroids. Symptoms usually included in the assessment of impairment are frequency of cough, wheeze, shortness of breath, and chest tightness.

The severity of asthma attack corresponds to probably the most frequently developing symptom or most detrimental analysis finding. For example, if a patient has daily symptoms, awakens nightly, uses SABA daily, has some limitation, and a near normal FEV1, the patient’s asthma would be classified as severe persistent (Figure 1). There is a similar chart used to classify asthma in children 5 to 11 and 0 to 4 years of age. Spirometry is introduced in the 5 to 11 years of age population, as children younger than age 5 are often not good candidates for spirometry. So the first step in caring for a patient with asthma beyond diagnosis is classification of severity. There are four levels of severity: intermittent asthma and persistent asthma split into three categories: mild, moderate, and severe, based on the symptoms and problems described above.

Before speaking about the techniques of therapy, it will be necessary to explore asthma prescription drugs. All patients with asthma, regardless of severity, need to have a rescue inhaler, which is a SABA: albuterol (ProAir, Proventil, or Ventolin), levalbuterol (Xopenex), or pirbuterol (Maxair). A SABA is used for quick relief of sudden symptoms or for the prevention of exercise-induced bronchospasm, taken 15 to 30 minutes before exercise. Patients with intermittent asthma need only a SABA. All patients with persistent asthma need an anti-inflammatory drug, since that is the nature of asthma. Most commonly, inhaled corticosteroids (ICS) are the anti-inflammatory drugs of choice, since they reduce the inflammation caused by a wide spectrum of inflammatory mediators (TNF, cytokines, histamines, etc) released from a variety of proinflammatory cells (mast cells, eosinophils, epithelial cells, etc). Inhaled corticosteroids are recommended, since they are effective and avoid the severe side effects of systemic corticosteroids. Inhaled corticosteroids include beclomethasone (Qvar), budesonide (Pulmicort), flunisolide (Aerobid), fluticasone (Flovent), mometasone (Asmanex), and triamcinolone (Azmacort). Usual dosages are found in EPR-3. Less frequently used anti-inflammatory drugs are the nonsteroidal preparations: sodium cromolyn (Intal) and nedocromil (Tilade).

Modest and significant persistent asthma attack are frequently treated with a mixture of an ICS and a lengthy-performing beta adrenergic (LABA). The two common LABAs are formoterol (Foradil) and salmeterol (Serevent). LABAs are inhaled twice daily, along with their ICS counterpart. Recently, the safety of LABAs was questioned. The EPR-3 and others have reviewed the use of LABAs and concluded that they are used as an adjunct to ICS for providing long-term control of symptoms (evidence A); LABAs are not recommended as monotherapy for asthma (evidence A), LABAs are not recommended for treating acute symptoms or exacerbations of asthma (evidence D), and LABAs may be used prior to exercise for prophylaxis of exercise-induced bronchospasm. A discussion of the safety of LABAs is found in the EPR-3 on pages 231-234. There are two combination ICS/LABA products: fluticasone + salmeterol (Advair) available as a dry powder inhaler (DPI) and hydrofluoroalkane (HFA) MDI, and formoterol + budesonide (Symbicort) available as an HFA inhaler.

Another category of drugs is definitely the leukotriene receptor antagonists (LTRAs). These drugs act to block the binding of leukotrienes to proinflammatory cells in the airways. The most frequently used drug in this category is montelukast (Singulair), which seems to be most effective in allergic asthma. Finally, the newest category of drugs is the immunomodulator. The drug omalizumab (Xolair) prevents the binding of IgE to its receptor, thereby inhibiting the IgE-mediated asthma cascade before it begins. Omalizumab is a subcutaneously injected drug, administered once or twice a month. The dose is

Assassination of JFK.

Assassination of JFK

Don Delilo’s Libra presents a range of people who had some role in the killing of President John F. Kennedy. Larry Parmenter represents the Alpha 66/Cuban refugee perspective. Win Everett represents the CIA/FBI/Federal government perspetive. David Ferrie represents the southern conservative/racist/John Birch perspective. George de Mohrenschild represents a mysterious underworld of wealthy and powerful people, some in government and some in crime.

In a five-paragraph essay, examine how three of the four perspectives listed above contribute to the actions of Lee Oswald and the assassination of the President.

With the slip of 1963, Chief executive John F. Kennedy and his political advisers were preparing for the next presidential campaign. Although he had not formally announced his candidacy, it was clear that President Kennedy was going to run and he seemed confident about his chances for re-election.

Following September, the director traveled western side, going over in nine distinct claims within each week. The trip was meant to put a spotlight on natural resources and conservation efforts. But JFK also used it to sound out themes—such as education, national security, and world peace—for his run in 1964.

Campaigning in Texas A month later on, the chief executive addressed Democratic get-togethers in Boston and Philadelphia. Then, on November 12, he held the first important political planning session for the upcoming election year. At the meeting, JFK stressed the importance of winning Florida and Texas and talked about his plans to visit both states in the next two weeks.

Mrs. Kennedy would accompany him about the swing through Texas, which may be her first extensive general public appearance since the decline of their infant, Patrick, in August. On November 21, the president and first lady departed on Air Force One for the two-day, five-city tour of Texas.

President Kennedy was conscious that a feud among bash frontrunners in Texas could endanger his chances of having the state in 1964, and one of his strives to the getaway would be to take Democrats together. He also knew that a relatively small but vocal group of extremists was contributing to the political tensions in Texas and would likely make its presence felt—particularly in Dallas, where US Ambassador to the United Nations Adlai Stevenson had been physically attacked a month earlier after making a speech there. Nonetheless, JFK seemed to relish the prospect of leaving Washington, getting out among the people and into the political fray.

