Group Roles

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Consider three specific roles you play/have played in groups in which you are a member (current or past). You can select one group or three separate groups.
Step 3: Please respond to the following questions/prompts:
Identify three specific roles you play/have played in groups in which you are a current or past member.
Please provide an example of how you have played each role.
Describe in detail the effectiveness and/or ineffectiveness of the presence of such roles in the group.
Why do you/have you assumed each of these roles?

Sample Solution

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Internal Communications

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Write a paper of 10–12 full pages (not including cover page, abstract, or references pages) formatted in current APA style and covering a topic on corporate communication found in the textbook.

An introductory and conclusion paragraph should be included in your paper.

Twenty-five academic, peer-reviewed articles are required to be utilized in your research paper. The research you found during the course and utilized in Discussion Board Forums can be used for the paper. There should be a focus and flow that ties all of the research together. As with the Discussion Board Forums, research should come from journals such as: the Harvard Business Review, Academy of Management Journal, Academy of Management Review, Journal of Management Studies, etc. All articles should come from the Liberty University Online Library and should be no more than five years old.

Sample Solution

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Juvenile Delinquency in a Diverse Society

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Biology and the Environment can directly impact the behavior of children. Watch the two videos below. Compare and contrast the Beth and Eric. How should juvenile justice policy address these types of problems?

The first video is footage of a psychopathic child cut from the 1990 documentary Child of Rage. Technically, the child is not officially a psychopath. She shows psychopathic tendencies, but this is due to her mistreatment at the hands of her parents. She actually suffers from an attachment disorder – a disorder that comes about when children such as Beth face abuse early in life. After therapy and a great deal of love, she is now a perfectly healthy adult that works tirelessly to help others. For those who want to learn more about the importance of love in a child’s early years, I suggest that you take a look at Harlow’s monkey experiments. Very similar.

video link
https://www.youtube.com/watch?v=VDVaiwzU8yc&feature=emb_logo

Read the textbox on page 99 of your book and then watch the following interview with Eric’s mom.
textbox on page 99
Biosocial Theories
Contemporary biological theories on crime are considered biosocial theories because they integrate biological, psychological, and social causes.21 These theories have come a long way from some of the early classical and biological theories, offering a more nuanced approach to the effects of biology, psychology, and environment on juvenile behavior. A variety of theories focus on this integration. For example, some researchers focus on neurological deficits such as natural developmental delays in the prefrontal cortex, given that the frontal lobes do not fully develop until late adolescence. The prefrontal cortex is responsible for planning and reflecting on ones actions. This research suggests that one of the reasons for the impulsivity of children is that their brains are not fully developed. These natural developmental delays have an effect on intelligence, verbal development, and attentiveness and focus. Research has linked these delays to poor self-regulation of emotions and behaviors, including delinquency.22 Given these developmental delays, Andrews and Bonta ask, If brain capacity and function is still developing, with frontal lobes developing last, can we hold adolescents responsible for uninhibited, anti-social behavior?23

Another area of research has examined the effect of diet on the likelihood of delinquency.24 This research has found an effect on several areas in a childs life depending on the type of diet he or she has. Most of this research suggests that diet has an indirect effect on delinquency. In other words, diet affects such things as depression, hyperactivity, or cognitive problems that then might impact the likelihood to engage in delinquency. Diets that are healthy in polyunsaturated fatty acids, minerals such as zinc and iron, and vitamins such as folate, B vitamins, and antioxidants, such as vitamins C and E, are linked to lower levels of attention deficit/hyperactivity disorder (ADHD), depression, schizophrenia, and dementia.

