What is the nature of the world around us?

What is the nature of the world around us?

Order Description The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and acceptance of a diversity of faith expressions. The purpose of this paper is to complete a comparative analysis of two faith philosophies towards providing health care, one being the Christian perspective. For the second faith, choose a faith that is unfamiliar to you. Examples of faiths to choose from Sikh, Bahai, Buddhism, Shintoism, etc. In your comparative analysis, address all of the worldview questions in detail for Christianity and your selected faith. Refer to chapter 2 of Called to Care for the list of questions.Be sure to address the following questions: What is a prime reality? What is the nature of the world around us? What is a human being? What happens to a person at death? Why is it possible to know anything at all? How do we know what is right or wrong? What is the meaning of human history? Be sure to address the implications of these beliefs for health care. In a minimum of 1,500-2,000 words, provide a comparative analysis of the different belief systems, reinforcing major themes with insights gained from your research and answering the following questions based on the research: 1)What is your spiritual perspective on healing? 2)What are critically common to all religions/beliefs spiritual components of healing, such as prayer, meditation, belief, etc.? Explain. 3)What is important to patients of the faith when cared for by health care providers whose spiritual beliefs differ from their own? In your conclusion, describe what you have learned from the research and how this learning can be applied to a healthcare provider. Support your position by referencing at least three academic resources. In addition to the course readings, the Bible, and the textbooks for each religion. Each religion must have a primary source included. A total of six references are required according to the specifications listed above. Incorporate the research into your writing in an appropriate, scholarly manner. Here are the requirements 1)Christianity and selected faith are present and all of the worldview questions are addressed. 2)A comparative analysis of the different belief systems, reinforcing major themes with insights gained from your research, shows a deep understanding of the connections. 3)A description of spiritual perspective on healing shows a deep understanding of the connections. 4)Important factors to people of a particular faith when cared for by health care providers whose spiritual beliefs differ from their own are present and show a deep understanding of the connections. 5)A description of what was learned from the research and how this can be applied to health care providers shows a deep understanding of the connections. 6)Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear


 

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Identify a task that you would need to perform in your future career (Probation Officer) and explain how you would apply the knowledge you have learned in this course

Identify a task that you would need to perform in your future career (Probation Officer) and explain how you would apply the knowledge you have learned in this course (Theory of Crime and Criminology) to succeed at performing the task in a real-word scenario.

Share  which of the three divisions of criminal justice (enforcement, adjudication, and corrections) is your favorite and how you believe it could be improved in your jurisdiction.
(A MINIMUM OF 130 WORDS TOTAL)

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Identify which special education law(s) impacts students with SLI.

PLEASE READ AND FOLLOW COMPLETEY. USE ATTACHED FILE TO HELP COMPLETE THIS ASSIGMENT.
MUST COMPLETE A-D FULLY.

Speech & Language Impairments

As Chapter 6 states, “students with SLI should receive speech and language services from trained professionals. The role of the classroom teacher is supportive and collaborative” (Powell & Driver, 2013, Section 6.7).

As a classroom teacher, explain how you can support students with speech and language impairments by including each of the following:

a. Identify which special education law(s) impacts students with SLI.

b. Explain how you will collaborate with the child’s speech and language pathologist (SLP) and why this collaboration is important.

c. Provide strategies you will need to incorporate into your daily routine to assist these children in your classroom. Strategies such as seating arrangement, instructional tips to support the student, as well as how you will help this child’s interactions with peers should be included. Support this portion of your discussion with research from a scholarly resource as well as your text.

d. Lastly, explain how you will handle a situation where a parent of a child with SLI in your classroom has come to you concerned because their child is being teased by classmates. What will you say to the parent and how will you address this in class?


 

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How do dietary records change with day of diet diary/24hr recall? Does the accuracy of recording change with exercise intensity?