The 1st cease was San Antonio. Vice President Lyndon B. Johnson, Governor John B. Connally, and Senator Ralph W. Yarborough led the welcoming party. They accompanied the president to Brooks Air Force Base for the dedication of the Aerospace Medical Health Center. Continuing on to Houston, he addressed the League of United Latin American Citizens, and spoke at a testimonial dinner for Congressman Albert Thomas before ending the day in Fort Worth.

Morning in Fort Worthy of A mild rainwater was dropping on Friday morning, Nov 22, but a audience of countless thousand stood from the parking lot beyond the Texas Resort where Kennedys experienced expended the night. A platform was set up and the president, wearing no protection against the weather, came out to make some brief remarks. “There are no faint hearts in Fort Worth,” he began, “and I appreciate your being here this morning. Mrs. Kennedy is organizing herself. It takes longer, but, of course, she looks better than we do when she does it.” He went on to talk about the nation’s need for being “second to none” in defense and in space, for continued growth in the economy and “the willingness of citizens of the United States to assume the burdens of leadership.”

The heat of your target audience reaction was palpable because the director attained out to shake hands and wrists amidst a sea of smiling confronts.

Back inside of the motel the president spoke at the breakfast time of your Fort Well worth Holding chamber of Business, focusing on military services preparedness. “We are still the keystone in the arch of freedom,” he said. “We will continue to do…our duty, and the people of Texas will be in the lead.”

Onto Dallas The presidential get together left your accommodation and moved by motorcade to Carswell Oxygen Push Foundation for your thirteen-moment air travel to Dallas. Arriving at Love Field, President and Mrs. Kennedy disembarked and immediately walked toward a fence where a crowd of well-wishers had gathered, and they spent several minutes shaking hands.

The first young lady gotten a bouquet of reddish roses, which she helped bring together towards the waiting around limo. Governor John Connally and his wife, Nellie, were already seated in the open convertible as the Kennedys entered and sat behind them. Since it was no longer raining, the plastic bubble top had been left off. Vice President and Mrs. Johnson occupied another car in the motorcade.

The procession remaining the airport and traveled along a ten-mile option that injury through downtown Dallas on the way to the Business Mart where the Chief executive was timetabled to speak in a luncheon.

The Assassination Crowds of people of excited men and women lined the roadways and waved for the Kennedys. The car turned off Main Street at Dealey Plaza around 12:30 p.m. As it was passing the Texas School Book Depository, gunfire suddenly reverberated in the plaza.

Bullets smacked the president’s throat and head and that he slumped over toward Mrs. Kennedy. The governor was shot in his back.

The automobile sped off to Parkland Memorial Healthcare facility just a couple a few minutes out. But little could be done for the President. A Catholic priest was summoned to administer the last rites, and at 1:00 p.m. John F. Kennedy was pronounced dead. Though seriously wounded, Governor Connally would recover.

The president’s system was taken to Enjoy Area and located on Ventilation Power A single. Before the plane took off, a grim-faced Lyndon B. Johnson stood in the tight, crowded compartment and took the oath of office, administered by US District Court Judge Sarah Hughes. The brief ceremony took place at 2:38 p.m.

Under 1 hour roughly earlier, law enforcement acquired arrested Lee Harvey Oswald, a recently used staff member from the Texas Organization Reserve Depository. He was being held for the assassination of President Kennedy and the fatal shooting, shortly afterward, of Patrolman J. D. Tippit on a Dallas street.

On Sunday early morning, Nov 24, Oswald was appointed to be moved from law enforcement officials head office for the county jail. Viewers across America watching the live television coverage suddenly saw a man aim a pistol and fire at point blank range. The assailant was identified as Jack Ruby, a local nightclub owner. Oswald died two hours later at Parkland Hospital.

The President’s Funeral service That quick, President Kennedy’s flag-draped casket was moved through the Bright white Home to the Capitol on a caisson driven by six grey horses, accompanied by one riderless black color horse. At Mrs. Kennedy’s request, the cortege and other ceremonial details were modeled on the funeral of Abraham Lincoln. Crowds lined Pennsylvania Avenue and many wept openly as the caisson passed. During the 21 hours that the president’s body lay in state in the Capitol Rotunda, about 250,000 people filed by to pay their respects.

On Monday, November 25, 1963 Chief executive Kennedy was put to relax in Arlington Countrywide Cemetery. The funeral was attended by heads of state and representatives from more than 100 countries, with untold millions more watching on television. Afterward, at the grave site, Mrs. Kennedy and her husband’s brothers, Robert and Edward, lit an eternal flame.

Maybe the most indelible graphics of the day were actually the salute to his daddy distributed by little John F. Kennedy Jr. (whose third birthday it was), daughter Caroline kneeling next to her mother at the president’s bier, and the extraordinary grace and dignity shown by Jacqueline Kennedy.

Contemporary surveillance practices.

Contemporary surveillance practices.

Are we living in a post-panoptic society? Discuss in relation to contemporary surveillance practices and their links to the discipline or control society.

