Identify your role as a health care professional in supporting Abby or Shanti’s dying rituals, and in creating strategies for displaying respect while still providing quality care.

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Allied health professionals are confronted with different death and dying practices. An effective allied health professional recognizes the importance of understanding different cultural practices, and learns how to evaluate the death, dying, and spiritual beliefs and practices across the cultures.
Read the two specified case histories and choose one for this assignment.
Chapter 4, “Stories of Abby: An Ojibwa Journey” and Chapter 14, “Stories of Shanti: Culture and Karma,” by Gelfland, Raspa, and Sherylyn, from End-of-Life Stories: Crossing Disciplinary Boundaries (2005), from the the GCU Library.
Identify your role as a health care professional in supporting Abby or Shanti’s dying rituals, and in creating strategies for displaying respect while still providing quality care. Integrate your strategies as you develop a care plan describing how you would approach the situation and care for the patient. Review the “Care Plan” template prior to beginning.
Include the following in your care plan:
Communication: family and patient
Treatment options that align with the specific culture
Education: family and patient
Family roles in the process
Spiritual beliefs
Barriers
Cultural responses
Any additional components that you feel would need to be addressed (from your perspective as a health care professional)
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are not required to submit this assignment to LopesWrite.

Analyze what factors have contributed to the growth of economic inequality in the past few decades. What factors cause economic inequality?

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Introduction
Inequality is a central concept in sociology. Every society has a stratification system—an arrangement of society into groups that are unequal with regard to things valued in that society. In the United States, for example, we stratify people based on social class (or how much income and wealth they have). Our location within the stratification system impacts much of our lives. How would your life be different if you came from a family with billions of dollars? Would you have gone to the same school? Played with the same toys? Gone on the same vacations?
While inequality exists in every society, it tends to be different as to how it is structured according to time period or location. In earlier times, inequality was based on who owned the land. Today, it is shaped by a variety of factors including income, wealth, gender, race/ethnicity, age, and ability status. For example, women and some racial/ethnic groups make less for the same work as males. Despite this, we have a tendency in the United States to believe that neither social class nor class conflict exist. Unfortunately, research and data suggest otherwise. We still have a division of people based on their income and wealth, with some at the top and others at the bottom. While we belong to a wealthy, industrially developed country, poverty still exists.
Sociologists examine these issues of poverty and inequality in a society and try to better understand why structures of inequality exist in society. Do you think inequality is always going to exist? Focus on this as you delve into the resources and prepare for the assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social inequality for the individual and society.
Explain whether or not economic inequality is inevitable.
Propose strategies to reduce inequality.
Competency 5: Analyze the impact of social change on society and social institutions.
Examine potential changes to increase equality of opportunity.
Analyze factors that contribute to the growth of economic inequality.
Competency 6: Compose text that articulates meaning relevant to its purpose and audience.
Develop text using organization, structure, and transitions that demonstrate understanding of cohesion between main and subtopics.
American culture emphasizes self-sufficiency and working hard to get where you want. It is assumed that everyone has the ability to succeed if they work hard enough. For this assessment, write a paper applying key concepts regarding social stratification to argue for or against the inevitability of economic inequality. While there are many forms of inequality in the United States, for this assessment we will be focusing solely on economic inequality.
Deliverable
Write an essay in which you complete all of the following:
Part 1: Explain whether or not you think economic inequality is inevitable.
Respond to the question: Is economic inequality inevitable? Why or why not?
Part 2: Analyze factors that contribute to growing economic inequality.
Analyze what factors have contributed to the growth of economic inequality in the past few decades. What factors cause economic inequality?
Propose strategies to reduce economic inequality.
Part 3: Examine ways to increase equality of opportunity.
Reflect on ideas of equal opportunity and analyze why or why not you think American society provides everyone with an equal opportunity for success.
Examine what kinds of changes would help establish greater equality of opportunity for everyone in American society.​​​​