How do dietary records change with day of diet diary/24hr recall?
Does the accuracy of recording change with exercise intensity?( people after 24hours diet intake seems like have a high mean of Kcal maybe becoz they can remember their meal more accurately) maybe people after 3 days diet intake may easily forgot or underestimate what have they eaten

i have compared some data WITH paired T – test to analysis doing high intensity exercise and energy intake (Kcal) for 3 days and energy intake for 24 hours. In the first data is for male and feamle than i analysis the data between male and female separately. MET more high(>3) that means more intense the exercise are. And in my data paried sample test there is a highlighted (sig) that means the closer the number is to 1 it is more likely a random event.(sig)The lower the value the more significant. If u dont understand the data plz contact me .
The report is divide into four parts
1. Background
Think about the nature of the question you specifically want to ask
heres some question example u can use

How do dietary records change with day of diet diary/24hr recall?
Does the accuracy of recording change with exercise intensity?( people after 24hours diet intake seems like have a high mean of Kcal maybe becoz they can remember their meal more accurately) maybe people after 3 days diet intake may easily forgot or underestimate what have they eaten
Does the accuracy of recording change with gender?
Are people who conduct the highest intensity exercise more likely to have a higher energy intake than those who do not
And u may mention that there is significant difference in physical activity and gender .
the Second part is Method
those are: diet diary(24 hours and 3 days)
we used a website called Nutritics for record our 24hrs and 3 days diet diary
statistics analysis
for stat i used paried t test and find it is siginificant or not and also use excel graph to find their mean and standard error
questionnaire
3. REsult
here u can post my paried t test result and my excel graph and excel stat
finally
4. discussion
What do the data you have presented demonstrate?
What are the biological implications of your findings?
What are the “other” implications of your findings?
How would you take the study further?
What would you ask next?