The watchful and potentially wrathful (although also sometimes caring and safety) eyes in the Biblical God in the Old Testament offers an early on example of surveillance. More modern authors include Hobbes, Rousseau, Bentham, Marx, Nietzsche, Weber, and Taylor. Foucault (1977) (although writing about earlier centuries) is the grandfather of contemporary surveillance studies. The field of surveillance studies came to increased public and academic attention after the events of 9/11 (Monaghan, 2006; Ball et al., 2012). But the topic in its modern form has been of interest to scholars at least since the 1950s. This is related to greater awareness of the human rights abuses of colonialism, fascism, and communism and anti-democratic behavior within democratic societies. The literary work of Huxley, Orwell, and Kafka and the appearance of computers and other new technologies with their profound implications for social behavior, organization, and society are also factors in the field’s development. In the form of the surveillance essay current writers from many disciplines and perspectives (e.g., political economy, social control, law and society, and criminology) draw on and extend the earlier theorists to describe the appearance of a new kind of society with new forms of social ordering (Table 1). As ideal types, the terms in Table 1 such as the ‘panopticon,’ ‘disciplinary society,’ or ‘maximum security society’ combine many strands that need to be separated if we are to move beyond sweeping claims made about surveillance. The concepts discussed in this article seek to bring greater precision and to add some leaves to the trees. One way to do that is to develop a middle range approach that fills out a general concept such as the maximum security society (as well as most of the other broad surveillance society naming concepts in Table 1) by identifying subsocieties that compose the surveillance society.

The English noun surveillance emanates from the French verb surveillir. It is related to the Latin term vigilare with its hint that something vaguely sinister or threatening lurks beyond the watchtower and town walls. Still, the threat might be successfully warded off by the vigilant. This ancient meaning is reflected in the association many persons still make of surveillance with the activities of police and national security agencies. Yet in contemporary society the term has a far wider meaning. What is surveillance? The dictionary, thesaurus, and popular usage suggest a set of related activities: look, observe, watch, supervise, control, gaze, stare, view, scrutinize, examine, checkout, scan, screen, inspect, survey, glean, scope, monitor, track, follow, spy, eavesdrop, test, or guard. While some of these are more inclusive than others and can be logically linked (e.g., moving from look to monitor), and while we might tease out subtle and distinctive meanings for each involving a particular sense, activity, or function, they all reflect what the philosopher Ludwig Wittgenstein calls a family of meanings within the broader concept. At the most general level surveillance of humans (which is often, but need not be synonymous with human surveillance) can be defined as regard or attendance to others (whether a person, a group, or an aggregate as with a national census) or to factors presumed to be associated with these. A central feature is gathering some form of data connectable to individuals (whether as uniquely identified or as a member of a category).

A lot of modern-day theorists give you a narrower description associated with the purpose of manage (e.g., Dandeker, 1990 Lyon, 2001 Manning, 2008 Monahan, 2010). Taking a cue from Foucault’s earlier writings, control as domination is emphasized (whether explicitly or implicitly) rather than as a more positive direction or neutral discipline. Yet, as Lianos (2003) observes, the modern role of surveillance as control must be placed in perspective alongside its fundamental importance in enhancing institutional efficiency and services. Surveillance – particularly as it involves the state and organizations, but also in role relationships as in the family – commonly involves power differences and on balance favors the more powerful. Understanding this is furthered with comparisons to settings where control and domination are not central as with other goals such as surveillance for protection, entertainment, or contractual relations; where surveillance is reciprocal; and where it does not only, or necessarily, flow downward or serves to disadvantage the subject. Authority and power relations are closely related to the ability to collect and use data. The conditions for accessing and using information are elements of a democratic society (Haggerty and Samatas, 2010). The greater the equality in subject–agent settings, the more likely it is that surveillance will be bilateral. Given the nature of social interaction and a resource-rich society with civil liberties, there is appreciable data collection from below as well as from above and also across settings. Reciprocal surveillance can also be seen in many hierarchal settings.Mann et al. (2003) refer to watchful vigilance from below as sousveillance. The definition of surveillance as hierarchical watching over or social control is inadequate. The broader definition offered here is based on the generic activity of surveilling (the taking in of data). It does not build in the goal of control, nor specify directionality. In considering current forms we need to appreciate bidirectionality and horizontal as well as vertical directions. Control needs to be viewed as only one of many possible goals and/or outcomes of surveillance. When this is acknowledged, we are in a position to analyze variation and note factors that may cut across kinds of surveillance. In his analysis of “The Look” Sartre (1993) captures a distinction between nonstrategic and strategic surveillance. He describes a situation in which an observer is listening from behind a closed door while peeking through a keyhole when “all of a sudden I hear footsteps in the hall.” He becomes aware that he himself will now be observed. In both cases he is involved in acts of surveillance, but these are very different forms. In the latter case he simply responds and draws a conclusion from a state of awareness. In the former he has taken the initiative, actively and purposively using his senses.

Equalization Payments in Canada.

Equalization Payments in Canada.

Atlantic Canada (and other provinces) has(have) long benefitted from Equalization Payments. Do you agree or disagree with this policy? Explain your position.

Equalization can be a federal government transfer payment plan which was initially released in 1957 and was designed to minimize the differences in earnings-producing capability across Canada’s 10 provinces. By compensating poorer provinces for their relatively weak tax bases or resource endowments, Equalization helps to ensure that Canadians residing in provinces have access to a reasonably similar level of provincial government services at reasonably similar levels of taxation, regardless of which province they call home. Another federal transfer program, Territorial Formula Financing, serves a similar purpose for territorial governments.

