2 Coments Each One 150 Words (CITATION AND REFERENCE). BY 2/5

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n the 19th century, the definition of health was to be free from disease. Disease was widespread at the time due to poor sanitation habits such as, purification of water or removal of waste. With time measures were implicated to reduce poor sanitation habits thus leading to diseases to being manageable. (Falkner, “Chapter 2”, 2018) In the 20th century health was defined as being a functional part of society which was free from disability or the inability to fulfilled roles in society. With the discovery of immunization vaccines disease prevention came to the for front. In 1948, the World Health Organization (WHO) was formed and the focus was on illness prevention.

Currently the definition of health is to preserve the necessary components to be healthy which are, physical, mental and spiritual wellness. In the United States, healthy living is the major focus. Health Promotion and disease prevention is how to have a healthy living. Every 10 years Health People 2020 identify what the nations health concerns are. They are to provide prevention measures.

It is important for nurses to implement health promotion interventions based on evidence-based practice because evidence has shown that if certain habits are practiced it increases a better living for the patient. According to the Healthy People 2020 the website provided great evidence-based information on the prevention of or management of illnesses. Such as, family history and/or eating habits with a high caloric intake of starches makes a person more prone to develop diabetes.

Reference:

Healthy People 2020. (n.d.). Retrieved February 4, 2020, from

Falkner, A. (2018). Chapter 2. In Health Promotion: Health & Wellness Across the Continuum. Grand Canyon University. Retrieved from

Final Recommendation Statement: Abnormal Blood Glucose and Type 2 Diabetes Mellitus: Screening. U.S. Preventive Services Task Force. April 2018.

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Health, being a basic necessity of every human being has developed overtime to what it is currently. In the early 19th century, health was viewed as being free of disease as infectious diseases were predominant and hard to bottle up mainly because of poor sanitation including; insufficient disinfection of drinking water and poor waste disposal. As time went by, disease became more controllable through institution of proper sanitation measures in the early 20th century thus, shifting the definition of disease to be the ability to remain a functional part of society (Falkner, 2018). Due to the diseases ability to cause chronic disabilities; the aspect of prevention became a priority whereby the invention and administration of vaccines helped in total eradication of many diseases (American Academy of Pediatrics, 2015).

 

With the emphasis of disease prevention taking precedence, health evolved into more than being disease free and with the WHO coming into existence, the focus changed and continues to be health promotion which has been defined to be the process of helping people to increase control over, and to improve their health, thus moving beyond a focus on individual behavior to a wide range of social and environmental interventions (WHO n.d.a). Given the goal to create a culture of maintaining healthy living and disease prevention rather than seeking treatment after disease infestation, this concept of health promotion has further advanced to include collaboration and partnerships of the US office of disease prevention with different states to address public health and provide funding for hospital expansion in an effort to meet the increasing needs for health promotion in the nation (Mallee, 2017). Besides this effort, there has been creation of a federal program for health; Healthy People 2020 which was designed to help decrease rising morbidity and mortality rates associated with diseases through setting new goals every 10 years.

 

Due to the impact of the above aspects, wellness has continually improved through factors such as health screenings, proper nutrition, healthy living behaviors and choices. Nurses who are usually the first contact of patients, are tasked with the responsibility of advocating health promotion to ensure quality care. Through their role as educators, they continually strive to be knowledgeable caregivers who base their practice on sound scientific evidence founded research. The incorporation of latest evidence, clinical expertise and patient preference and values helps to influence positive outcomes that ultimately enhance health promotion (Falkner, 2018).

 

References.

American Academy of Pediatrics. (2015). History of immunizations. Retrieved from https://www.healthychildren.org/English/safety-prevention/immunizations/Pages/History-of-Immunizations.aspx

Falkner, A. (2018). In GCUs Health Promotion: Health and Wellness Across the Continuum. Retrieved from

https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php

Mallee, H. (2017). The evolution of health as an ecological concept. Retrieved from https://sustainabilitycommunity.nature.com/posts/20580-science-paradigms-health-environment-evolution

World Health Organization. (n.d.a). Health promotion. Retrieved from http://www.who.int/topics/health_promotion/en/

Pschology Paper

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In a minimum 5-page essay, you will use Gees idea of discourse communities to look at a career of interest to you. You will use Gees concept of discourse communities to:

Explain the most important values, actions, language, and belief systems of your career

o You must also explain WHY these things are valued and how they align or conflict with your own values 

Discuss other discourse communities that it is connected to and how it is connected

o For example, a police officer is connected to several different discoursescriminals, victims, emergency services (and many more)

Explore a controversial issue in your career and how the controversy is connected to different (but related) discourses or sub discourses in the same field

Explain which parts of the discourse you see as needing to be acquired and which parts you see as needing to be learned and why

Finally, end by discussing your own membership in this discourse

o Where do you see yourself in terms of having a full identity kit in this discourse?

You should consider and analyze all of the aspects of an identity kit

o What do you still need to learn and how do you plan to learn it?

o What do you still need to acquire and how do you plan to acquire it?

o What parts of the discourse conflicts with other discourses you belong to?

o What else has stood out to you in learning about this discourse?

