Read the Chapter 23 Library Database Article, “The Luther Legacy” and pages 493 & 495 (5th edition) or pages 506-510 (6th edition) in Traditions and Encounters. And Answer the following questions:
What were the profound political, social, intellectual, and religious implications of the Protestant Reformation as a result of Luther?
1) Briefly summarize the article from the Library Database. (One paragraph)
2) Use BOTH the article and related textbook reading to help answer the question in bold above.
3) Describe what you liked or disliked about the article. How did the information presented in the article compare with the information found in the text?
4) Compare the two readings to sum up your paper.
Write a two page, double-spaced paper discussing the readings. Submit it as a WORD document.
We can write this or a similar paper for you! Simply fill the order form!
Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic 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.
Step One (20 points): Select and identify a topic that we will have covered in class/the reading prior to the assignment deadline. (Hint: The first sentence of your short paper should identify the topic you selected.)
Step Two (20 points): Briefly summarize what you already know from class/the reading about the topic. (Hint: After the first sentence that identifies the topic you selected, the rest of your first paragraph can focus on this brief summary.)
(The great majority of your paper should focus on Steps 3-6.)
Step Three (20 points): Identify questions you still have about the topic. (Hint: Don’t pick a topic about which you have no additional questions.)
Step Four: Consult the available research (from reputable sources) on the topic to see if the questions you identified in Step Three have already been answered. (Hint: You might need to visit the library to help you find any relevant research.)
Step Five (50 points): Describe what you learned from consulting the available research.
Step Six (50 points): If you were to conduct your own research on the topic, what would you do? Perhaps you might design an experiment or develop a survey. Describe in detail the research you would conduct and what you would hope to learn from the research. Note: I am not asking you to actually conduct any research; I am just asking you to propose it.
Step Seven (20 points): Cite any references you used in the creation of your paper. Your textbook counts as a reference.
Step Eight (20 points): Edit your paper for spelling and grammar. Make sure your writing is clear and organized.
Additional Guidelines:
This is a short paper. It should be 3-5 pages long (not including references). You can use 12-point Times New Roman font, and the paper can be double-spaced. Do not include a heading; just write your name at the very top of your paper.
The paper is due by the scheduled end of class on Thursday, December 6. See the syllabus for the policy regarding late papers.
I am here to help if you get stuck. That said, if you wait until the last minute, I probably won’t be able to help you very much because there won’t be time for me to help you.
The paper is worth 200 points. See the total possible points for each step (except for Step Four) noted above. Step Four is worth 0 points because the quality of your work for that step should be reflected in Step Five.
We can write this or a similar paper for you! Simply fill the order form!
Fire code violations have increased in your area over the past two years. Local business owners are complaining to city officials about the fines and costs to mitigate the code violations. The chief has asked you to conduct a cost–benefit analysis of fire code compliance. This analysis should provide an overview of non-enforcement versus enforcement of the fire code.
Try to research the number of commercial fires that occur within your jurisdiction, and determine if the fires could have been prevented if fire codes were enforced.
Your analysis should be two to three pages in length and follow APA guidelines. Make sure to use the textbook and at least one scholarly reference to support your statements. The title and reference pages are not included in the page-count requirement.
Textbook Citation:
International Association of Fire Chiefs, National Fire Protection Association. (2012). Fire inspector: Principles and practice. Burlington, MA: Jones & Bartlett Learning.
Cost-Benefit Analysis Videos:
O’Loughlin, E. [Eugene O’Loughlin]. Problem solving techniques #7: Cost-benefit analysis [Video file]. Retrieved from https://www.youtube.com/watch?v=3LeV98kPKFk
Urban Institute. [Theurbaninstitute]. (2010, November 15). Cost-benefit analysis and crime control [Video file]. Retrieved from https://www.youtube.com/watch?v=MeWnJktuanI
The Psychology of Exercise Environment 1- 3 psychological factors that affect people in exercise environments
The Psychology of Exercise Environment
2- explain three psychological factors that affect people in exercise environments This is a sports science assignment, link the websites you use so I can reference them later! 🙂 Include any explanatory images and theories. Exercise environment matters a lot from a psychological and exercise behavior point-of-view. You can get very different psychological and physical benefits from your exercise experience depending upon what kind of exercise environment you’re in. If you want to enjoy your exercise more, you’ll probably want to exercise outdoors rather than indoors.
