Comment on the following observation:

“Social class has a significant impact on one’s physical health, ability to receive adequate medical care and nutrition, and life expectancy.”

As part of your answer you might consider the following:

(1)While gender and race play significant factors in explaining healthcare inequality in the United States, socioeconomic status is the greatest determining factor in an individual’s level of access to healthcare.
(2) Social determinants of health are the economic and social conditions, and their distribution among the population, that influence individual and group differences in health status.
(3) They are risk factors found in one’s living and working conditions (such as the distribution of income, wealth, influence, and power), rather than individual factors (such as behavioral risk factors or genetics) that influence the risk for a disease, injury, or vulnerability to disease or injury.
(4) Social determinants of health are the economic and social conditions, and their distribution among the population, that influence individual and group differences in health status.
(5) Health inequality is the term used in a number of countries to refer to those instances whereby the health of two demographic groups (not necessarily ethnic or racial groups) differs despite comparative access to health care services.

The latest high profile incident of gun related violence unfortunately hits very close to home. Many Americans do not engage in political issues as they do not feel such issues affect their lives. This shooting stands as a reminder of many things and one of those is that politics affects us all. As our community takes in what has happened and mourns the conversation will inevitably turn to what should be done to respond to these incidents.

https://www.washingtonpost.com/news/post-nation/wp/2018/05/19/ten-killed-in-texas-high-school-shooting-were-mostly-students-police-say-suspect-confessed/?utm_term=.384fdda46c68
There is a great deal of focus on mass shootings and terrorism in the press, but Americans are victims of more mundane forms of gun violence every day. However, policy makers are paralyzed on how to address this problem and the problem persists. The following article discusses what could be done to address gun violence and takes a critical look at proposals that are popular among gun control advocates and gun rights activists. What should be done either about school shootings or the everyday gun violence Americans experience?
http :// www . vox .com/2016/3/28/11306846/criminal-justice-reform-crime

this project is intend to create a the novo device to regenerate bones, in patients with arthritis or bone fractures. We want to create a the novo nanobot capable of regenerate the bone. I need you to explain in a very specific way the materials and physiological/biochemical pathway of bone regeneration and how does nanobots will be charged with the materials and will accomplish bone regeneration. I have to simulate a research project explaining. I have to write the experimental part of the project which includes the following sections: methods, techniques, experimental designs, control and experimental group. It must look as if we already create and test the device and are reporting the research. Please explain the type of study (longitudinal, quantitative, qualitative, etc)

please try to touch into inhibition of osteoclast and reactivation of osteoblasts

In this assignment, you are going to consider your own development across your life span. Write an autobiographical essay in which you describe your own physical, cognitive, and socio-emotional development throughout each of the four stages (Infancy and Childhood, Adolescence, Early/Middle Adulthood, and Late Adulthood).

Your essay must include at least one of the following concepts and developmental theories from EACH of the four developmental stages below. Be sure to BOLD each of the four concepts/theories that you choose:

Infancy and Childhood
Piaget’s Stages of Cognitive Development
Attachment
Temperament
Adolescence
Puberty
James Marcia’s Stages of Identity Development
Social identity
Kohlberg’s Stages of Moral Reasoning
Early and Middle Adulthood
Parenting style
Social clock
Late Adulthood
Crystallized/Fluid Intelligence and Wisdom
Retirement
In addition, reflect on the effect that nature and nurture have had on your development. Are you the person you are today because of genetics, or because of your environment, or both? Explain.

Note: The first part of your developmental autobiography will have you reflect on your development from birth until your current age, while the second part of your developmental autobiography will have you project on your future development (feel free to be creative with this part, and imagine how you might live out the rest of your life).

Your developmental autobiography should be approximately 3-4 pages in length (plus a title page), and double-spaced.