Equalization is funded entirely from Authorities of Canada basic profits. The provinces are uninvolved in the transfer except to the extent that they may qualify for Equalization payments; provincial governments do not contribute financially to the Equalization program, and each province’s ability to raise tax revenues is unaffected by the transfer. There are no conditions on the use of Equalization payments or the standards that should be achieved by the Equalization-receiving provinces. Instead, the provinces make decisions on behalf of their residents, and they are accountable to voters for the services they provide.

The process for identifying the total amount of Equalization payments, and also the quantity that each eligible province is provided with, has undergone several adjustments in recent years. The two most recent series of reforms occurred in 2007 and 2009.

In 2007, the government reintroduced an equation-based strategy to Equalization, replacing the repaired-sum software that was set up since 2004.

During 2009, the government modified the Equalization solution to be able to restrict the total amount of Equalization obligations. At that time, Ontario – Canada’s most populous province – was about to become an Equalization-receiving province.

2 Syndication of Repayments, 2013-2014 The entire level of Equalization payments in 2013–2014 is $16.1 billion, a growth of 24.6% from 2007–2008.1 At present, six provinces qualify to the shift: Prince Edward Island, Nova Scotia, New Brunswick, Quebec, Ontario and Manitoba. Quebec is the largest recipient of an Equalization payment, accounting for 48.6% of the total amount of Equalization payments in 2013–2014. While Quebec’s large share of Equalization payments is mostly due to its greater population relative to other Equalization-receiving provinces, the province’s proportion of the total amount has risen considerably since amendments were made to the Equalization formula in 2007, in large part because of changes to the formula’s measurement of property tax revenues.

At $2,326 per capita in 2013–2014, Prince Edward Tropical island has got the greatest per capita Equalization settlement per capita monthly payments are least expensive in Ontario, at $230.2

3 How Exactly Does Equalization Operate? 3.1 Overview Equalization uses a mathematical formula to determine which provinces are eligible for the transfer and the amount of each eligible province’s payment. Since 2009, the total amount of Equalization payments has grown annually in accordance with a three year moving average rate of growth in Canada’s nominal gross domestic product (GDP); between 2007 and 2009, the total amount was based on a formula.

The fundamental formula of Equalization is pretty straightforward. On a per capita basis, Equalization assesses a province’s ability to generate own-source revenues and compares that fiscal capacity to the average fiscal capacity for all provinces. With the exception of user fees (fees for the use of public services), all provincial government revenue sources are allocated to one of five categories: personal income taxes, business income taxes, consumption taxes, property taxes and natural resource revenues.

Conserve for organic useful resource income, the Equalization formulation quotes economic capability in each of the four remaining profits classes by identifying the quantity of per capita profits that every region could produce if all provinces possessed identical tax charges. Because of the wide range of natural resources and royalty structures across the provinces, actual resource revenues are used to measure fiscal capacity instead of creating a national average tax rate.

To determine which provinces are eligible for Equalization – and, if you have, based on how very much – each province’s per capita economic functionality in each of the five profits groups is when compared to frequent monetary capacity in the 10 provinces. If, according to the formula, a province has a below-average ability to generate own-source revenues, then it is eligible for an Equalization payment to make up the difference. If a province’s revenue-generating ability exceeds the 10-province average, then it is not eligible for an Equalization payment.

3.2 Other Features of Equalization With the changes made to Equalization in 2007 and in 2009, the program has become more complex.

3.2.1 Treatments for Natural Useful source Revenues From the pre-2004 method, 100% of organic provider profits have been incorporated into Equalization computations, but Alberta’s solutions have already been placed from your typical against which entitlement to Equalization repayments was founded. Since 2007, Alberta’s energy resources have been included in the standard, and eligible provinces receive an Equalization payment based on a calculation that either includes 50% of natural resource revenues or excludes those revenues entirely. Eligible provinces automatically receive payments according to the option that yields the larger per capita Equalization payment.

The choice to have two choices regarding natural useful resource profits is the outcome of a political quit. On one hand, the federal government accepted the recommendations of the Expert Panel on Equalization and Territorial Formula Financing, which – in 2006 – called for 50% inclusion of resource revenues in the Equalization formula.3 On the other hand, the federal government considered itself bound by a pre-2006 election commitment to exclude natural resource revenues from the formula.

3.2.2 The Gross Household Goods and services Progress Roof During 2009, the government of Canada further a roof towards the Equalization system to be certain that development in the whole measure of Equalization monthly premiums remains lasting in the foreseeable future. As mentioned previously, the ceiling is scheduled to increase in accordance with a three-year moving average rate of growth in nominal GDP.

The ceiling also functions as being a ground since the overall level of Equalization monthly payments boosts according to GDP even when there is a decrease in fiscal disparities on the list of provinces, an occasion that could have reduced the total quantity of Equalization repayments when repayments were dependant upon modifications in financial disparities.

This ceiling has many effects. For example, as mentioned earlier, the total amount of Equalization payments is no longer formula-driven and does not vary in accordance with changes in fiscal disparities among the provinces; rather, changes in the total amount are linked to changes in nominal GDP. Furthermore, an increase in a province’s Equalization payment reduces the payments to other Equalization-receiving provinces when fiscal disparities among the provinces increase more rapidly than growth in Canada’s GDP and, hence, the ceiling for the total amount of Equalization payments.

3.2.3 The Economic Ability Limit Equalization includes a cap that will restriction qualified provinces’ per capita repayments. The cap, a feature of Equalization since 2007, was introduced because of the impact that partial exclusion of natural resource revenues can have on provincial fiscal capacities.