harvard

Revised April 2004 1 Guidelines for Data Processing and Analysis of the International Physical Activity Questionnaire (IPAQ) – Short Form, Version 2.0. April 2004 Introduction This document provides an revision to the outline for scoring the short form of the International Physical Activity Questionnaire (IPAQ) . This is available on the website www.ipaq.ki.se. There are many different ways to analyse physical activity data, but to-date there is no consensus on a ëcorrectí method for defining or describing levels of activity based on selfñreport surveys. The use of different scoring protocols makes it very difficult to compare within and between countries, even when the same instrument has been used. IPAQ is an instrument designed primarily for population surveillance of adults. It has been developed and tested for use in adults (age range of 15-69 years) and until further development and testing is undertaken the use of IPAQ with older and younger age groups is not recommended. IPAQ is being used also as an evaluation tool in some intervention studies, but the range of domains and types of activities included in IPAQ should be carefully noted before using it in this context. This document describes the April 2004 revision to the IPAQ short scoring protocol1 . These revisions are have been suggested by the IPAQ scientific group, to examine variation among countries in more detail2 . Given the broad range of domains of physical activity asked in IPAQ, new cutpoints need to be trialed and developed to express physical activity in the population. These cutpoints are preliminary, in the sense that they are not yet supported by epidemiological studies, which have typically used Leisure time physical activity (LTPA) to examine benefits or risks of being active. Hence, ì30 minutes of moderate intensity PA on most days of the weekî was evidence-based, using the estimates of risk (reduction) from these LTPA measures in numerous epidemiological studies. A new set of suggested cutpoints is based on work in the area of total physical activity, specifically total walking, where recommendations of at least 10,000 steps, and possibly 12,500 steps per day are considered ëhigh activeí (Tudor Locke reference). This equates to at least 2 hours of all forms of walking per day, which includes all settings and domains of activity, and could be a population goal for total HEPA (health-enhancing physical activity). With this background, new cutpoints are proposed for expressing physical activity levels in populations using generic physical activity measures such as IPAQ3 . 1 The first version of an IPAQ scoring protocol was in August 2003; this is a revised version, April 2004. This revised version does not change the continuous forms of reporting data, but does suggest a new category for describing the most active groups in populations. The changes from the August 2003 scoring protocol are indicated in this document. 2 Previous scoring algorithms returned high prevalence rates with limited variation among countries; hence a higher cutpoint is sought, as the IPAQ instrument measures total PA, including LTPA as well as incidental, occupational and transport related PA all in one question. This results in much higher prevalence estimates than measures of LTPA alone. 3 This results in changes to the categories used for levels of activity, and to the truncation rules [as greater than two hours per day may be required as usable data for walking and other physical activity behaviors]. 2 Characteristics of the IPAQ short-form instrument: 1) IPAQ assesses physical activity undertaken across a comprehensive set of domains including leisure time, domestic and gardening (yard) activities, work-related and transport-related activity; 2) The IPAQ short form asks about three specific types of activity undertaken in the three domains introduced above and sitting. The specific types of activity that are assessed are walking, moderate-intensity activities and vigorous intensity activities; frequency (measured in days per week) and duration (time per day) are collected separately for each specific type of activity. 3) The items were structured to provide separate scores on walking; moderate-intensity; and vigorous-intensity activity as well as a combined total score to describe overall level of activity. Computation of the total score requires summation of the duration (in minutes) and frequency (days) of walking, moderate-intensity and vigorous-intensity activity; 4) Another measure of volume of activity can be computed by weighting each type of activity by its energy requirements defined in METS (METs are multiples of the resting metabolic rate) to yield a score in METñminutes. A MET-minute is computed by multiplying the MET score by the minutes performed. MET-minute scores are equivalent to kilocalories for a 60 kilogram person. Kilocalories may be computed from MET-minutes using the following equation: MET-min x (weight in kilograms/60 kilograms). The selected MET values were derived from work undertaken during the IPAQ Reliability Study undertaken in 2000-2001. Using the Ainsworth et al. Compendium (Med Sci Sports Med 2000) an average MET score was derived for each type of activity. For example; all types of walking were included and an average MET value for walking was created. The same procedure was undertaken for moderate-intensity activities and vigorous-intensity activities. These following values continue to be used for the analysis of IPAQ data: Walking = 3.3 METs, Moderate PA = 4.0 METs and Vigorous PA = 8.0 METs 4 . Analysis of IPAQ Both categorical and continuous indicators of physical activity are possible from the IPAQ short form. However, given the non-normal distribution of energy expenditure in many populations, the continuous indicator is presented as median minutes or median METñminutes rather than mean minutes or mean MET-minutes. Categorical score Regular participation is a key concept included in current public health guidelines for physical activity.5 Therefore, both the total volume and the number of day/sessions are included in the IPAQ analysis algorithms. There are three levels of physical activity suggested for classifying 4 Note that there is still some debate about whether 8 Mets for vigorous is sustainable, in occupational settings for several hours; we have no data on this, but it is likely to be less than that, maybe 7 METs or even less; however, for the moment, we suggest keeping with the compendium value of * METs. 5 Pate RR, Pratt M, Blair SN, Haskell WL , Macera CA, Bouchard C et al. Physical activity and public health. A recommendation from the Centers for Disease Control and Prevention and the American College of Sports Medicine. Journal of Amercian Medical Association 1995; 273(5):402-7. and U.S.Department of Health and Human Services. Physical Activity and Health: A Report of the Surgeon General. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, The Presidents’ Council on Physical Fitness and Sports: Atlanta, GA:USA. 1996. Revised April 2004 3 populations; these are the new proposed levels, which take account of the concept of total physical activity of all domains. The proposed levels are: [i] ëinactive [ii] ëminimally activeí6 [iii] ëHEPA activeí (health enhancing physical activity; a high active category). The criteria for these three levels are shown below. 