PSYC 221 Personality Theory Essay Quiz

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This quiz covers Chapters 5 and 6 of the course textbook:  
Friedman, H. S. & Schustack, M. W. (2016).  Personality: Classic theories and modern research, 6th  Ed.  Pearson: Boston.  
Essay answers must be more than 3 or 4 brief sentences, but kept within the bounds of a short-answer essay exam (i.e., 2-3 paragraphs). All your writing must be in your own words. Paraphrase (restate what you read) rather than copying material from the course textbook or the Internet.  No copying is permitted in this course and doing so will result in zero points on the exam. Answers must be written in narrative, paragraph form.  Lists and/or sentence fragments also will not receive points.
1.  Think about what you have learned about toxins, hormones, and brain chemistry. To what extent do these naturally occurring chemicals alter someone’s basic personality? How can that happen?
2.  What, if anything, does Darwin’s concept of survival of the fittest have to say about the evolution of an individual’s personality?
3.  Recall what you learned about self-report questionnaires and reports gathered from other when you learned about types of assessments. Watson and other similar theorists rejected introspection as not being sufficiently objective to be scientifically valid. What do you think?
4. Based on your reading about “Let’s Make A Deal” experiments with pigeons, could pigeons be smarter than people when the contingencies of reinforcement are more important than reflective thought? What does that tell us about human judgment and decision-making?

Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes.

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Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.
Include the following:
Provide an overview of the problem and the setting in which the problem or issue occurs.
Explain why a quality improvement initiative is needed in this area and the expected outcome.
Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed.
Discuss the steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer.
Explain how the quality improvement initiative will be evaluated to determine whether there was an improvement.
Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines.

Assessment of Addiction and Co-occurring Disorders

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Assessment of Addiction and Co-occurring Disorders
For this assignment, you will select one of the case scenarios provided in the assignment’s Resources and analyze assessment tools that would support the diagnostic process for both the substance use and mental health issues presented. You will need to compare at least two assessments for each area of concern, including the client’s risk of harm to self or others, and point out the relative strengths and limitations of each. Consider scholarly literature and reviews for your selected assessment tool in the Mental Measurement Yearbook, if available, in order to analyze the level of appropriateness of the tool to assess clients from diverse backgrounds. Formulate a provisional diagnosis following DSM-5 criteria using the assessment template provided. Follow the template to address client strengths, challenges, and level of care (see page 75 of the text). This assignment sets the stage for the formulation of the treatment plan in u09a1.
Follow these assignment requirements:
•Written communication: Written communication is thoughtful and free of errors that detract from the overall message.
•APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting.
•Number of resources: Minimum of six scholarly sources. Distinguished submissions will likely exceed this number.
•Length of paper: 6–8 typed double-spaced pages, plus title page and references.
•Font and font size: Times New Roman, 12 point.
Submission Requirements
You are required to submit your final version of this paper to Turnitin to generate a final report prior to submitting the assignment for grading.

•Describe the circumstances that influenced the need for a policy to protect human research subjects. Give examples of specific ways human research subjects can be harmed by researchers

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What is the difference between denaturation and coagulation?

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Denaturation- the process in which proteins lose their structure by the application of an external stress or compound. Coagulation- the process in which a fluid is changed in to a thickened mass (blood clotting).
Denaturation means, for example under the optimum temperature (specific temperature at which proteins work best) proteins function properly, but when the temperature increases over the optimum temperature they denature/destroy. They are destroyed. Coagulation means, reforming either into a thickened mass. Example, blood is a fluid, but when it clots it becomes thick in to masses. And yogurt the other example, milk is coagulated in to a thickened yogurt.
Read more if required

Explain current revising and editing processes for completing assessments.