Since provinces expense nothing at all to get supply profits as well as to devote those volumes mainly because they see complement, a province’s actual economical probable requires 100% of its way to obtain information and facts revenues. However, as mentioned previously, half of those revenues – at the most – count towards Equalization’s measure of provincial fiscal capacity. Therefore, it is possible for a province to be entitled to an Equalization payment but, after receiving the payment, to have a higher actual fiscal capacity than a province that is not entitled to an Equalization payment. The purpose of the fiscal capacity cap is to eliminate this possibility. Under this cap, which was introduced in 2007, the combination of own-source fiscal capacity – which includes all revenue sources – and the Equalization payment to any Equalization-receiving province cannot exceed the fiscal capacity of the poorest non-Equalization-receiving province.

During 2009, government entities improved the normal hired to cover an Equalization acquiring province’s basic economic prospective the typical had become the normal of the Equalization-obtaining provinces, as opposed to the poorest non-Equalization-getting region. Since the average fiscal capacity of Equalization receiving provinces is lower than the fiscal capacity of the poorest non Equalization receiving province, the result has been a lower cost for Equalization when compared to the cost that would have existed using the fiscal capacity cap that was introduced in 2007.

3.2.4 Changing Typical on Actual Monthly obligations A province’s Equalization repayment in almost any introduced calendar calendar year will depend on a weighted three schedule season relocating standard, lagged by 2 yrs. For example, the actual payment for a province in 2013–2014 is the sum of 50% of its payment for 2011–2012, 25% of its payment for 2010–2011 and 25% of its payment for 2009–2010.

This weighted transferring regular was launched in 2007 to balance year-to-year variances in provincial Equalization payments, and therefore to address the unpredictability and skepticism that had been an attribute of your pre-2004 solution. Using data that are at least two years old in the weighted average eliminates the need to recalculate payments each time those data are revised. Under the pre-2004 formula, the frequent revision of Equalization payments made it difficult for provincial governments to plan their budget.

Functional Equivalence Hypothesis.

Functional Equivalence Hypothesis.

What is the Functional Equivalence Hypothesis? Use image scaling as an example (6pts)
What is bottom-up vs. top-down processing? Provide an example of each. (8pts)

 

The scientific and academic residential areas have long assumed that noticeable dialog (speechreading) can produce “functional” phonological representations of presentation in individuals for whom auditory dialog expertise is missing from delivery. Although it is acknowledged that precluded auditory access to spoken language limits deaf children’s abilities to learn spoken language phonology through hearing, it is widely speculated that other sensory processes (mainly vision) can, to varying degrees, compensate or substitute for inaccessible acoustic evidence in developing an internal representation of spoken language (Alegria, 1998; Campbell, 1987, 1997; Dodd, 1987; Hanson, 1982, 1991; Leybaert, 1993, 1998) and, in turn, a “functional phonology” that will then support reading acquisition (for a review, see Perfetti & Sandak, 2000). In this paper, we will call this position the functional equivalence hypothesis. In what follows, we will first briefly review the functional equivalence hypothesis, then examine existing evidence for it, and finally, present the current study aimed directly at examining the nature of phonological representations in deaf children. Throughout this paper, deaf children are those with a congenital or early-acquired severe to profound hearing loss (e.g., greater than 75 dB in the better ear) that precludes auditory perception of conversational speech. For these children, irrespective of communication method, access to the “continuous phoneme stream” of a spoken language is mediated through visual perception.

The functional equivalence hypothesis statements that deaf children’s phonological improvement is qualitatively related, albeit quantitatively late, as compared to listening to children (see Paul, 2001, for any assessment). The central claim of the functional equivalence hypothesis posits that visible speech information (seen articulatory gesture) extracted from the speech signal by the deaf learner is interpreted as a phonologically plausible signal by the brain (Campbell, 1987; Dodd, 1976; Dodd & Hermelin, 1977). This claim is based on theories of speech perception that propose that articulatory gestures (vocal tract movements) are the primitives or objects of speech perception (e.g., Fowler, 1986; Liberman & Mattingly, 1985). These theories posit that phonetic information derived from both auditory and visual inputs map into the same motor representation of vocal tract gestures. Thus, it is hypothesized that a common abstract phonological code underlies the phonological representations established in long-term memory irrespective of the modality (auditory or visual) through which they are activated. Indeed, Campbell (1990) proposes that whereas auditory and visual speech information may differ with respect to the phonetic information they afford, they do not differ in the phonological representation they activate. Visual speech then is seen simply as a degraded or informationally poorer phonetic form of the auditory-visual speech available to hearing children (for a review, see Leybaert, 1993).

For this schedule, this has been more recommended that through the help of the aesthetic information and facts acquired through speechreading (Campbell, 1987 Dodd, 1976 Dodd & Hermelin, 1977) and also the articulatory truly feel of words and phrases which comes through extensive conversation coaching (Marschark & Harris, 1996), deaf young children can get phonological representations of words. Finger spelling (Campbell, Burden, & Wright, 1992), learning to write (Hanson, 1989), and extended experience with words in print (Hanson & Fowler, 1987) are proposed as additional sources of information that can help deaf individuals to develop awareness of the phonological structure of words. Although it is generally agreed that no one source of information alone is sufficient, it is argued that in combination these sources of information contribute to developing the phonological representations that underpin the coding of words in the mental lexicon for deaf individuals (see review in Perfetti & Sandak, 2000). Difficulties in reading are then seen as a consequence of delays in learning and difficulties in accessing abstract representations for speech sounds (e.g., Alegria, 2004; Hayes & Arnold, 1992; Paul, 1998) and not as a result of underlying differences in the nature of the representations themselves.