1. Inactive (CATEGORY 1) This is the lowest level of physical activity. Those individuals who not meet criteria for Categories 2 or 3 are considered ëinsufficiently active’ [CATEGORY 1]. 2. Minimally Active (CATEGORY 2) The minimum pattern of activity to be classified as ësufficiently activeí is any one of the following 3 criteria: a) 3 or more days of vigorous activity of at least 20 minutes per day OR b) 5 or more days of moderate-intensity activity or walking of at least 30 minutes per day OR c) 5 or more days of any combination of walking, moderate-intensity or vigorous intensity activities achieving a minimum of at least 600 MET-min/week. Individuals meeting at least one of the above criteria would be defined as achieving the minimum recommended to be considered ëminimally active’ [CATEGORY 2]. This category is more than the minimum level of activity recommended for adults in current public health recommendations, but is not enough for ìtotal PAî when all domains are considered. IPAQ measures total physical activity whereas the recommendations are based on activity (usually leisure-time or recreational) over and above usual daily activities. 3. HEPA active (CATEGORY 3) A separate category labeled ëHEPA’ level, which is a more active category [CATEGORY 3] can be computed for people who exceed the minimum public health physical activity recommendations, and are accumulating enough activity for a healthy lifestyle. This is a useful indicator because it is known that higher levels of participation can provide greater health benefits, although there is no consensus on the exact amount of activity for maximal benefit. Also, in considering lifestyle physical activity, this is a total volume of being active which reflects a healthy lifestyle. It is at least 1.5 ñ 2 hours of ëbeing activeí throughout the day, which is more than the LTPA-based recommendations of 30 minutes7 . In the absence of any established criteria, the IPAQ scientific group proposes this new cutpoint, which equates to approximately at least 1.5 -2 hours of total activity per day, of at least moderateintensity activity. It is desirable to have a ëHEPAí activity category, because in some populations, a large proportion of the population may be classified as ìminimally activeí because the IPAQ instrument assess all domains of activity. Category 3 sets a higher threshold of activity and provides a useful mechanism to distinguish variation in sub-population groups. 6 “Minimally active” implies some physical activity but is not an optimal level of total HEPA. 7 As Tudor-Locke and others have indicated, there is a basal level of around 1 hour of activity just in activity of daily living, and an additional 0.5 – 1 hour of LTPA makes a healthy lifestyle amount of total PA – hence, these new cutpoints are still consistent with the general LTPA based public health recommendations of at least half an hour per day of additional activity or exercise. 4 The two criteria for classification as ëHEPA activeí are: a) vigorous-intensity activity on at least 3 days achieving a minimum of at least 1500 MET-minutes/week OR b) 7 or more days of any combination of walking, moderate-intensity or vigorous intensity activities achieving a minimum of at least 3000 MET-minutes/week8 Continuous score Data collected with IPAQ can be reported as a continuous measure and reported as median METminutes. Median values can be computed for walking (W), moderate-intensity activities (M), and vigorous-intensity activities (V) using the following formulas: MET values and Formula for computation of Met-minutes Walking MET-minutes/week = 3.3 * walking minutes * walking ëdaysí Moderate MET-minutes/week = 4.0 * moderate-intensity activity minutes * moderate days Vigorous MET-minutes/week = 8.0 * vigorous-intensity activity minutes * vigorous-intensity days A combined total physical activity MET-min/week can be computed as the sum of Walking + Moderate + Vigorous MET-min/week scores. The MET values used in the above formula were derived from the IPAQ validity and reliability study undertaken in 2000-2001 9 . A brief summary of the method is provided above (see page 1). As there are no established thresholds for presenting MET-minutes, the IPAQ Research Committee proposes that these data are reported as comparisons of median values and interquartile ranges for different populations. IPAQ Sitting Question The IPAQ sitting question is an additional indicator variable and is not included as part of any summary score of physical activity. Data on sitting should be reported as median values and interquartile range. To-date there are few data on sedentary (sitting) behaviors and no wellaccepted thresholds for data presented as categorical levels. Data Processing Rules In addition to a standardized approach to computing categorical and continuous measures of physical activity, it is necessary to undertake standard methods for the cleaning and treatment of IPAQ datasets. The use of different approaches and rules would introduce variability and reduce the comparability of data. There are no established rules for data cleaning and processing on physical activity. Thus, to allow more accurate comparisons across studies IPAQ has established and recommends the following guidelines: 1. Data cleaning • time should be converted from hours and minutes into minutes 8 Note: this replaces the previous IPAQ short form cutpoint of 1500 mets.mins/ week 9 Craig CL,Marshall A , Sjostrom M et al. International Physical Activity Questionnaire: 12 country reliability and validity Med Sci Sports Exerc 2003;August. Revised April 2004 5 • ensure that responses in ëminutesí were not entered in the ëhoursí column by mistake during self-completion or during data entry process, values of ë15í, ë30í, ë45í, ë60í and ë90í in the ëhoursí column should be converted to ë15í, ë30í, ë45í, ë60í and ë90í minutes, respectively, in the minutes column. • time should be converted to daily time [usually is reported as daily time, but a few cases will be reported as optional weekly time ñ eg. VWHRS, VWMINS ñ convert to daily time] • convert time to mets-mins [see above; days x daily time] • must have the number of days for the day variables; for the ëtimeí variables, either daily or weekly time is needed ñ if ëdonít knowí or ërefused ë or data are missing in walking, moderate or vigorous days or minutes, then that case is removed from analysis 2. Maximum Values for excluding outliers This rule is to exclude data which are unreasonably high; these data are to be considered outliers and thus are excluded from analysis. All Walking, Moderate and Vigorous time variables which total at least or greater than ë16 hoursí should be excluded from the analysis. The ëdaysí variables can take the range 0-7 days, or 8,9 (donít know or refused); values greater than 9 should not be allowed and those data excluded from analysis. 