The following learning objectives will be utilized to meet class goals.
1. The student will integrate knowledge of social work values and ethics as describe in the NASW Code of Ethics by conducting a self-assessment, interviewing practicing social workers.
2. The student will demonstrate an understanding of generalist social work practice through role-plays
3. The student will demonstrate an understanding of diversity and populations at risk through written examinations
4. The student will demonstrate an understanding of social and economic justice
5. The student will identify and examine people and events that shaped the profession of social work and social
6. The student will develop and illustrate an understanding of social service practice settings and the populations served by conducting interviews with practicing social workers
7. The student will interpret the meaning of generalist social work practice and collect information on licensing requirements and curriculum expectations and interviewing a practicing social worker
8. The student will display a general understanding of selected social policies, and the concepts of policy advocacy and policy analysis
9. The student will analyze the effects of poverty through assigned readings, lectures, guest lectures, written examinations and interviews with practicing social workers.
10. The student will compare and contrast liberal and conservative views related to the field of social work and will demonstrate critical thinking in this area.
Professional Interview Paper
Per the syllabus:
1. Each student will be required to interview a professional / Masters level social worker and prepare a written report based on the interview. These assignments reflect course objectives 1-10.
Each written assignment must be type written and double-spaced using APA format. Points will be deducted for errors in grammar, syntax and sentence structure. You are welcome to use SmartThinking for assistance and review prior to submission.
Keep in mind that these are just a few of the questions you could ask, but some possible questions you might ask the person you are interviewing are:
• How did you become a social worker? Degrees, schools, etc.
• Why did you become a social worker?
• Do you think your degree in social work has helped you to meet the goals of your job today?
• What is your job today and what is it like?
• Do you have to have an MSW to do your job today?
• What is the one class that you took in school that you feel helps you most today?
• What is one thing that you did not learn in school that you wish you had?
• Do you think that social work is a good profession for new graduates to go into today?
• Be sure to remember to thank them and if you think this might be somewhere you would like to complete a placement, ask them if they take students and to whom would we need to call. It will only be a year until social work majors are ready for practicum!
The preferred method of the interview would be to make an appointment and do it is person. However, due to time constraints of both the student and the practitioner, email and/or telephone communications can also be used to conduct the interview.
Text book: Intro to Social Work & Social Welfare
Critical Thinking Perspectives by Karen K. Kirst-Ashman

The paper will amount to 20% of the final grade: Undergraduate students will write a 5-7 page paper on a topic chosen in consultation with the instructors. The paper will be based on ethnographic research in an Atlanta location of the student’s choice. The paper topic must be approved by the instructor, and all students will upload their paper outline and bibliography no later than the day of the midterm exam. The paper will be due on the last day of class (late entries will be downgraded by one letter grade per day), and it will follow

the format of the American Anthropologist journal.

 

Topic for Research Question:

The Socioeconomic and Cultural Diversity of Urban Space

 

Explore Andersons idea of “cosmopolitan canopy applied to the Atlanta area through research and ethnographic observations.

Some areas that I will conduct Ethnographic Research:

Georgia State Campus

Hurt Park

Sweet Auburn Curb Market

Georgia State Marta Station

Ten Atlanta Midtown

Edgewood Avenue

Socially economic diverse population that can be observed existing together:

College Students, Heavy African American Population, Business people, Homeless, LGBT community.

Urban Anthropology and socially economic diversification and Urban Spaces

Anderson, Elijah.

The Cosmopolitan Canopy: Race and Civility in Everyday Life.

NY: Norton

and Co., 2011. Chapter 8

 

In The Cosmopolitan Canopy, Elijah Anderson argues that “cosmopolitan canopies”—urban spaces where socioeconomically diverse groups of people interact in an atmosphere of goodwill, are a feature of present-day U.S. cities, which are increasingly socioeconomically diverse. He argues that the “canopies” exist despite existing racial and class tensions that are also a part of contemporary urban life, and as such, they are good places to take the pulse of contemporary race relations, as observations within them reveal both tolerance and mutual understanding and “expose the racial fault lines that still exist in contemporary American society”, offering a window into the lived experience of race for American Blacks in particular.