Addressing Transference and Counter Transference when working from the Interpersonal Psychotherapy Approach
For this Discussion, you will examine the role of transference and counter transference and how you might use alternative methods or interventions when dealing with counter transference in Interpersonal Psychotherapy.
To prepare for this Discussion:
Review the Learning Resources for this week and consider what transference and counter-transference are and how they are viewed as an integral part of the relational/Interpersonal Psychotherapy approach.
Post an explanation of what transference and counter-transference are and how they are viewed as an integral part of the relational/Interpersonal Psychotherapy approach. Explain the alternative methods or interventions that address transference and counter-transference from an Interpersonal Psychotherapy approach. Use your Learning Resources to support your post. Use proper APA format and citations.
We can write this or a similar paper for you! Simply fill the order form!
Select one of the following topics and write a 5-page paper. Your paper must follow APA guidelines including proper citations of references:
Amnesia due to emotional trauma:
There is scientific consensus that amnesia can be caused by head trauma and other organic causes. More controversial is amnesia caused by emotional trauma. There is little or no experimental evidence for the psychodynamic mechanism of repression. Yet movies portray this as a common event. Do you believe that amnesia can be caused by emotional trauma? What possible underlying mechanism would explain this phenomenon in neurologic terms? What doubts are cast by researches on the validity of psychological amnesia? You must address both the pros and cons of this issue and demonstrate critical thinking, not just advocating one position over the other. Support your paper using the current literature. You may wish to refer to this week’s optional learning resources as a starting point.
Compare and contrast the amnesia associated with bilateral medial-temporal lobectomy and that associated with Korsakoff ’s syndrome. Support your paper using the current literature.
We can write this or a similar paper for you! Simply fill the order form!
For the first part of this Application, you review the client in the case study in the Learning Resources. Give a DSM diagnosis for the presenting problem. Include an assessment of the client’s ability to function in daily life. Be sure to pay particular attention to symptoms of the disorder and the influence of the disorder on the client as well as the client’s significant other.
For the second part, imagine a 13-year-old female client is brought by her parents to see you. Her parents are concerned because they report their daughter is very unhappy with being a girl. She is increasingly being teased at school because she looks, dresses, and tries to act like a boy. She is an active athlete, but will only play contact sports with boys. The client states she does not like her breasts and wishes she could have them removed. She reports that she has always wanted to be a boy for as long as she can remember. Give a DSM diagnosis for the presenting problem. Include an assessment of the client’s ability to function in daily life. Be sure to pay particular attention to the symptoms of the disorder and the influence it has on the client, as well as the client’s family.
The Assignment (5–6 pages)
A DSM diagnosis of each client
An explanation of your rationale for assigning these diagnoses on the basis of the DSM
An explanation of what other information you might need about each client to make an accurate diagnosis
A brief description of additional individuals you might include in your assessment and explain why
Discuss how you would produce a comfortable environment to lead your clients to discuss their issues.
We can write this or a similar paper for you! Simply fill the order form!
Why did Napoleon Bonaparte assume control of France, and what factors led to his downfall
The paper needs to be done in Times New Roman, font 12. Citations to be done in Chicago Style- use superscript numbers to identify the citation. Provide footnotes at the bottom of the page.
– he was a skilled military man
– had a lot of victories that led him to become commander
– he failed in Egypt but then he returned to France so it did not ruin his reputation
– he conquered most of Europe
– imposed the Continental System
– was at war with most of Europe at one time
– Prussia, Russia, Austria, and Britain became allies to overthrow Napoleon
– he was sent to Alba to live out his days but he comes back
– in the end he gets sent to Africa (St. Helena) to live out his days.
Wearied by the weaknesses of the Directory, a group of conspirators joined forces with Napoleon Bonaparte to oust the Directors and give Napoleon control of France. His reputation as a brilliant military leader and his charisma and determination made him seem ideal to lead the country to victory over its enemies. However, Napoleon’s relentless ambitions ultimately led to his downfall. Not satisfied with his successes throughout Europe, and struggling to maintain his hold on Spain and Portugal, Napoleon made the fatal mistake of attempting to invade Russia in the summer of 1812. After a disastrous retreat from Moscow, he was eventually forced to abdicate the throne in 1814.
We can write this or a similar paper for you! Simply fill the order form!
Effects of age differences on Statistics Anxiety and attitude among undergraduate students
Order Instructions:
SPSS
SAMPLE ANSWER
Effects of age differences on Statistics Anxiety and attitude among undergraduate students
Abstract
Statistical anxiety is proving to be a menace in an educational setting especially for students pursuing a statistics-related course. It is exacerbated when students in non-statistical degree programs like sociology and humanities. The age of students has shown disparities in the group of students where older students have been shown to have greater anxiety than the younger students.