3. Truncation of data rules This rule is concerned with data truncation and attempts to normalize the distribution of levels of activity which are usually skewed in national or large population data sets. It is recommended that all Walking, Moderate and Vigorous time variables exceeding ë 4 hoursí or ë240 minutesí are truncated (that is re-coded) to be equal to ë240 minutesí in a new variable10. This rule permits a maximum of 28 hours of activity in a week to be reported for each category of physical activity. This rule requires further testing, but is an initial manner proposed for classifying these population data. When analysing IPAQ data and presenting the results in categorical variables, this rule has the important effect of preventing misclassification in the ëhigh activeí category. For example, an individual who reports walking for 2.5 hours every day and nothing else would be classified as ëHEPA activeí (reaching the threshold of 7 days, and ≥ 3000 MET.mins. Similarly, someone who reported walking for 90 minutes on 5 days, and 4 hours (240 mins) of moderate activity on another day and 70 minutes of vigorous activity on another day, would also be coded as ëHEPA activeí because this pattern meets the ë7 dayî and ì3000 MET-minî criteria for ëHEPA activeí. 4. Minimum Values for Duration of Activity Only values of 10 or more minutes of activity will be included in the calculation of summary scores. The rationale being that the scientific evidence indicates that episodes or bouts of at least 10 minutes are required to achieve health benefits. Responses of less than 10 minutes [and their associated days] should be re-coded to ëzeroí. Summary of Data Processing Rules 1- 4 above Data management rules 2, 3, and 4 deal with first excluding outlier data, then secondly, recoding high values to ë4 hoursí, and finally describing minimum amounts of activity to be included in 10 Note that this is a different truncation rule to the earlier scoring protocol; we have previously used 2 hours as a truncation point for LTPA measures. This higher truncation point is proposed in order to allow people who walk for 2.5 hours per day and do nothing else to be categorized as ‘HEPA’ active; if data were truncated, these individuals would be recoded to 2 hours per day, and over 7 days, total 2772 MET.mins, due to the truncation rule. The new truncation rule allows 2.5 hours to be counted in full. The initial purpose of truncation was to normalize the distributions, and was based on expert judgments. It is now suggested that 4 hours / day be proposed as a truncation threshold for more inclusive ‘lifestyle PA measures’ such as IPAQ. 6 analyses. These rules will ensure that highly active people remain highly active, while decreasing the chances that less active individuals are coded as highly active. 5. Calculating Total Days for ‘minimally Active’ [category 2] and ‘HEPA Active’ [category 3] Presenting IPAQ data using categorical variables requires the total number of ëdaysí on which all physical activity was undertaken to be assessed. This is difficult because frequency in ëdaysí is asked separately for walking, moderate-intensity and vigorous-intensity activity, thus allowing the total number of ëdaysí to range from a minimum of 0 to a maximum of 21ídaysí per week. The IPAQ instrument does not record if different types of activity are undertaken on the same day. In calculating ‘minimal activity’, the primary requirement is to identify those individuals who undertake a combination of walking and/or moderate-intensity activity on at least ë5 daysí/week. Individuals who meet this criterion should be coded in a new variable called ìat least five days”. Below are two examples showing this coding in practice: i) an individual who reports ë2 days of moderateí and ë3 days of walkingí should be coded as a value indicating ìat least five days”; ii) an individual reporting ë2 days of vigorousí, ë2 days walkingí and ë2 days moderateí should be coded as a value to indicate ìat least five days” [even though the actual total is 6]. The original frequency of ëdaysí for each type of activity should remain in the data file for use in the other calculations. The same approach as described above is used to calculate total days for computing the ëHEPA active’ category. The primary requirement according to the stated criteria is to identify those individuals who undertake a combination of walking, moderate-intensity and or vigorous activity on at least 7 days/week. Individuals who meet this criterion should be coded in a value in a new variable to reflect “at least 7 daysî. Below are two examples showing this coding in practice: i) an individual who reports ë4 days of moderateí and ë3 days of walkingí should be coded as the new variable “at least 7 daysî. ii) an individual reporting ë3 days of vigorousí, ë3 days walkingí and ë3 days moderateí should be coded as “at least 7 daysî [even though the total adds to 9] . Summary: The algorithm(s) in Appendix 1 and Appendix 2 to this document show how these rules work in an analysis plan, to develop the categories 1 [inactive], 2 [minimally], and 3 [HEPA] levels of activity. A short form [ëat a glanceí] and a diagram showing these analytic steps for ësufficient physical activityí and ëhigh activeí categories are shown as appendix 1 at the end of this document. IPAQ Research Committee April 2004 Revised April 2004 7 APPENDIX 1 At A Glance IPAQ Scoring Protocol (Short Versions) Categorical Score- three levels of physical activity are proposed 1. Inactive • No activity is reported OR • Some activity is reported but not enough to meet Categories 2 or 3. 2. Minimally Active Any one of the following 3 criteria • 3 or more days of vigorous activity of at least 20 minutes per day OR • 5 or more days of moderate-intensity activity or walking of at least 30 minutes per day OR • 5 or more days of any combination of walking, moderate-intensity or vigorous intensity activities achieving a minimum of at least 600 MET-min/week. 3. HEPA active Any one of the following 2 criteria • Vigorous-intensity activity on at least 3 days and accumulating at least 1500 METminutes/week OR • 7 or more days of any combination of walking, moderate-intensity or vigorous intensity activities achieving a minimum of at least 3000 MET-minutes/week Continuous Score Expressed as MET-min per week: MET level x minutes of activity x events per week Sample Calculation MET levels MET-min/week for 30 min episodes, 5 times/week Walking = 3.3 METs 3.3*30*5 = 495 MET-min/week Moderate Intensity = 4.0 METs 4.0*30*5 = 600 MET-min/week Vigorous Intensity = 8.0 METs 8.0*30*5 = 1,200 MET-min/week ___________________________ TOTAL = 2,295 MET-min/week Total MET-min/week = (Walk METs*min*days) + (Mod METs*min*days) + Vig METs*min*days) Please review the document “Guidelines for the data processing and analysis of the International Physical Activity Questionnaire (Short Form)” for more detailed description of IPAQ analysis and recommendations for data cleaning and processing [www.ipaq.ki.se]. Revised April 2004 1 START HERE Vigorous days [VDAY] ≥3 YES NO Vigorous time ≥20mins YES Minimally active CATEGORY 2 Total days of moderate [mDAY] PLUS walking [wDAY] ≥ 5 YES NO Moderate time PLUS Walk time totals ≥ 30mins per day YES NO Inactive CATEGORY 1 NO Days of Walking [WDAY] PLUS Moderateintensity [mDAY] PLUS Vigorous [VDAY] ≥ 5 AND Sum of METmins ≥ 600 NO YES Vigorous days [VDAY] ≥3 AND Vig METmins ≥ 1500 YES HEPA ACTIVE CATEGORY 3 NO Days of Walking [WDAY] PLUS Moderate-intensity [mDAY] PLUS Vigorous [VDAY] ≥ 7 AND Sum of METmins ≥ 3000 YES NO APPENDIX 2: Flow chart algorithm for the analysis of IPAQ short form