Experimental data about the reflection of talked words phonological structure by congenitally deaf individuals is surprisingly rare given that the efficient equivalence theory is the key presumption directing instructional methods for deaf young children during the entire earlier century. Consequently, and in sharp contrast to current understanding of how phonological representations are progressively elaborated by children with intact hearing (see discussion in Werker & Yeung, 2005), our understanding of both the development and the level of specification of deaf children’s underlying representations is severely limited. Such a gap in our knowledge would appear to constitute the weakest link in determining the extent to which speech perception “in the absence of audition” may result in similarities and/or differences in the way that speech sounds are represented or processed between deaf and hearing individuals.

Typically, children’s phonological representations happen to be evaluated through management of measures screening their phonological consciousness abilities (Swan & Goswami, 1997). Previous studies of phonological awareness in deaf children have produced inconsistent results with some studies reporting “phonological effects” whereas others have found no such evidence (for a review, see Perfetti & Sandak, 2000). For the most part, studies reporting negative findings come from investigations of phonological awareness in young deaf readers (e.g., Izzo, 2002; Miller, 1997), whereas studies reporting positive findings come from investigations of older or skilled deaf readers (e.g., Hanson & Fowler, 1987; Hanson & McGarr, 1989). These observations are often interpreted as supporting developmental delay rather than deficit assumptions and a connection between higher levels of reading achievement and access to spoken language phonology (see review in Paul, 2001).

A careful consideration of the past analysis, having said that, gives several option factors of why the habits proof deaf individuals’ phonological understanding appears joined. First, although the studies have used a wide variety of different phonological awareness tasks, they have focused on a limited range of phonological structures (mainly rhyme). Critically, studies investigating phonological awareness have almost always (for an exception, see Sterne & Goswami, 2000) measured only one level of phonological structure and thus cannot provide evidence regarding the extent to which the developmental continuum in deaf individuals resembles that observed in hearing individuals—moving from awareness of larger units (syllables and rimes) to smaller units (phonemes; e.g., review in Swan & Goswami, 1997). Importantly, only a few studies (Izzo, 2002; Miller, 1997) have examined phonemic awareness (fine-grained contrast sensitivity) that appears to be a critical factor in both lexical acquisition (e.g., Werker & Yeung, 2005) and reading acquisition (e.g., Fowler & Swainson, 2004; Goswami, 2000) for typically hearing children. Thus, existing data offer little insight into the extent to which the well-documented difficulties that deaf children encounter in learning to speak (see review in Marschark, 2001) and learning to read (see review in Paul, 1998) may actually arise from deficits in the accuracy and the segmental organization of the underlying representations of words in their mental lexicons.

Psychological Code of Conduct and Ethical Standards

Psychological Code of Conduct and Ethical Standards

Examine the APA Code of Ethics and the Ethical Principles of Psychologist
and Code of Conduct articles. Review (USE WHAT I HAVE POSTED NEXT TO ASTRICS AS THE ETHICAL
DELIMA)and select from one of the (4) ethical dilemmas listed below and summarize how this it is a violations
to the APA ethics of best practices and discuss the specific codes of violation. Evaluate the ethical violations
and address how these issues affect the validity of the assessment outcome with scholarly journal articles.
Write a 6 Page essay incorporating the following elements based on your findings:
Discuss the ethical case scenario and applicable qualities that relate to the APA ethical codes.
Write your own critical review on the infractions and your analysis on how to address the problems noted.
Take an affirmative position on whether or not these ethical challenges affect the validity of the case, and if
there are additional test biases noted.

Integrity really are a huge, essential topic in mental health investigation. What is necessarily taken into consideration in regards to ethics before conducting research is studied and then read again and again in guidelines and codes of conduct. But what lies beyond the legislations in ethics? Where should a researcher’s moral compass be pointing to? Here are the outlines proposed by the APA and some general discussion relating to them.

From the undergrad course load in mindset we have acquainted with the essential character of investigation integrity fairly earlier, typically within PSY 101: Summary of psychology or possibly a similar course. It is likely that some of the most memorable experiments that we will read about during our undergraduate studies – for instance Stanley Milgram’s renowned “Behavioral Study of Obedience” – would be presented as revealing examples of ethical misconduct. It appears we have come a long way since the days of such illuminating but rightfully controversial scientific endeavors, with the Australian branch of the British Psychological Society publishing their first Code of Ethics in 1949 after the Nuremberg trials (Allan & Love, 2010) or the American Psychological Association’s (APA) first Code of Ethics appearing back in 1953 and evolving ever since. Today volumes such as these, along with many other influential publications by national and international psychological prescriptive and regulatory bodies guide and dictate the proper ways of conducting research and practicing the varied aspects of the psychological profession in regards to ethics.