Effects of age differences on Statistics Anxiety and attitude among undergraduate
Apprehension to statistical data is by no means a rarity, as it falls under what psychology refers to as “statistics anxiety.” As bizarre as the term may seem, its reference to a person’s discomfort over dealing with anything about statistics attaches with it a cause of concern relating to the ability to present and interpret valuable data. However, according to Onwuegbuzie & Wilson (2003), about 80% of social and behavioural sciences students still experiences statistics anxiety. Thus, this negatively affects the student’s academic performance, including his/her psychological and physiological conditions (Zehra Ali & Iqbal, 2012). In this sense, the focus of this study is the group of students in non-statistical courses like sociology and humanities. The participants will be categorized into traditional and non-traditional students based on their age differences.
The importance of learning more about statistics anxiety relies on the essence of expanding statistics literacy, which is highly important in a democratic setting, where everyone’s input impacts the course of action (Chew & Dillon, 2014), considering the field’s instrumental contribution to the social sciences. Following fkee & Sulaiman (2014), statistical anxiety can be viewed as an obstacle to the student’s learning. Moreover, it is also found out that there is a significant relationship between intolerance of uncertainty and the age of student that highly promotes statistical anxiety (Legum et al., 2013; Williams, 2015). In the light of age demographics, according to Legum et al. (2013), there is a statistical significance between age and the levels of statistics anxiety where older students have shown greater statistical anxiety as opposed to the younger ones.Also student’s attitude towards statistics course may influence his/her performance. According to Sese’ (2015), attitude shows a strong direct analyst of performance and plays a great mediating role within the student’s academic performance. Students who have negative attitudes and unfavourable attitudes may contribute anxiety and low efficiency towards statistics (Dr. Eduljee & LeBourdais, 2015).
However, in a positive view, statistics anxiety is also a necessary provocation to help students to achieve optimal performance ((Dykerman, 2011); (Chei-Chang, Yu-Min, & Li-Tze, 2014); Macher et al., 2012).
The following hypotheses were constructed in the light of the above review:
There is a significant association between age demographics and statistics anxiety
Statistics anxiety heavily influences a student’s attitude towards statistical courses.
Many have come to appreciate the importance of literacy in statistics. This has resulted in an increasing number of statistical courses in various degree programs. According to Amanda (2010), close to 80% of the graduates, exhibit statistics anxiety especially in the fields of social and behavioral sciences. As a result, students usually procrastinate their statistics courses because of such fear (Chew & Dillon, 2015). Chew and Dillon (2014) asserts that empirical data provides evidence that those students who are in non-mathematical degree programs claim that statistics and related courses are the ‘most anxiety-inducing courses’ (Chew & Dillon, 2015). As the literature asserts, students in the non-statistical courses are more or less fearful of statistical courses infused in their degree programs (Chew & Dillon, 2015). This paper seeks to investigate the association between age and statistical anxiety in relation to the consequential development of attitude towards statistical courses.
Anxiety refers to worry and fear that an individual develops in anticipation of a threat even though the outcome is uncertain. In this sense, the individual exhibits fear and worry but is unable to point out the source of the anxiety (Jordan, McGladdery & Dyer, 2014). Regardless, he or she expects something harmful and even painful. The outcome of such behavior results in individuals avoiding likely sources of the anguish (Brown & Tallon, 2015). According to Amanda (2010), anxiety also includes the perception of our inability to control future events and that they might be related to several different events. As a result of the lack of control over the future events, anxiety might occur because people worry that things might happen and cause pain or stress (Bui & Alearo, 2011). Anxiety in the academics has been acknowledged extensively and has been asserted to take several forms including mathematics and statistics anxiety. According to Amanda Williams (2013), statistics anxiety has been considered to be “a multi-dimensional construct.” The six components of statistics anxiety include “worth of statistics, interpretation, test, class anxiety, computation self-concept, and the fear of asking help” (Williams, 2013). The aspect of interpretation anxiety refers to the fear and worry developed when students are faced with the task of interpreting the statistical results. Those with high scores on this aspect find statistics to be very provoking (Dykerman, 2011).