 

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In your own words, describe one way that the chosen theory explains your Healthy People assigned focus area. Use terms from the model or theory in your explanation, and be sure to cite your sources appropriately.

In your own words, describe one way that the chosen theory explains your Healthy People assigned focus area. Use terms from the model or theory in your explanation, and be sure to cite your sources appropriately.

Analyze a Health Theory or Model
As a health professional, it is important to understand the theories and models that underlie your work. They can be indispensable in guiding your decisions and actions. In this Discussion, you will apply a health theory or model to the levels of influence in the social ecology of health model.

To prepare for this Discussion:

Review the following models and theories from Chapter 4 of the text and Part 2 of ” Theory at a Glance”:
The Health Belief Model
Theory of Planned Behavior
Transtheoretical/Stages of Change Model
Social Cognitive Theory
Diffusion of Innovation Theory
Review the social ecology of health model with its associated theories by completing the following exercise:
http://mym.cdn.laureate-media.com/Walden/HLTH/2110/04/mm/hlth2110_seh_model_2.html

Select of the models or theories from the list above that coincides with one of the five hierarchical levels in the social ecology of health model.
Reflect upon how the model or theory explains a health condition associated with the previously Healthy People assigned focus area.
By Day 4, post a comprehensive response to the following:

In your own words, describe one way that the chosen theory explains your Healthy People assigned focus area. Use terms from the model or theory in your explanation, and be sure to cite your sources appropriately.
Now state the hierarchical level or levels (i.e., interpersonal, intrapersonal, organizational, community, and society) in the social ecology of health model that corresponds with your chosen theory. Please explain why it is related to the hierarchical level(s).
Be sure to cite your supporting documentation appropriately in correct APA format.
I have attatched ch4 textbook information


 

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Show more An business development executive travels extensively for business

An business development executive travels extensively for business. Her company offers two options t Show more An business development executive travels extensively for business. Her company offers two options to offset her driving expenses. Option 1 provides a car allowance of 490 dollars per month and a mileage reimbursement of $0.34/mile for fuel insurance and maintenance costs. Option 2 provides a mileage reimbursement of $0.73/mile to cover all expenses associated with owning a car.How many miles would she have to drive each YEAR for the two options to be of equal value. Express your answer in miles to the nearest whole mile. Show less