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4 page essay in which you analyze your current writing practices.
Introduction
The writing process is just that: a process. However, many learners are not aware of the steps to take in the process and do not schedule enough time to allow for all the steps in the process. As you work through this course, you will focus on learning the process involved in writing, writing well, and in being successful with your writing.
The first assessment will help you consider your own writing practices, and the steps you can take to improve your writing skills throughout this course, as well as in future courses, and in your professional life.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Analyze rhetorical situations in writing to produce sound written work.
Describe a personal approach to writing assessments.
4 page essay in which you analyze your current writing practices.
Introduction
The writing process is just that: a process. However, many learners are not aware of the steps to take in the process and do not schedule enough time to allow for all the steps in the process. As you work through this course, you will focus on learning the process involved in writing, writing well, and in being successful with your writing.
The first assessment will help you consider your own writing practices, and the steps you can take to improve your writing skills throughout this course, as well as in future courses, and in your professional life.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Analyze rhetorical situations in writing to produce sound written work.
Describe a personal approach to writing assessments.
Explain current revising and editing processes for completing assessments.
Describe the type of feedback from previous instructors.
Competency 4: Apply accepted style conventions and written expression skills.
Discuss the decision to enroll in a university program.
Explain a plan for managing time to complete course assessments.
Describe personal awareness of writing tools available.
Describe any challenges or concerns about completing the course.
Write content clearly and logically with correct use of grammar, spelling, and APA format.
Overview
This assessment will help you think about your current writing process and the specific areas where you might improve. In the rest of the course assessments, you will apply tools and strategies designed to support better writing.
Instructions
Write a 4 page essay that reflects on your current process and strategies for writing your assessments. You do not need to include references, but you do need to format this assessment following APA guidelines.
In your essay, address the following:
Discuss your decision to enroll in the Nursing program.
Why did you decide the time was right?
What are you hoping or expecting to learn in your courses?
How do you see your personal and nursing professional expectations aligning with your program outcomes?
Describe how you typically write your assessments.
Do you pre-write before you create a first draft?
If so, what are the steps you take in your pre-writing process?
If not, why is this not a part of your writing process?
Explain your current process for revising and editing your assessments.
What seems to be working well?
What does not seem to be working well?
Describe the type of feedback you have received from instructors.
Explain your plan for managing your time in order to complete your course assessments.
How much time each week are you able to devote to your courses?
Describe your awareness of the tools available to help you with your writing.
Have you used the school Writing Center in the past? Why or why not?
Have you used tools for writing help outside of the school Writing Center? If so, which ones? For what purposes did you seek outside writing help?
Describe any challenges or concerns you have about this course.
What do you think will be the most challenging thing for you to do in a writing course?
How do you plan to deal with and overcome the obstacles and difficulties you described?
Additional Requirements
Style and Format: Use current APA style and include a title page.
Length: Compose s4 page (double-spaced).
Describe the type of feedback from previous instructors.
Competency 4: Apply accepted style conventions and written expression skills.
Discuss the decision to enroll in a university program.
Explain a plan for managing time to complete course assessments.
Describe personal awareness of writing tools available.
Describe any challenges or concerns about completing the course.
Write content clearly and logically with correct use of grammar, spelling, and APA format.
Overview
This assessment will help you think about your current writing process and the specific areas where you might improve. In the rest of the course assessments, you will apply tools and strategies designed to support better writing.
Instructions
Write a 4 page essay that reflects on your current process and strategies for writing your assessments. You do not need to include references, but you do need to format this assessment following APA guidelines.
In your essay, address the following:
Discuss your decision to enroll in the Nursing program.
Why did you decide the time was right?
What are you hoping or expecting to learn in your courses?
How do you see your personal and nursing professional expectations aligning with your program outcomes?
Describe how you typically write your assessments.
Do you pre-write before you create a first draft?
If so, what are the steps you take in your pre-writing process?
If not, why is this not a part of your writing process?
Explain your current process for revising and editing your assessments.
What seems to be working well?
What does not seem to be working well?
Describe the type of feedback you have received from instructors.
Explain your plan for managing your time in order to complete your course assessments.
How much time each week are you able to devote to your courses?
Describe your awareness of the tools available to help you with your writing.
Have you used the school Writing Center in the past? Why or why not?
Have you used tools for writing help outside of the school Writing Center? If so, which ones? For what purposes did you seek outside writing help?
Describe any challenges or concerns you have about this course.
What do you think will be the most challenging thing for you to do in a writing course?
How do you plan to deal with and overcome the obstacles and difficulties you described?
Additional Requirements
Style and Format: Use current APA style and include a title page.
Length: Compose s4 page (double-spaced).