Psychological investigation however remains to be prone to controversial experimental models and methods as a result of mother nature of your questions it deals with. In the research we carry out as psychologists we may often recruit other human beings as Ss (study participants/subjects) and thus open the sensitive topic of human research ethics. When we select a design including other people we are obliged to follow a set of enforceable rules of conduct – either those of our university’s ethics board or, later in our careers, those of the psychological association we belong to and the institution we are affiliated with. Often these mandatory prescriptions are called Ethical Standards and exist to ensure the safety and continuous well-being of the participants. (APA, 2010) They often overlap with laws – some examples from the comprehensive list of APA’s ethical standards include protection against harassment, discrimination and harm, ensuring the confidentiality of the person and extracting their informed and voluntary consent, to name a few. Some others are not necessarily parallel to existing laws, but are similarly straightforward and clearly well-grounded – such as the need to debrief participants of the purpose of the study after their participation has ended or ensuring their right to withdraw from the investigation at any given moment. A third type of ethical standards seem relatively blurred and borderline arbitrary, presenting a unique obstacle in defining what is truly a breach of ethical norms – like the standard protecting prospective participants from deception, except in the cases where “… they [the psychologist] have determined that the use of deceptive techniques is justified by the study’s significant prospective scientific, educational, or applied value and that effective nondeceptive alternative procedures are not feasible.” (p. 11), making the reading of the standard prone to ambiguous and possibly exploitive interpretations.

Complementing the various honest requirements are APA’s five Standard Rules of Ethics for Psychologists. Prescriptive/non-enforceable in nature, the general principles are there not to limit and impose on us, but instead to “guide and inspire psychologists toward the very highest ethical ideals of the profession” (p. 3) – be it in their clinical practice, while conducting a study, consulting a company, etc. Here is a concise overview of how we can translate them to research, how respecting them enriches and elevates our practice and how dismissing them may result in tainting an otherwise brilliant and illuminating research:

Basic principle A: Beneficence and Nonmaleficence – The 1st basic principle suggests that “In their specialist actions, psychologists attempt to defend the interest and legal rights of people with whom they interact professionally as well as other impacted folks as well as the welfare of wildlife topics of research”`(p.3) , among other. Many ethical standards are already in place to ensure that externally. In terms of personal consideration, the first principle stresses out the need for researchers to work independently of biases (itself a vast, multifaceted topic that poses an obstacle to quality science making), prejudices, and malignant affiliations and with a clear sense that what they are doing has very often impact on the lives of others. It is thus important for us to have an understanding that biased research affects the public negatively not only through the wide-reaching reports by media, but also by its usage by policymakers and lawmakers and always to stay critical and alert for such possibility.

Concept B: Fidelity and Obligation – Environment out the necessity for conscientiousness inside the emotionally charged process and study, another principle somewhat overlaps with the first one. It differs in the focus it has, moving into an overview of what to mind when working with our colleagues and within our work network. While responsibility is a universally understood value, the principle also states that “.. [psychologists] are concerned about the ethical compliance of their colleagues’ scientific and professional conduct. Psychologists strive to contribute a portion of their professional time for little or no compensation or personal advantage” (p.3). In research his might translate to us as taking part of the peer-review process, striving to help fellow scientists improve the quality of their work before it enters into circulation. Ethical misconduct should be pointed out whenever we can spot it, but it is always to be done with respect to the researcher who conducted it, as decision-making in relation to ethics is fairly complex and influenced by factors that may lie beyond one’s control. (Trevino & Youngblood, 1990)

Concept C: Truthfulness – Your third basic basic principle summarizes whatever we should are suggested to stay away from performing in your process as scientists. Cases of manipulation, fraud, fabricating results and general scientific misconduct are not unheard of, affecting tremendously the field. A somewhat recent widely publicized case of such lack of integrity is that of Mr. Diederik Stapel, a Dutch social psychologist who fixed the results in over 30 of his papers, some of which were published in prestigious and esteemed journals. (Callaway, 2011) Even though fraud is controlled for and strict sanctions are enforced against it (Mr. Stapel lost not only his reputation, but also his job) another vast concern – deception – is treated differently. The third principle states that “[…] psychologists have a serious obligation to consider the need for, the possible consequences of, and their responsibility to correct any resulting mistrust or other harmful effects that arise from the use of such techniques” (APA, 2010) . Deception according to a number of investigators is the “explicit provision of erroneous information – in other words, lying”, estimated to occur in some 40-55% of the papers published in influential social psychology journals. (Hertwig & Ortmaan, 2008) This naturally rises the question how is it possible a last-resort design such as these that include deception to be so widely popular. What is sure though is that deception should be avoided and psychologist should think long and hard whether or not the potential benefits of using such a method outweighs the explicit and implicit harms

Victimology.

Victimology

Select one of the following scenarios to complete this assignment.

Scenario 1: Correctional Facilities Violence

You have been asked by the governor to present information on violence in correctional facilities to the board of corrections.

Scenario 2: School Violence

You have been asked by your local school board to present information on school violence and harassment.

Scenario 3: Workplace Violence

As head of security at your company, you have been asked to present information on workplace violence and harassment.

Create an 8- to 10-slide Microsoft® PowerPoint® presentation, including speaker notes, in which you:

Identify warning signs that lead to violence.
Describe which preventive measures, including security precautions, could be put into place to protect the population from violence, harassment, and crimes.
Identify help or counseling programs for those impacted by violence.
Discuss whether help or counseling programs should also be made available to family members of those affected by violence. Where and for how long should these programs be made available?
Determine if there are preventive steps for combating violence in other institutions that can be applied to prevent violence. Why or why not?

The health-illness continuum and its relevance to patient care.

The health-illness continuum and its relevance to patient care.

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss
the relevance of the continuum to patient care and present a perspective of your current state of health in
relation to the wellness spectrum. Include the following:

Examine the health-illness continuum and discuss why this perspective is important to consider in relation to
health and the human experience when caring for patients.