 

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Discuss if the path-goal leadership approach would be useful in understanding the leadership

Write a three to four page paper (not including the title and reference pages) about a contemporary leadership situation that is familiar to you. You may use the same situation from the week two assignment. Your paper needs to:

• Define path-goal leadership.
• Identify the path-goal leadership style used in this situation; provide the tasks, and the subordinates’ characteristics.
• Support your position with specific examples.
• Explain whether the action taken was appropriate and effective.
• Discuss if the path-goal leadership approach would be useful in understanding the leadership applied to the situation.

In addition to the requirements above, your paper:

• Must be double-spaced and 12 point font
• Must be formatted according to APA style
• Must include an introductory paragraph with a thesis statement
• Must conclude with a restatement of the thesis and a conclusion paragraph
• Must reference at least two scholarly resources

• Must include a reference page written in APA format

Grading Rubric

Distinguished – Provides a thorough and clear definition of path-goal leadership. The definition explains the role of the leader according to the theory, and addresses tasks and obstacles.

Distinguished – Clearly and comprehensively identifies the path-goal leadership style used in the situation. Clearly describes the tasks and characteristics of subordinates

Distinguished – Thoroughly and comprehensively discusses the path-goal leadership style. The discussion clearly applies the leadership approach to the situation and provides specific examples related to the situation.

Distinguished – Develops a logical, consistent plan to solve a problem, and identifies consequences of the solution and can clearly communicate the reason for choosing the solution.

Week 3 Lecture

Chapter Six

Let’s start with Chapter 6, Contingency Theory. According to our text book, “contingency theory is a leader matched theory, which means it tries to match leaders to appropriate situations. It is called contingency because it suggests that a leader’s effectiveness depends on how well the leader’s style fits the context” (Northouse, 2013, p. 123). Another description that might be easier to understand is; “Contingency theories hold that leadership effectiveness is related to the interplay of a leader’s traits or behaviors and situational factors” (Seyranian, 2012, para1). Some may recall Cliff Notes, which basically provides an overview of what a book or topic was about. Similar to what Wikipedia does today, with the exception that Cliff Notes were published, whereas anyone can go online and update Wikipedia. The Cliff Note on Contingency theory is as follows; “Contingency theory proposes that for learning to take place, a stimulus must provide the subject information about the likelihood that certain events will occur” (Cliff Notes, 2013, para1).

Now that we have identified what Contingency Theory stands for, let’s dive a little deeper and look at the situational variables that impact this theory.

According to our text book, there are three main factors; Leader-member relations, task structure and position power (Northouse, 2013).

• Leader member relations is when there is a group of followers that have emotions for their leader (Northouse, 2013).
• Task structure is when there is a level of requirements of a task that are clearly provided (2013).
• Position power is the level of authority a leader has to either reward or punish followers (2013).

Chapter Seven

Chapter 7 focused on Path-Goal Theory. This theory is really about how a leader motivates followers to accomplish goals (Northouse, 2013). For those of you that follow the term empowerment, this is a leadership style that is often found. How many of you work with leaders that truly motivate you to want to do your job or want to do it better? How many of you are excited to go to work to see what your leader will challenge you with today? This is what a Path-Goal Leader works to achieve. It is recommended that you review Table 7.1: Path Goal Theory; How it Works in the required text. This table provides a very clear outline of the behaviors of the leader, the characteristics of the subordinates and the task characteristics.

Below is a video that does a nice job of illustrating examples of Path-Goal Theory.

Path-Goal Theory Case Study-“Three Shifts, Three Supervisors” (Links to an external site.)Links to an external site. (http://youtu.be/dzVwnPj_na8)

Path Goal Theory – Explained (Links to an external site.)Links to an external site. (http://youtu.be/-Ow0U75uySk)

Chapter Eight

The final chapter this week was Chapter 8, which focused on Leader-Member Exchange Theory (LMX). The LMX theory “conceptualizes leadership as a process that is centered on the interactions between leaders and followers” (Northouse, 2013, p. 161). How many of you have interactions with your boss outside of work? How many of you have a good working relationship in that you can approach your boss on just about any subject? The LMX theory is one that brings up a lot of great elements, but it also has another side to it. I would like to share two videos with you that illustrate the LMX theory at work. The first is a cartoon and the second is a fraction of the movie Mona Lisa Smiles. See if you can identify how the leadership is interacting with the followers.