one pagee discussion post | Nursing School Essays

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One page response for this discussion post.  Must be APA, three scholarly references.
A Brief Statement that Summarizes the Literature I Have Reviewed to Date
Researchers have found that approximately half of all undergraduate college students have committed some form of plagiarism (Blum, 2011). However, this number may be inaccurate because some students may not admit to plagiarism and because it does not take into account all ways in which students can plagiarize (Colella-Sandercock, 2015). A relatively new way for students to plagiarize is to use paraphrasing websites (Rogerson & McCarthy, 2017). These are free websites where students can copy information from a source onto the website, and the website will then rewrite the information for students free of charge (Rogerson & McCarthy, 2017). Although these websites are called paraphrasing websites, they do not actually paraphrase information. Instead, they replace words found in the original text with synonyms (Kannangara, 2017). This is also known as patchworking, which is considered a form of plagiarism (Howard, 1992). Sometimes, the patchworking done by these paraphrasing websites makes the new passage to sound unintelligible (Kannangara, 2017). Despite this, it has been suggested that students might use paraphrasing websites because they believe their papers will go undetected by plagiarism detection software (Kannangara, 2017; Rogerson & McCarthy, 2017). However, more research is needed to support this claim (Rogerson & McCarthy, 2017). There might be other reasons why students use these websites (Rogerson & McCarthy, 2017).
Academic locus of control is one theory that explains why some students choose to commit other forms of plagiarism (Bretag et al., 2014; Pino & Smith, 2003; Power, 2009). Academic locus of control refers to whether students take personal responsibility, or blame others for their academic successes or failures (Pino & Smith, 2003). Researchers have found that students with high internal locus of control, which means that they take personal responsibility for their academic successes and failures, are less likely to plagiarize than students with high external locus of control, which means that students believe that someone else besides them is to blame for academic successes and failures (Power, 2009).  However, past research findings on academic locus of control should not be generalized to students who use paraphrasing websites, because researchers did not measure this type of plagiarism in their studies (Pino & Smith, 2003; Power, 2009).
Gaps/Limitations in the Literature
Most research on the use of paraphrasing websites by college students has focused on what these websites do and the quality of the passages that are created by these websites. Less is known about why students choose to use these websites (Kannangara, 2017; Rogerson & McCarthy, 2017). Researchers have found that poor time management skills, as well as a lack of understanding of how to paraphrase, cite, and reference, are reasons why students commit other forms of plagiarism such patchwork plagiarism or buying a paper from a paper mill (Emerson, Reese, & MacKay, 2005; Hart & Friesner, 2004; Pino & Smith, 2003). In addition, and as previously mentioned, academic locus of control is also a factor that contributes to other types plagiarism committed by college students (Pino & Smith, 2003). However, these results should not be generalized to students who use paraphrasing software, since the researchers did not choose to measure this type of plagiarism in their studies (Colella-Sandercock, 2017; Emerson, Reese, & MacKay, 2005; Hart & Friesner, 2004; Pino & Smith, 2003).
In addition, one limitation of current research on plagiarism is that results may not be valid (Colella-Sandercock, 2017; Walker, 2010). In addition, and as previously stated, while it is estimated that nearly half of all college students have plagiarized at some point in their college careers, the rate of plagiarism among college students may actually be higher because some students may be afraid to admit to plagiarism (Blum, 2011; Colella-Sandercock, 2017). Some researchers have suggested that having students answer closed-ended questions can lead students to lie on surveys, even when told their answers will be anonymous and admitting to plagiarism will not affect their grades in any way (Colella-Sandercock, 2017). As a result, some researchers have suggested that students might be more honest if given a chance to openly discuss any instances of plagiarism that they have engaged in (Colella-Sandercock, 2017; Rogerson & McCarthy, 2017). According to Colella-Sandercock (2017), this is because students may welcome the opportunity to have their voices heard. In addition, Power (2009) found that when participants are allowed to openly discuss plagiarism, a lot of rich data can be collected.
Problem Statement