Special notes:

INTRODUCTION: In addition to introducing the career, a successful paper will introduce Gees idea of discourse communities and connect it to the career in the first paragraph (or two) of your paper. 

GEE AS A FRAMEWORK: Your paper should extensively use Gees ideas as a way to analyze your career as a discourse. You are expected to quote/paraphrase from Gee often. 

: In order to do this project successfully, you will need to do research about your discourse community. You will need to use at least four outside sources, not including Gee. 

Requirements: 

Four outside sources in addition to Gee

Minimum 5 pages

Either APA or MLA format and citation

See syllabus for due dates

use accounting major

L5G

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Please watch the following videos:

  

  

  

Based on your readings in the text or other research, discuss your thoughts about these videos. What are some suggestions for avoiding cultural gaffes? Were there any suggestions that surprised you? Based on your experiences with those from other cultures, are there other tips you could suggest? Have you ever made one of these cultural mistakes? If so, what were the consequences or situation?

250 Words

Examining the Effect of Societal Inequities

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How has the complex interplay of student differences, institutional racism and discrimination, teacher and societal biases led to low expectations, and unfair school policies and practices that affect our nations students and schools?
What are the short and long term effects of racism, prejudice, and discrimination for the field of education?
What structures do you see in your daily professional and personal life that limit the human education potential?
As an educational leader considering the interplay, effects, and structures addressed above, What implications do you see for school reform?
Length: 5 pages not including title and reference pages.
Referenced: Minimum of 3 scholarly resources.
Nieto and Bode (2012) suggest education must take on the challenge of no longer replicating societal inequities. Instead it is meant to reflect the ideals of democracy. However, they also write that our schools have consistently failed to provide an equitable education for students of all backgrounds and situations. Racism, prejudice and discrimination are defined and practiced in schools through education, school policies and institutional power. Nieto and Bode (2012) provide several studies that address issues of racism, sexism, classism, and other forms of discrimination in U.S. schools. They argue that overt acts of discrimination are only one way that racism manifests itself in the classroom. Racism can be as subtle as low expectations from teachers or turning a blind eye to discrimination in the school system. Nieto and Bode (2012) suggest that while teachers have little control over the environment outside the classroom, we do have a responsibility to advocate for our students. By addressing our own biases, challenging unfair school policies, resisting institutionally oppressive structures, breaking down barriers to equitable access to learning, and working to change policies and practices outside the classroom we can work toward a more equitable education system.

Nieto and Bode (2012) consider democracy, as theorized by Dewey and others, a liberatory practice. This conception of democratic teaching practices offers equitable opportunities for all students. Unfortunately, many students in U.S. schools are not given the opportunity to see themselves as equal citizens due to educational structures that limit their potential. These structural and organizational issues include tracking, retention, standardized testing, traditional curriculums and pedagogy, climate and physical structures, disciplinary policies, teachers and family and community have limited involvement. In this chapter, the reader is encouraged to examine each structure, using the most current research, in order to conceptualized multicultural school reform. As you read through your assigned reading for this activity, reflect on the following definitions from the text:

Prejudice
The attitudes and beliefs of individuals about entire groups of people. These attitudes and beliefs are generally, but not always, negative. Attitudes alone, however, are not as harmful as the behaviors, policies (65).

Discrimination
Discrimination (whether based on race, gender, social class, or other differences) denotes negative or destructive behaviors that can result in denying some groups their lifes necessities as well as privileges, rights and opportunities enjoyed by other groups. Discrimination is usually based on prejudice (65).

Institutional discrimination
Institutional discrimination generally refers to how people are excluded or deprived of rights or opportunities as a result of the normal operations of the institution The systematic use of economic and political power in institutions (such as schools) that leads to detrimental policies and practicesdoes far greater damage. These policies and practices have a destructive effect on groups that share a particular identity, be it racial, ethnic, gender, or other. The major difference between individual and institutional discrimination is the wielding of power (67).

Systemic
Discrimination is not simply an individual dislike of a particular group of people. The systemic nature of discrimination has long-range and life-limiting effects of institutional racism and other kinds of institutional discrimination. Discrimination is systemic because it is manifested in economic, political and social power (67).

Racism
Discrimination based on race (68).

Institutional Racism
Racism as an institutional system implies that some people and groups benefit and others lose. Whites, whether they intend to or not, benefit in a racist society. According to the late Meyer Weinberg, a well-known historian whose research focused on school desegregation, racism is a system of privilege and penalty. That is, one is rewarded or punished in housing, education, employment, health, and in other institutions by the simple fact of belonging to a particular group, regardless of ones individual merits or faults (67).

Reference:
Nieto, S. & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education (6th ed.). Boston, MA: Pearson Education.

BOOKS and RESURCES:

1.  Affirming Diversity: The Sociopolitical Context of Multicultural Education
External Learning Tool

2.  Class Action: Building Bridges Across the Divide. Classcism

3.  Class Matters.
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