Family Health Assessment Part I Health Medical Assignment Help

In this assignment, you will select one (1) topic: a serial murderer or a policy. Whichever topic is selected, an introduction to the individual or policy should be detailed followed by a 11-14 page analysis of the theories that might be used to explain or support the individual’s move into criminality or the underpinnings of the policy. The paper (a total of 16-18 pages) should incorporate a Christian Worldview throughout or have a specific section of dedicated to Christian Worldview. It is extremely important that you keep the paper between 16-18 page requirement. Each paper must be thorough but not exhaustive.

WHAT IT CONTAINS…

Your final exam will be one, single document that includes:

1. A “final” revision of your creative work—either the story OR the poetry collection you’ve been working on since Workshop 2.
   1. Your final revision will be a 8-10 page story or a 7-9 page poetry collection.
2. A reflective essay.

Details below.

WHAT TO DO…

FINAL DRAFT…

Include a “final” draft of your story OR poetry collection in your portfolio. Your “final” draft should be a full, complete draft of your 8-10 page story OR a 7-9 page poetry collection that revolves around a single “thing” (theme, idea, object, place, etc). It should be properly formatted and free of errors in grammar, punctuation, and spelling.

Most importantly, it should show strong evidence of your knowledge of writing craft (plot, character, setting, imagery, rhyme, rhythm, meter, etc.) that we’ve spent the semester working with.

You’ll notice that the word “final” is in quotations, here. That means that your final draft doesn’t need to be THE final draft of your work, since it’s nearly impossible to develop a complete, polished draft in just weeks. Instead, think of your final draft as a very strong, significant revision of your last rough draft that would continue to be revised if time permitted.

As the syllabus states, I will not grade you based on my personal creative preferences. Instead, I’ll look for strong evidence throughout your drafts that you’ve engaged in the development of your story/poems. This evidence will include revisions of elements of craft in your work, the general sense I get that you’ve applied your knowledge of writing craft to make careful, deliberate choices in your work, and how much your work has progressed toward a completed draft. The contents of your reflective essay may also influence how I grade your creative work, since they’ll also show me evidence of the above criteria.

REFLECTIVE ESSAY…

I’d like you to write an essay that reflects on the writing process behind your creative work. I will use this essay to help me determine your grade on your “final” draft. The essay will be graded on how well you follow through on the requirements described below. In general, I’m looking for detailed answers that clearly illustrate strong knowledge of the vocabulary terms and concepts we’ve learned throughout the semester. I’m also looking for an essay (not a freewriting exercise, or story, or poem, or Q&A) that is well-organized, focused, and free of errors in grammar, punctuation, and spelling.

Your essay should address all of the items listed below. There’s more than one way to organize these items into a coherent essay, so use your creative thinking skills to explore your options. Just be sure that:

• your final product is focused, well-organized, and coherent
• it addresses all of the items below
• you consistently illustrate and apply your knowledge of course vocabulary and concepts

LENGTH!

There is no strict length requirement for this essay; I suggest aiming for 4 pages minimum. It’s pretty impossible to address all of the essay requirements in less than 4 pages. If your essay is 1-3 pages long, you have not done everything you should do on this very important assignment, and your grade will probably reflect that.

On the other hand, a 15-page essay doesn’t guarantee a good grade, either. Don’t add extra lettuce to your sandwich just to make it look fatter. Make every word necessary. That’s part of what this exam is about—you make the careful, deliberate decisions that will make your work most effective. Be your own best educator!

WHAT GOES IN THE ESSAY…

Where did your story/poetry come from? What specific things did you use from your Alien Anthropology, Creator’s Subject, or other course writing to generate the idea or subject of your story/poetry? How did you move from those original snippets of writing to a story/poetry idea to the story/poetry itself?

What discourse community does your work speak to, or for? What subject, issue, or conversation might your work contribute to within that discourse community? What might your work add to that conversation? Be as specific as possible, here; I’m looking for detail and insight into how your work fits into a larger, already ongoing conversation within an established discourse community.

Describe the most significant revisions you made in your work, and the thinking behind those revisions (why you made the craft choices that you did, what you were experimenting with, or what you hoped to accomplish through your revisions). One thing you should do for this subtopic is look back at the workshop responses you received, and describe how/why you did/did not use those responses. Another thing you should do for this subtopic is showcase your knowledge of craft—for example, note why you made a change of point of view in your fiction using information from our course readings, including examples from the fiction/poetry we read.

Describe the craft elements in your work that give it the most impact, and what you were trying to accomplish by using those craft elements the way you did. (Suggestion: This is also where you show off your knowledge of writing craft, so use vocabulary terms you’ve learned, and be detailed with them. Look at the discussion posts on craft elements to examine and reflect on how your knowledge and skills with writing craft have evolved, and how your knowledge/skills of craft elements are illustrated in your creative work. You might also cite any reading assignments that helped you learn about specific craft elements in your own work.)

In general, how did the writing process work for you? What challenges did you face as you wrote and revised? What risks did you take? What did you learn from any “mistakes” you made? What worked well for you? (Suggestion: This is where you might use vocabulary terms and concepts about creativity that we covered in this course, going all the way back to the beginning of the course. Take another look at the material in the On Creativity module, the quotations that headline each Overview page, and whatever else might help you dive into this subtopic.)

