Sermon Outline or Bible Teaching Outline

Moving From Exegesis to Application: Sermon Outline or Bible Teaching Outline It is important to not only be able to properly interpret the Bible, but also to move from proper interpretation to proclamation and exposition of the text. In this assignment, you provide a 500-750 word outline where you demonstrate that you can properly interpret […]

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prepare and submit a term paper on Sociological Explanations for Inequalities in Health Care. Your paper should be a minimum of 2250 words in length.

You will prepare and submit a term paper on Sociological Explanations for Inequalities in Health Care. Your paper should be a minimum of 2250 words in length. Quality or inequality, especially dependent on the social status on the individual or high social-economic status gives high-quality health care, considering rich countries how to devote and concerned about health care, as a base for progression and inverse. Countries with the shallowest gradient between the rich and the poor (e.g. Japan) have the best health indicators while those with steep gradients between the rich and the poor (e.g. the USA) have the worst health indicators. Observing low-status ethnic groups it came out that they face severe economic discrimination starting from access to loans and to basic of participation in economic life, such as healthcare and health insurance, adequate schooling and access to the legal system. This leads to the explicit outcomes of lower wages and participation in the informal sector of the economy with its increased exposure to health hazards at work and correlation with addiction and violent behavior. These political and economic inequalities are added to by a general disparagement and denigration of cultural values and health belief systems, and stereotypical representation of ethnic groups as responsible for their own problems. The social pattern experiences of poorer health are based on a class position concerning gender health issues and ethnicity. People in lower classes suffer more from chronic disease and their children weightless at birth and they are shorter. There are also market inequalities in access to preventative services. National and international patterns of growing inequalities of wealth and income in the West mean that inequalities of health are also widening. The experience of poverty, homelessness, and unemployment –socio-economic inequality – results in social exclusion, a lack of social networks and low levels of social support resulting in low self-esteem leading to greater vulnerability to disease and early death.

Healthy Aging: Promoting Well-being in Older Adults

Watch this link attached and answer questions (200-250 words)https://youtu.be/Zdfw8uQ-vA4 What are your reactions to this presentation by the CDC? Provide one-two paragraphs of your reflection. Did any of the data surprise you?..concern you?…Provide examples from the presentation to support your reflection. Address one of the four National Prevention strategies listed in the Healthy Aging Action […]

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Create a 8 pages page paper that discusses gendering social work. Divide the students into two groups: (1) male students. and (2) female students. Before starting the group activity, call on the female students and instruct them to actively participate in the group discussion. Inform the female students to keep on talking while the male student(s) participate in the group discussion.

Create a 8 pages page paper that discusses gendering social work. Divide the students into two groups: (1) male students. and (2) female students. Before starting the group activity, call on the female students and instruct them to actively participate in the group discussion. Inform the female students to keep on talking while the male student(s) participate in the group discussion.

Without mentioning the main purpose and objectives of this activity, the group of young men and women will be asked to read “Jazz ’03 Proudly Salutes Women in Jazz“. After allowing the students to read the article for 20 minutes, breaking the male privilege exercise will start by rarely calling on the male students to participate in the group discussion throughout the exercise. In case one or two male students is called to participate in the group discussion, make sure that each one of the male student will be given only a limited time to talk.

During the last 15 minutes of the entire activity, start an open-discussion with the students regarding how they personally felt during the group discussion specifically on how the male students were given the chance to participate in the group discussion versus the female counterpart. For this particular question, take note which group complains more than the other group. As soon as the proctor receives a comment from each student, it is necessary to write down the comment of each student on the board. This will allow the students and the proctor to have a better analysis on how the group discussion went.