There has also been research on the effect of hormones, specifically testosterone, on delinquent behavior. Testosterone is secreted by both males and females, but in much larger doses by males. Some believe that testosterone is the reason why males are more likely to engage in delinquent behavior than females. It is assumed to be partly responsible for a greater likelihood of aggressive and delinquent behavior in males.25 However, while testosterone has been linked to aggressive behavior in animals, the research conducted on humans is much less conclusive.26 Research examining the effect of social factors on the effect of testosterone on aggressive or delinquent behavior has found that social class and environmental conditions may be mediating factors.27

Finally, of particular interest recently is the research that links toxins such as lead and manganese to the likelihood of delinquency and crime (see the In the News textbox). This research has found that exposure to high levels of lead is linked to a greater chance of delinquent and criminal behavior. This is especially important for our discussions for two reasons. First, children are much more vulnerable to excessive toxins because they cannot physically fight the exposure as well as adults, and it is likely that they are more exposed (e.g., if there is lead in household paint, kids are more exposed because they rub up against walls and are more likely to come into contact with paint chips). Second, it is more likely that children of color and poor children will be exposed to such toxins because they are more likely to be exposed to a crumbling infrastructure or homes that have not been renovated.28

video link
https://www.youtube.com/watch?v=mxeDVb92Zss&feature=emb_logo

Assignment:
After watching the two videos and reading the textbox on page 99, compare and contrast the Beth and Eric. How should juvenile justice policy address these types of problems?

Answer all aspects of the prompt fully, with no less than 3 full paragraphs. In-text citations are required and must be in APA format, but no reference page is required, unless you use a source beyond the videos and the text book.

4060-4 Health Promotion Plan Presentation

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Build a slide presentation (PowerPoint preferred) of the health promotion plan you developed in the first assessment (order _134058_350788.doc ). Then, implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your selected community member or group. In addition, collaborate with any participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

Review attached Vila Health Doc. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Professional Context

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.

Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a health promotion plan to an individual or group within a community.
References

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 5558.

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

This assessment builds upon Assessment 1 where you contacted and secured local individuals or group in your community who were open to a presentation about a health concern and health promotion strategies. Once again, you will assume the role of a community nurse tasked with addressing the specific health concern within your chosen community. This time, you will implement the health promotion plan that you developed in Assessment 1 as a PowerPoint presentation. This presentation must be live and face-toface. You know that you must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, obtain input on the value of the plan to the individual or group, and revise the plan, as applicable, to improve future educational sessions. To engage your audience, you decide to develop a slide presentation to communicate your plan. A copy of the slide presentation could also be given to the individual or group for future reference.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4). These assessments meet the three-hour clinical learning experience required in this course

Please review the assessment scoring guide for more information.

To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

Note: Remember that you can submit all, or a portion of, your draft plan to for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 2448 hours for receiving feedback.

Instructions

Complete the following:

  1. Prepare a PowerPoint presentation of the health promotion plan you developed in Assessment 1, with detailed speaker’s notes that include your evaluation of session outcomes. Speaker notes should reflect what you will actually say when you conduct the face-to-face session.
  2. Implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your chosen participants. Collaborate with the participants in setting session goals, evaluating outcomes, and suggesting possible revisions to improve future sessions.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Completion of this assessment, and the course, requires that you spend a minimum of three hours face-to-face working with your identified patient who may be a community member or group. Remember that it is a requirement to log your direct clinical hours in the CORE ELMS system.

Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours.

PRESENTATION FORMAT AND LENGTH

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

  • Title slide:
    • Health promotion plan title.
    • Your name.
    • Date.
    • Course number and title.
  • References (at the end of your presentation).
    • Be sure to apply correct APA formatting to your references.

The following resources will help you create and deliver an effective presentation:

  • .
    • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
  • .
    • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
  • .
    • This library guide provides links to PowerPoint and other presentation software resources.
  • .
    • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.

SUPPORTING EVIDENCE

Support your plan with at least three professional or scholarly references, which may include peer-reviewed articles, course study resources, and Healthy People 2020 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Present your health promotion plan to your chosen audience.
    • Tailor the presentation to the needs of your audience.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
    • Which aspects of the session would you change?
    • How might those changes improve future outcomes?
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
    • What changes would you recommend to better align the session with Healthy People 2020 goals and leading health indicators?