While researchers have found that approximately half of all undergraduate college students have committed some form of plagiarism, the rate of plagiarism among undergraduate college students may be even higher due to students’ reluctance to admit to plagiarism (Blum, 2011; Colella-Sandercock, 2017). While plagiarism detection software can decrease the likelihood that students will plagiarize in some instances, this software is not perfect (Heckler, Rice & Hobson-Bryan, 2013; Owens & White, 2013; Warn, 2010). When students use paraphrasing websites, or websites that rewrite information for them, this rewritten information often goes undetected by plagiarism detection software (Kannangara, 2017). Researchers have found that plagiarism detection software does not always pick up every single instance of plagiarism, and this may encourage students to use paraphrasing websites (Warn, 2006; Rogerson & McCarthy, 2017). However, this assumption is based on small sample size and conjecture (Kannangara, 2017; Rogerson & McCarthy, 2017). Although students may see using plagiarism websites as an easy way to plagiarize without getting caught, using such websites will not prepare students learn the material necessary to succeed in future courses, as well as their chosen careers (Gullifer & Tyson, 2010; Warn, 2006). In addition, being able to paraphrase sufficiently is a skill that needs to be mastered by students in many disciplines, such as psychology, where paraphrasing is preferred over quoting (American Psychological Association [APA], 2010; Owens & White, 2013). While academic locus of control might explain other forms of plagiarism, to-date academic locus of control among not been studied in students who use paraphrasing websites (Bretag et al., 2014; Pino & Smith, 2003; Power, 2009).
 For my dissertation, I will address the issue of plagiarism among undergraduate college students. More specifically, I will examine the use of paraphrasing websites by undergraduate psychology students, and whether academic locus of control is a factor in these students’ use of paraphrasing websites. Finally, so that participants feel more comfortable discussing a difficult topic like plagiarism, I will allow participants the opportunity to openly discuss their use of paraphrasing websites by conducting qualitative interviews.
Purpose Statement
The purpose of this mixed methods study is to understand the lived experience of locus of control in undergraduate college students who use paraphrasing websites. Paraphrasing websites will be defined as any website a student uses where they copy information from an Internet source, or textbook, and the website rewords this information for the student (Rogerson & McCarthy, 20177.  Examples of paraphrasing websites include paraphrasing-tool.com, Spin-Bot.com, and Free-Best-Spinner.com (Kannangara, 2017; Rogerson & McCarthy, 2017). At this stage in the research process, locus of control will be defined as scores on the academic locus of control scale for college students (Trice, 1985).
References
American Psychological Association (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: American Psychological Association.
Blum, S. D. (2011). My word!: Plagiarism and college culture. Ithaca, NY: Cornell University
Press.
Bretag, T., Mahmud, S., Wallace, M., Walker, R., McGowan, U., East, J., … & James, C. (2014).
‘Teach us how to do it properly!’ An Australian academic integrity student survey.
Studies in Higher Education, 39(7), 1150-1169.
Colella-Sandercock, J. A. (2017). Self-reporting in plagiarism research: How honest is this
approach? Journal of Research Practice, 12(2).
Curtis, G. J., & Vardanega, L. (2016). Is plagiarism changing over time? A 10-year time-lag
study with three points of measurement. Higher Education Research & Development,
35(6), 1167-1179.
Gullifer, J., & Tyson, G. A. (2010). Exploring university students’ perceptions of plagiarism: A
focus group study. Studies in Higher Education, 35(4), 463-481.
Heckler, N. C., Rice, M., & Hobson-Bryan, C. (2013). Turnitin systems: A deterrent to
plagiarism in college classrooms. Journal of Research on Technology in Education,
45(3), 229-248.
Howard, R. M. (1992). A plagiarism pentimento. Journal of Teaching Writing, 11(2), 233-245.
Kannangara, D. N. (2017). Quality, ethics, and plagiarism issues in documents generated using
word spinning software MIER Journal of Educational Studies, Trends and Practices,
7(1), 24-32.
Owens, C., & White, F. A. (2013). A 5‐year systematic strategy to reduce plagiarism among
first‐year psychology university students. Australian Journal of Psychology, 65(1), 14-21.
Pino, N. W., & Smith, W. L. (2003). College students and academic dishonesty. College Student  Journal, 37(4), 490-500.
Power, L. (2009). University students’ perceptions of plagiarism. The Journal of Higher
Education, 80(6), 643-662.
Rogerson, A. M., & McCarthy, G. (2017). Using Internet based paraphrasing tools: Original
work, patchwriting or facilitated plagiarism? International Journal for Educational
Integrity, 13(1), 1-15.
Trice, A. D. (1985). An academic locus of control scale for college students. Perceptual and
Motor Skills, 61(3), 1043-1046.
Walker, J. (2010). Measuring plagiarism: Researching what students do, not what they say they
do. Studies in Higher Education, 35(1), 41-59.
Warn, J. (2006). Plagiarism software: No magic bullet! Higher Education Research &
Development, 25(2), 195-208.

Explain the difference between a traditional work team and a self-managing work team.

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Based on what you have learned so far this week, create a PowerPoint presentation (minimum 12 slides) with detailed notes for each slide that addresses each of the following points/questions. Be sure to completely answer all the questions. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least four (4) citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations (an example is in the Resources tab) related to text size, color, images, effects, wordiness, and multimedia enhancements.
Explain the five stages of group development.
Describe the various information gathering methods a group may use.
Explain the difference between a traditional work team and a self-managing work team.
Explain the various approaches managers can use to build team performance.