Leader Member Exchange Theory (Links to an external site.)Links to an external site. (http://youtu.be/nXb0LZiPo7E)

In and Out 1 (Links to an external site.)Links to an external site. (http://youtu.be/6ocAyCc2enw)

Forbes School of Business Faculty

References:

2Bwhiteboard (2013, January 3). Path goal theory – explained (Links to an external site.)Links to an external site.[Video file]. Retrieved from http://youtu.be/-Ow0U75uySk

Callanan, B. (2012, December 29). In and out 1 (Links to an external site.)Links to an external site. [Video file]. Retrieved from http://youtu.be/6ocAyCc2enw

Contingency theory (Links to an external site.)Links to an external site.(2013). Retrieved from http://www.cliffsnotes.com/sciences/psychology/psychology/psychology-learning/contingency-theory

Northouse, P. (2013). Leadership theory and practice (6th ed.). Thousand Oaks, CA: Sage Publications.

Seyranian, V. (2012). Contingency theories of leadership. Sage. Retrieved from www.sagepub.com/

Tod a (2013, April 9). Path-goal theory case study – “Three shifts, three supervisors” (Links to an external site.)Links to an external site.[Video file]. Retrieved from http://youtu.be/dzVwnPj_na8

Villum13. (2012, April 22). Leader member exchange theory (Links to an external site.)Links to an external site. [Video file]. Retrieved from http://youtu.be/nXb0LZiPo7E


 

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The height of women ages 20-29 is normally distributed, with a mean of

The height of women ages 20-29 is normally distributed, with a mean of 64.8 inches. Assume sigma?equals=2.4 inches. Are you more likely to randomly select 1 woman with a height less than 66 inches or are you more likely to select a sample of 26 women with a mean height less than 66? inches? Explain. Complete parts? (a) through? (c) to find the answer to the question.?(a) What is the probability of randomly selecting 1 woman with a height less than 66? inches??(b) What is the probability of selecting a sample of 26 women with a mean height less than 66? inches??(c) Are you more likely to randomly select 1 woman with a height less than 66 inches or are you more likely to select a sample of 26 women with a mean height less than 66? inches?


 

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What were the initial hypotheses for this study?

What were the initial hypotheses for this study?

1. Read an article published recently(less than 5 years) on a topic of your interest.
2. Provide the citation and a written summary of your answers to the following questions:
a. What is the research problem?
b. What is the purpose statement?
c. What were the initial hypotheses for this study?
d. What was the study design?
e. Where the hypotheses rejected or accepted?
f. What was the overall conclusion of this paper?


 

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Determine one (1) additional theory that a researcher could use to explain the cause of digital-crime and non-digital crime.

Determine one (1) additional theory that a researcher could use to explain the cause of digital-crime and non-digital crime.
Digital Crime Theories

Due Week 6 and worth 170 points

Write a three to four (3-4) page paper in which you:

Select two (2) of the theories, suggested in Chapter 3 of the text, that a researcher could use to explain the cause of digital crime. Provide a rationale to support your response.
Chapter 3: Covers the following theories:

1) Choice Theory, 2) Deterrence Theory, 3) Psychological Theories-Moral Development and Crime, Moral Development and Crime, Pedophiles and Psychological Theory, 4) Social Structure Theories-Strain Theory (Merton: Strain Theory), White-Collar Crime and Strain Theory, Agnew: General Strain Theory, 5) Social Process Theories, Learning Theory, Sutherland: Differential Association Theory, Akers: Social Learning Theory, Sykes and Matza: Techniques of Neutralization/Drift Theory, Subcultural Theories, Hackers and Learning Theories, Virus Writers and Learning Theories, Social Control Theory, Gottfredson and Hirschi: Self-Control Theory, 6) Terrorism and Political Theory.
Explain the manner in which the theory that you selected in Question 1 relates to crime in general.

Determine one (1) additional theory that a researcher could use to explain the cause of digital-crime and non-digital crime. Include one (1) example for each crime in question to support your response.

Use at least three (3) quality references for this assignment,Note: Wikipedia and similar Websites do not qualify as quality resources.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:

Analyze the types of digital criminals and hackers.
Summarize white-collar crimes and criminal tools.
Use technology and information resources to research issues in information technology in criminal justice.
Write clearly and concisely about information technology in criminal justice topics using proper writing mechanics and technical style convention.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric found here.


 

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