Several researchers have correlated it with age differences where they assert that older students exhibit more fear and worry when it comes to mathematical and statistical courses (Morsanyi et al., 2016). A study by Ngoc and (2011) involving 104 participants discovered that older students depicted the highest levels of anxiety as opposed to the younger ones. However, what stands out clear is that statistics anxiety depicted a direct correlation with age (Devaney, 2010). In other words, the traditional students are more anxious when compared to the non-traditional ones.
Methodology
The literature review pointed out that the two groups of students who are to be studied were the traditional and non-traditional students. Following their definition, the traditional students are those who studied mathematics or statistically related courses at the 11th year or below. The non-traditional students, on the other hand, are those who studied after the 11th year which includes the 12th year and university level. The desired sample size was 100 students but downsizing was solely for convenience purposes. A total of 50 students, 26 males and 24 females were involved in the data collection process of this study. Their ages varied from 18 years to 30 years. This is because students older than 30 were present in the university environs but most of them are not undergraduates.
This study involves assessing students to measure their levels of anxiety concerning taking statistical courses. During the data collection process, students were approached randomly regardless of their degree program.
The data was collected via a questionnaire which contains only one open-ended questions. Firstly, the student is to provide a general comment about the course expectations followed by an anxiety scale trying to score their level of anxiety when it comes to the course (Welch et al., 2015). The Likert scale is next component used to measure the attitudes of students followed by the demographic information.
Results
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
26 and below
30
60.0
61.2
61.2
Above 26
19
38.0
38.8
100.0
Total
49
98.0
100.0
Missing
Missing Values
1
2.0
Total
50
100.0
Table 1: Descriptive statistics for the age variable
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Year 11 and Below
14
28.0
28.0
28.0
Year 12 and Above
36
72.0
72.0
100.0
Total
50
100.0
100.0
Table 2: The level of mathematics education
CommentAttitude
N
Mean
Std. Deviation
Std. Error Mean
The Approximate attitude of each student towards statistics.
Positive
34
31.0588
3.77344
.64714
Negative
16
22.1875
.83417
.20854
Table 3: Group statistics for the independent t test for the student attitude variable.
Levene’s Test for Equality of Variances
F
Sig.
The Approximate attitude of each student towards statistics.
Equal variances assumed
66.509
.000
Equal variances not assumed
Table 5: The independent t test values for the attitude variable
CommentAnxiety
N
Mean
Std. Deviation
Std. Error Mean
The Approximate levels of anxiety for each student.
High Anx
11
36.64
1.567
.472
Low Anxi
37
28.70
3.527
.580
Table 6: Group statistics for the independent t test for the level of anxiety
Levene’s Test for Equality of Variances
F
Sig.
The Approximate levels of anxiety for each student.
Equal variances assumed
4.692
.036
Equal variances not assumed
Table 7: The independent t test for the anxiety variable
CommentAnxiety
Total
High Anx
Low Anxi
The Students’ age.
26 and below
7
23
30
Above 26
5
14
19
Total
12
37
49
Table 8: A crosstab showing the comparison of the students’ age and levels of anxiety
CommentAttitude
Total
Negative
Positive
The Students’ age.
26 and below
7
23
30
Above 26
9
10
19
Total
16
33
49
Table 9: A crosstab showing the comparison of the students’ age and attitude
CommentAttitude
Total
Negative
Positive
The Students’ age.
26 and below
7
23
30
Above 26
9
10
19
Total
16
33
49
Table 10: A crosstab showing the students’ level of math education and their attitudes
CommentAnxiety
Total
High Anx
Low Anxi
The highest level of Math studied.
Year 11 and Below
3
11
14
Year 12
4
11
15
University
6
15
21
Total
13
37
50
Table 11: A crosstab showing the students’ level of math education and their level of anxiety
Discussion
Following the study, the age variable was categorized into two groups, those aged 26 years and below, and those above 26 years. The former group refers to the non-traditional students whereas the latter comprised of the traditional ones. 60% of the sample was above 26 years whereas the remaining 40% were above 26 years. Also, 7 out of 30 students aged below 26 years depicted high levels of anxiety while 5 out 19 students aged above 26 years exhibited anxiety. 23 of 30 students remaining aged below 26 years showed low stress levels and 14 of 19 students above 26 years were also not anxious. 7 out 30 students aged below 26 years portrayed a negative attitude while the remaining 23 had a positive attitude. The non-traditional students were more fearful of statistics than the traditional ones. This could be attributed to the fact that the older students had learned about statistics in their recent past coupled with the fact that they also have higher levels of mathematical education (González et al., 2016). For those over 26 years, 9 out of 19 students had a negative attitude while the remaining 10 had a positive attitude. As such, more students with a positive attitude exhibited low levels of anxiety while the few who had a negative attitude had high levels of anxiety and stress.