Explain the specific revisions you would/will make to your final draft in order to complete it, and why you think these revisions would make your story/poetry complete and effective. Again, focus on writing craft, use the vocabulary terms we’ve learned, and showcase your knowledge. Things like “mood,” “vibe,” and “flow” are not craft elements we’ve learned about. “Grammar” is not a craft element. “Mystery” and “suspense” are not craft elements we’ve discussed. Things like plot, setting, rhyme, rhythm, image, character, etc. are craft elements we’ve discussed.

Can you imagine situations where skills in creative thinking/innovation might be useful or necessary in your academic discipline or career field? What concepts or skills from ENG 226 might you apply in those situations to help you solve a problem, answer a complicated question, or innovate a new idea or solution? (Suggestion: look through the readings, etc., from our first unit to find specific ideas, skills, activities, etc., that can help you address this question.)

BE AWARE OF…

• Throughout your essay, be thorough, thoughtful, and detailed. Be organized and coherent. This is not an informal freewriting, this is an essay; I expect the same level of polish/professionalism that your ENG 111 and other writing professors expect.
• You are strongly encouraged to cite/quote from stories, poems, and essays we’ve read to help support or illustrate your points (and don’t forget the quotes from artists featured at the beginning of each course module). You can also quote from your own creative work. DO NOT provide unnecessarily long quotes just to fill up the page. That’s bad writing.
• If you want to, comment on anything else you think is important beyond the questions listed above. Make some insight on yourself as a “creator,” for example. (This sort of insight can make for a nice conclusion to the essay.)
• Give the essay a title that is both creative and informative, just as you would with one of your creative works.
• This essay need not be formal in terms of voice—just write as yourself, with me as your audience.

Steps to complete this process:

Please read every essay question carefully before answering to make sure you have acquired the necessary experience/knowledge/skills needed to meet the stated learning outcome.

Pay particular attention to how you attained knowledge, reflected on this knowledge acquisition, and then applied this knowledge to help address new challenges.

You must provide examples and relevant documentation (certificates of completion, letters of recommendation, training records, etc.) to support your accumulation, reflection and application of this knowledge.

All answers should be presented as an original work of the student and represent college-level writing. All essay answers will be run through Safe Assign to check for plagiarism.

In order for you to receive approval for credit, each essay question should be answered in its entirety. In order to increase your chances of approval, please be thorough in your answers.

Each question contains an opportunity to attach one supporting document, but the last question gives you opportunity to attach additional documents at once.

Portfolio for Human Growth and Development.

This course provides an overview of individual development from a variety of theoretical perspectives. Social, cognitive, spiritual, and personality development are covered through the life span, including childhood, adolescence, adulthood and later life. These topics are explored through both a biblical worldview as well as through the perspective of a human service worker.

One of the goals of formalized training is to provide students with information and training and to have them apply this learning both inside and outside the traditional classroom environment. Through your life experience, you have essentially completed the same process, but in reverse. Keep this in mind as you answer the following question for each learning outcome.

1. Differentiate theories of individual and family development and transitions across the life span.
2. Identify theories of learning and personality development, including current understandings about neurobiological behavior.
3. Describe effects of crises, disasters, and other trauma-causing events on persons of all ages
4. Distinguish theories and models of individual, cultural, couple, family, and community resilience.
5. Identify a general framework for exceptional abilities and strategies for differentiated interventions.
6. Explain human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior.
7. Employ theories for facilitating optimal development and wellness over the lifespan
8. Apply emerging theories and current special topics in the field of human development through the lens of Scripture.

9. Examine theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment.

Portfolio for Studies in Interpersonal Communication

An interactive learning experience designed to equip students with a comprehensive understanding of self and the “listening-to-understanding” skills which facilitate improved interpersonal communications in establishing and maintaining relationships with God and others.

One of the goals of formalized training is to provide students with information and training and to have them apply this learning both inside and outside the traditional classroom environment. Through your life experience, you have essentially completed the same process, but in reverse. Keep this in mind as you answer the following question for each learning outcome.

1. Critically evaluate self-assessments and examine the impact of personal strengths and weaknesses on interpersonal communication in a variety of contexts.
2. Demonstrate familiarity with the various aspects of the interpersonal communication process.
3. Apply active and empathic listening to engage in authentic conversations.
4. Identify appropriate and effective communication skills for developing and maintaining healthy, healing, and helping relationships in both personal and professional arenas.

Portfolio for Multicultural Issues in Human Services

This course examines contemporary scholarship on race/ethnic relations and addresses issues of racial/ethnic identities, gender inequality, and disability discrimination. It will examine social stratification by looking at various public policy arenas, social institutions, and the history of group marginalization. The course employs case studies, various readings, and theoretical and empirical literature on racial/ethnic relations, gender, and disability issues.

One of the goals of formalized training is to provide students with information and training and to have them apply this learning both inside and outside the traditional classroom environment. Through your life experience, you have essentially completed the same process, but in reverse. Keep this in mind as you answer the following question for each learning outcome.