Explain how understanding the health-illness continuum enables you, as a health care provider, to better
promote the value and dignity of individuals or groups and to serve others in ways that promote human
flourishing.

Reflect on your overall state of health. Discuss what behaviors support or detract from your health and wellbeing. Explain where you currently fall on the health-illness continuum.

Discuss the options and resources available to you to help you move toward wellness on the health-illness
spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease,
recovering from an illness, self-actualization, etc.).

What inspires us to be as healthful, strong and energetic since we might be? Is it intrinsic forces, extrinsic forces or both that pushes us to make good choices about our lifestyles? My guess is you don’t know the answer to that, nor do I, because it’s always changing.

What concerns is whatever the stimulating element is perfect for men and women, they must utilize it and then use it to go on heading inside the suitable course.

As nursing staff, it is in reality our duty to help you our folks get their determination and what their vacationing element could be to place them on the path to much better health.

One device that nursing staff may use to help you manual their individuals in the correct path is definitely the health continuum, also known as the condition-wellness continuum.

The illness-wellness continuum is definitely an example that draws a link in between the therapy paradigm along with the well being paradigm.

Where they meet up with in between is regarded as the neutral position. Some examples of the continuum include the 6 components of personal health. These are categories within each of our daily lives that must be balanced in order to attain optimal health.

This is usually a wonderful device that nurse practitioners can use that will help you their sufferers visualize, make and acquire their establish objectives for just about any much healthier way of living. Consider the farther down the continuum your patients go towards illness the closer they are to death; rather, the farther up the continuum your patients go towards wellness the closer they are to optimal health.

Nurses are not just accountable for dealing with their individuals but teaching them about how elimination and life-style options might help them transfer towards health and wellness.

Examples of the Continuum The continuum can be visualized many different ways, but below are a few illustrations:

The illness-wellness continuum was first imagined by Dr. John W. Travis in 1972.

The wellness paradigm covers the whole entire continuum, because this is the direction our folks needs to be experiencing to get better-degree well being. The treatment paradigm, however, only leads patients to the neutral point or, in other words, a non-illness state.

Our target as nursing employees needs to be to change our people beyond that to your a lot more the best possible quantity of health. As you can see from the illustration, the way to achieve this is through awareness, education and individual growth.

In this particular illustration you can see that not only is the overall health continuum shifting from optimum well being to rapid passing away using the various stages in between, nevertheless the 6 aspects of private health are around the continuum as well. The components are revolving around the continuum and contingent upon each other in a continuous state.

6 Components of Personal Health The 6 components of personal health consist of:

Health: Is your body working and also it could be? Emotional health: Can we express ourselves adequately? Mental health: Does stress consume us or can we cope when needed? Social health: Do our friends and family help us or hinder us? Environmental health: Is our air, water, and food clean and safe? Spiritual health: Are we following our own code of ethics, morals and values? All of these are factors that affect which direction our patients go on the illness-wellness continuum. These states are not fixed, and even the slightest of changes can make a difference to their overall health.

Let’s look more closely at each of the 6 components of personal health.

Health Unfortunately, as tough while we try and eliminate the causative substances of diverse illness operations, we can’t be 100% defense, unless of course we are now living in a bubble.

We can, nonetheless, give our bodies a preventing opportunity through reduction techniques, including hands laundry, immunizations, wellness screenings and appropriate diet and exercise. Factors that we have no control over, yet have an enormous impact on our physical health, are our age and genetics.

As hard when we may try to stop or reverse the hands and wrists of your time, it is inescapable. Likewise, we have no control over our genetic makeup.

Four adding mechanisms particularly depend on medical areas that assistance continuity of attention. They are:

Group-centered providers. Home health nurses can help to expand the continuum by visiting patients at home to perform assessments and provide essential services. Telemedicine functions like remote monitoring can expand the continuum even further by allowing nurses to coordinate services and plan interventions for rural residents. Disease management programs. Patients with a chronic illness like diabetes or congestive heart failure can benefit from nurse-led quality initiatives that are designed to meet the specific needs of the group. Nurses with a specialty in disease management can coordinate an entire spectrum of services aimed at correcting behavioral, economic, and environmental barriers to care, in order to promote healthy behaviors and the self-management of chronic conditions. Health information systems. An integrated information system is essential to seamless transitions along the continuum. In order to provide high-quality, cost-effective care, providers need data that follows the patient over time across various health settings and geographic borders. Nurse informaticians can have a positive impact on the design of patient-centric systems. Case management services. Across the continuum of care, nowhere are patients more vulnerable than at transition points, when they move from one level of care to another. Nurse case managers can effectively coordinate transitions of care, including discharge planning and end-of-life planning. So, put simply, the healthcare continuum definition describes the movement of a patient from preventative care to hospital care to rehabilitation to general medicine. The RN role in continuity of care is to support patients’ effective treatment, and ultimately, help achieve better health outcomes.

Just how can Nursing staff Influence the Continuum of Attention? In today’s environment, seamless continuum of care is critical and hospitals and providers must provide better follow-up care and work toward smoother transitions. Nurses play a critical role in the delivery of continuum care, helping patients think of their own health as a long-term issue that involves themselves, their primary care physicians, family and other medical professionals.

Because of this nurse practitioners specializing in situation management are crucial on the industry, as they can link the dots to come up with transitional care programs. And as the EMR becomes more essential as a care integration mechanism, healthcare will need nurse informaticians who can analyze technologies from both the bedside and IT perspectives.