Following the independent t-test, there were significant differences between the sample group means considering that a significant value of 0.036 was achieved which is less than 0.05. There were several groups obtained from the data extrapolated from the variables and they include high levels of anxiety, low anxiety levels, positive and negative attitude. This statistical finding could be explained by the fact that students with higher levels of anxiety developed a negative attitude towards statistics and vice versa. This study is significant and can prove to be helpful in the development and implementation of interventions for students with statistics anxiety in a bid to reduce the dislike for the non-mathematical courses taking statistics (Morsanyi et al., 2016).
Reference
Bui, N. H., & Alearo, M. A. (2011). Statistics Anxiety And Science Attitudes: Age, Gender, And Ethnicity Factors. College Student Journal, 45(3), 573-585.
Brown, M. J., & Tallon, J. (2015). The Effects Of pre-Lecture Quizzes On Test Anxiety And Performance In A Statistics Course. Education, 135(3), 346-350.
Chei-Chang, C., Yu-Min, W., & Li-Tze, L. (2014). Reducing Statistics Anxiety And Enhancing Statistics Learning Achievement: Effectiveness Of A One-Minute Strategy. Psychological Reports, 115(1), 297-310.
Chew, P. H., & Dillon, D. B. (2015). Statistics Anxiety and Attitudes Toward Statistics. Annual International Conference On Cognitive & Behavioral Psychology, 148-151.
Devaney, T. A. (2010). Anxiety and attitudes of graduate students in on-campus vs. online statistics courses. Journal of Statistics Education, 18(1), 1-15.
Dykeman, B. F. (2011). Statistics Anxiety: Antecedents And Instructional Interventions. Education, 132(2), 441-446.
Eduljee, N. B., & LeBourdais, P. (2015). Gender differences in statistics anxiety with undergraduate college students. The International Journal of Indian Psychology, 2(3), 69-82.
Erfanmanesh, M. (2016). Information seeking anxiety: Effects of gender, level of study and age. Library Philosoph and Practice (e-journal), 1-20.
González, A., Rodríguez, Y., Faílde, J. M., & Carrera, M. V. (2016). Anxiety in the statistics class: Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates. Learning & Individual Differences, 45214-221.
Jordan, J., McGladdery, G., & Dyer, K. (2014). Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well-being. Dyslexia (10769242), 20(3), 225-240.
Legum, H., Schmitt, B., Pointer, M., Murray, R., O’Bryant, B., Owens-Southall, M., & Jeter-Twilley, R. (2013).The relationship between undergraduate and graduate students’ statistical anxiety, worry levels, and their coping skills based on age and gender,The AABSS Journal 17, 305-314.
Macher, D., Papousek, I., Ruggeri, K., and Paechter, M. (2015). Statistics anxiety and performance: Blessings in disguise.Frontiers in Psychology, 6, doi: 10.3389/fpsyg.2015.01116.
Ngoc, B. H., & Alearo, M. A. (2011). Statistics anxiety and science attitudes: age, gender and ethnicity factors. College Student Journal, 55(3), p573.
Sesé, A., Jiménez, R., Montaño, J., & Palmer, A. (2015). Can Attitudes toward Statistics and Statistics Anxiety Explain Students’ Performance? // ¿Pueden las actitudes hacia la estadística y la ansiedad estadística explicar el rendimiento de losestudiantes?.REV PSICODIDACT, 20(2), 285-304. http://dx.doi.org/10.1387/revpsicodidact.13080.
Welch, P. S., Jacks, M. E., Smiley, L. A., Walden, C. E., Clark, W. D., & Nguyen, C. A. (2015). A Study of Statistics Anxiety Levels of Graduate Dental Hygiene Students. Journal Of Dental Hygiene, 89(1), 46-54.
Williams, A. S. (2013). Worry, Intolerance of Uncertainty, and Statistics Anxiety. Statistics Education Research Journal, 12(1), 48-59.
Williams, A. (2015). Statistics anxiety and worry: the roles of worry beliefs, negative problem orientation, and cognitive avoidance, Statistics Education Research Journal, 14(2), 53-75.
Zehra Ali, A. & Iqbal, F. (2012). Statistics Anxiety among Psychology Graduates: An Analysis, 53, 113. http://dx.doi.org/10.7763/IPEDR. 2012.
We can write this or a similar paper for you! Simply fill the order form!