1. Explain how American society has been and continues to be shaped by the interaction of diverse groups.
2. Integrate and critically evaluate the literature on multicultural diversity, including an understanding of the unique worldviews of diverse groups.
3. Identify behaviors, whether overt or covert, which create a hostile environment for any member of a people group recognized as oppressed.
4. Develop a biblical rationale and a strategy of diplomacy as it relates to divisive issues such as affirmative action, white privilege, role of women, and disability accommodations.
5. Explain how various minority communities preserve and express their culture of origin as well as processes of acculturation by which they incorporate aspects of the broader U.S. culture.
6. Explain the impact disability has on the social context, family, race, and ethnicity and how to serve the needs of this population.
7. Analyze the role government, laws, and movements have on the disability community.
8. Demonstrate an understanding of how to present reasoned discussion of multicultural issues in a manner consistent with current formatting guidelines.
9. Identify concerns and strategies for counseling multicultural clients considering the unique characteristics of multicultural clients.

Portfolio for Group Dynamic

This course involves the study of human beings in relationship to other persons, singularly and in groups. The course explores-in theory and through in-class exercises – the real-life application of various aspects of group dynamics including (but not limited to) leadership, motivation, perception, power, and decision-making.

One of the goals of formalized training is to provide students with information and training and to have them apply this learning both inside and outside the traditional classroom environment. Through your life experience, you have essentially completed the same process, but in reverse. Keep this in mind as you answer the following question for each learning outcome.

1. Examine how group dynamics, processes, and therapeutic aspects are cultivated and experienced within various group contexts.
2. Demonstrate familiarity with different types of groups, including their formation, structure, function, power distribution, and member motivation.
3. Critically evaluate the effectiveness of various leadership styles, activities, and techniques in different types of groups.
4. Apply best practices, ethical guidelines, and biblical principles to group leadership.

Movies About the (Coming) End of the World

First
of all, don’t mistake these films for “post-apocalyptic”—a whole other
subgenre. These movies are set in the time BEFORE the characters think
their world is about to end. These movies are not about what happens
AFTER a nuclear blast or a devastating war or alien invasion. The
apocalypse has not happened yet in these movies, so for the most part
they are PRE-apocalyptic. I want to explore what humans think and do
with a horrible future in front of them.

I haven’t put together a
list of basic questions about this genre. You’re on your own! But things
to look for are what humans think distinguishes themselves from animals
or inorganic matter as their world is about to end. What is the
greatest thing they’ll lose when this disaster occurs? What is the point
of rescuing themselves from it? Who deserves to stay alive? What values
should we preserve as we try to rescue ourselves? What are the signs
that someone is beyond hope, that it’s too late to save them? What
attitude should we take about this ending of everything we know? Is
there something beyond?

If you’re a person like me who needs to
imagine a worst-case scenario before feeling optimistic, I’m sure the
coronavirus has given you a chance to imagine the world ending via
contagion. Use some of your fears or ideas in thinking about the way
these films address a world that has changed forever.

I’ve started
a list of movies with the theme of the coming end of the world. It’s
definitely not a complete list—suggested additions are welcome. Find it
in Files (also attached here). You could compare these other films with the one we’re focusing on.

Watch Invasion of the Body Snatchers (USA: Philip Kaufman, 1978) (Amazon Prime Video)* This is the second (color) version of the film, not the 1956 black & white original version with Kevin McCarthy. McCarthy DOES appear for a few seconds in the version we’re watching.

[new
as of 4/13/20] If you’ve looked all over and can’t find the 1978
version, you can view and write about the 1956 black-and-white version
directed by Don Siegel and starring Kevin McCarthy. Make sure you tell
us which version you watched at the top of the assignment.

*NOTE:
I was told, and I’ve confirmed, that the 1978 version is not available
on Amazon Prime Video, and alternatives (like Hoopla and Xfinity)
require library or cable memberships. I may assign the 1956 version
after all–it’s on Amazon Prime and can be rented at YouTube–after a
few days. Let me know in Questions for Frako ASAP if the 1978 version is
accessible for you or not.

A) Ask 3 discussion questions
of your own regarding the film. The questions can be about specific
techniques used in specific scenes, the characters, the plotline,
unexpected outcomes, the ending.

B) Answer 3 discussion questions posed by other students.( other student’s post are in the documents)

C)
Respond to at least one other student’s post with polite agreement or
disagreement, giving evidence for your point of view. Answering another
student’s question doesn’t count for this part.( other student’s post
are in the documents)

D) Read: Intro, “Science Fiction.” Also read the Bowen article, https://www.slantmagazine.com/dvd/review/invasion-of-the-body-snatchers-1978 (Links to an external site.)

Bring up an interesting issue from each of these writings that would start a discussion—so two comments.

E) Do 300 words on Invasion of the Body Snatchers in the Invasion
300 words discussion,The 300-word paragraph should expand on a
topic/question about some aspect of the film. Instead of any
description, it should be packed with analysis and critical thinking
about Invasion of the Body Snatchers.]