 

Here is Anderson’s description of cosmopolitan canopies and what happens in them:

“Canopies are in essence pluralistic spaces where people engage one another in a spirit of civility, or even comity and goodwill. Through personal observation, they may come casually to appreciate one another’s differences and empathize with the other in a spirit of shared humanity. Under the canopy, this sense of familiarity often breeds comfort and encourages all to be on their best behavior, promoting peaceful relations. Here, racially, ethnically and socially diverse peoples spend casual and purposeful time together, coming to know one another through what I call folk ethnography, a form of people watching that allows individuals informally to father evidence in social interactions that supports their own viewpoints ore transforms their commonsense understandings of social life. In this context of diversity and cosmopolitanism, a cognitive and cultural basis for trust is established that often leads to the emergence of more civil behavior.” (pp. xiv-xv)

 

The public spaces of the city are more racially, ethnically, and socially diverse than ever. Social distance and tension as expressed by wariness of strangers appear to be the order of the day. But the “cosmopolitan canopy” offers a respite and an opportunity for diverse peoples to come together to do their business and also to engage in “folk ethnography” that serves as a cognitive and cultural base on which people construct behavior in public.

Read assigned text(s), identify the author’s use of rhetorical strategies, and evaluate how effectively/ineffectively those rhetorical choices contribute to developing purpose and persuading audience.
Write according to length and format instructions: meet the 850 word MINIMUM, use double spacing, use 1-inch margins, and type in 12 pt. font Times New Roman.
Document borrowed text material and/or secondary sources according to MLA conventions.
Apply Edited American English.
Actively engage in peer-review sessions and use peers’ feedback, together with instructor comments, to revise the essay.
Visit a tutor in the North Building.
Submit a working draft to Online tutorial.
Submit the final draft to the appropriate drop-box by the scheduled deadline.
Instructor Prompt:

For this essay, you will write an essay of NO LESS than 850 words double-spaced (and a Work Cited page) that analyzes the rhetorical strategies in Eliana Dockterman’s The Digital Parent Trap, which was distributed in class. The essay should contain both a brief SUMMARY of the article’s main ideas and an ANALYSIS that identifies and evaluates the author’s rhetoric. It is important to realize that SUMMARY requires a retelling of the main points or ideas in chronological and logical order, while ANALYSIS requires you to identify Dockterman’s rhetorical strategies and evaluate the effectiveness of those strategies in terms of purpose and audience.

Write an essay of NO LESS than 850 words (The word count begins with the first word in your introduction and ends with the last word in your conclusion.) in which you explain how Eliana Dockterman builds an argument to persuade her audience that there are benefits to early exposure to technology.

1. In your essay, ANALYZE how Dockterman uses one or more of the features listed in the box at the top of your reading to strengthen the logical appeal, ethical appeal, emotional appeal, and persuasiveness of her argument. Be sure that your ANALYSIS focuses on the most important features of the passage.

2. Your essay should NOT explain whether you agree with Dockterman’s claims, but INSTEAD explain HOW Dockterman builds an argument to PERSUADE her audience.

3. Consult pages 167-168 in your text to generate ideas and construct an outline for your essay. Also, be sure to craft a proper analysis thesis.

Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.
In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.
To prepare:
• Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.
• Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
• Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
• Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
• Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?
• Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.
• Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

To complete:
Write a 3- to 4-page paper that includes the following:
• A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
• The 5 questions you have generated and a description of how you analyzed them for feasibility
• Your preliminary PICOT question and a description of each PICOT variable relevant to your question
• At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

Required Readings

Academic Guides: Keyword Searching: Finding Articles on Your Topic: Boolean. (n.d.). Retrieved August 31, 2017, from http://academicguides.waldenu.edu/library/keyword/boolean
Academic Guides: Keyword Searching: Finding Articles on Your Topic: Searching Basics. (n.d.). Retrieved August 31, 2017, from http://academicguides.waldenu.edu/library/keyword/searching-basics

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
• Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)
• Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”
• In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.
Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.
Retrieved from the Walden Library databases.

This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.
Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.
Retrieved from the Walden Library databases.