As you begin the transition from academic courses to career opportunities, reflect on how the strategies already discussed can help to guide you through the process. Consider the degree path you have chosen and what additional skills or activities you should engage in beyond the academic learning in your courses to be successful. What initiatives and goals do you have for this career? Begin and continue to establish your academic journey and career goals.
Individual courses within the program will offer opportunities through assignments that develop particular skills pertinent to specific career requirements and transfer of acquired knowledge. Other courses and specific assignments such as interview, practicum, and capstone projects provide opportunities for students to be exposed to relevant problems and creative activities in health care. These opportunities will require students to apply techniques acquired from the classroom to active investigation with experienced mentors in the field.
Research where to find career openings in your chosen field, select a position you might be interested in, and identify the qualifications and experience required. Identify these requirements as you progress through the coursework provided in your program. Take initiative to inquire and explore as you make connections with your coursework and career goals. Some items to consider further are membership in a professional association, the use of Internet job boards for research into future trends, licensure compliance throughout the country/world, and occupational conditions such as location, shifts worked, required equipment, or safety standards.
Listed below are some suggestions related to the types of information that you may want to include in this section of the document:
1) Who? Who would make up my network (e.g., peers, instructors, professionals, colleagues) essential to success in my chosen field in relation to this particular course?
2) What? What are my findings from researching competencies and/or certification requirements for my specific job role in relation to this course?
3) When? When should I begin to make the connection between my course of study and my career goals?
4) Where? Where does this course fit in my career goals? Where could I schedule an interview or internship to bridge the theory in my course with the practice of a job in the field?
5) Why? Why are peer-reviewed articles important and what is the significance of them in a career in health care?
6) How? How does this course relate to the requirements of my career goals? How can I make a link between the course and career experience that I need?
Focus on the concepts and skills learned from this course and spend time reflecting on Who, What, When, Where, Why or How, in establishing your academic and career path. Examples are provided below. The table will continue to expand as you progress through the course.
Date Category
(Who, What, When, Where, Why or How) Comment Required Follow-Up 1/21/2011
Who EXAMPLE: Donald Duck – Current manager of the T& D department at ABC hospital. He has agreed to act as a professional mentor as I complete this program. We discussed the capstone project deliverable and steps required for approval.
Who
Who
1/29/2011
What EXAMPLE: Read an article entitled, “Health Care Delivery Dynamics.” This may be my target topic for project:
What
2/10/2011
When EXAMPLE: Obtain evidence research project approval from ABC hospital. (5/31/2010)
2/17/2011
Where EXAMPLE: Professional health care association – ACHE (American College Health Care Executives) Made contact and inquiries.
Where
2/24/2011
Why EXAMPLE: Based on recent readings, identify five reasons the project would be beneficial to my organization (improve patient care, enhance hospital efficiency, save money, make money, improve quality).
Why
03/02/2011
How EXAMPLE:
Tour health care setting (hospital, nursing home, home health agencies or insurance company) facility and interview IT security officer to gain understanding in the field (04/12/2010)
How
SAMPLE ANSWER
Establishing My Academic and Career Path
The transition from academic courses to career opportunities involves a proper planning for one to be successful (McClintic-Gilbert et al., 2013). It is pretty obvious that one must have a good network of professionals already in the field of nursing, peers, and colleagues. John Doe – A forensic nurse at the Massachusetts General Hospital, Boston, agreed to act as my professional mentor now and as soon as I get done with my nursing degree. We talked about the several courses we learn each academic year in University and how crucial they are in the field of nursing. We also discussed my capstone project, and she confirmed that it was authentic and gave me tips to making it approved.
Becoming a competent professional forensic nurse requires me to have completed a master’s degree in nursing from a certified nursing school. After nursing school, I need to get registered by doing the National Counsel Licensure Examination for Registered Nurses (NCLE-RN). After that, I will do other professional courses which include classroom and clinical training offered at colleges or at health facilities or just choose to enroll in a school offering a Forensic Nursing master’s degree program. The continued education will help me be updated about recent changes in practice. Obtaining the master’s degree with clinical training will evidently enable me to perform all the duties of a forensic nurse which include collecting blood, tissue or semen samples, evaluating and documenting patient wounds and managing emotional trauma on victims.
The time for making the connection between the course of study and career is while in school. That time is appropriate since most of the course assignments provide opportunities to dive deep into the subfield industries and occupations relating to my career.
We can write this or a similar paper for you! Simply fill the order form!