This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.
Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.
Retrieved from the Walden Library databases.

This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.
Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360
Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

Search/Browse Help – Boolean Operators and Nesting. (n.d.). Retrieved August 31, 2017, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225

This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.
Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles.
Document: Course Project Overview (Word document)

This chapter examines the evolution of American Indian/European-American relations since 1890. American Indian cultures and traditions are discussed, especially those that affected relationships with the dominant group. The shifting federal policies toward the tribes are covered, as is the American Indian movement of protest and resistance.

Objectives of this unit include:
• to understand the vastly different culture of American Indians and Anglo-Americans
• to understand the policy of termination that was proposed in the 1950’s and proved to be disastrous
• to explore the Indian Reorganization Act of 1934 which attempted to increase tribal autonomy.
Assignments for Unit 5, please complete the following listed below. Note that ALL information is due by 11:59 pm on Sunday each week for each unit:
• Please review the Course Calendar on your syllabus where you are directed to read Chapter 7 for this unit
• Review the lecture for Unit 5
• Review the video and audio clip for Unit 5
• Complete the quiz for unit 5
• Post the title and author of your chosen book for paper # 2
• Please complete the required discussion boards by clicking on the link below labeled “Discussion Boards” at the tab below.
o Log on and contribute according to the grading rubric listed on the Course Information tab. You are required to log on and contribute substantially. You are required to provide at least one substantial posting and two substantial replies per topic per unit (total of nine). Provide insight into your personal viewpoints and how the information you read contributes to your further understanding of the topic. Be sure to adequately explain your viewpoints in order to receive full credit. Use appropriate grammar and spelling.

Unit 5.1 DB: Indians as Mascots

Discuss the video above titled True Colors.
After viewing the NCRSM website and researching on your own, do you believe an Indian image should be used as a mascot? Why or why not?
In regards to the “Crying Indian” commerical, how are traditional images of Indians harmful?

Unit 5.2 DB: Government Eugenics Progroam

Discuss the video on government eugenics.

Why did the Australian Prime Minister and Parliament apologize?

How was the apology received?

Do you think the US government should apologize to the American Indians in the same way? Why or why not?

Reference
Coffeekid99. (2007). The “Crying Indian” – full commercial – Keep America Beautiful. Retrieved from: http://www.youtube.com/watch?v=j7OHG7tHrNM
Resource References
Healey, J.F., (). Race, Ethnicity, Gender, and Class: The Sociology of Group Conflict; 7th Edition; ISBN: 1412987318

Unit 5.3 DB: Occupation of Alcatraz

Why did the 1969 occupation of Alcatraz occur?
What was the significance of Alcatraz to the American Indian struggle?
What kind of contribution do you believe this occupation made?
Reference
Yen, M. (2011). Debate on the Rock: The American Indian Occupation of Alcatraz. Retrieved from: http://www.youtube.com/watch?v=NkRPZYV3DhU
Resource Reference
Healey, J.F., (). Race, Ethnicity, Gender, and Class: The Sociology of Group Conflict; 7th Edition; ISBN: 1412987318
Participation Policy
A substantive post adds to the discussion in a substantial manner. As a general rule, a substantive post is a minimum of 125 words each UNIT and must be substantive responses, and all responses to your classmates and me must be at least 75 words each.

Select a poem that is intended for an adult audience. The poem should be fairly short (10–20 lines is ideal), and utilize classic poetic devices like symbolism, figurative language, and imagery.
Write an explication essay where you complete the following tasks:

1.Introduce the poem and poet.

2.Analyze this poem line-by-line.
3.Highlight the devices (like symbolism, figurative language, imagery, etc.) that the author uses in each line, and how these devices contribute to the overall meaning and power of the poem. Be specific in your explanations. For instance, if the author uses alliteration, explain the words from the poem where alliteration is used, and what effect this device has on the poem. Every line of the poem must be analyzed.
4.Describe your interpretation of the poem, including references to symbols, theme, tone, and style.
5.Reflect on the poem’s meaning to you as an individual.