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  • Peer discussion

    I need to reply back to one of my peers. In a response to another student (200 words), share the following: A. What you learned from the student’s discussion.B. How that was similar or different from your own observations/experiences. This is my discussion post. Stratification refers to the way society classifies individuals based on wealth, income, education, and family status. It functions like a ladder, where richer people often enjoy better jobs, stable housing, and greater opportunities, while those at lower levels have fewer resources and face more challenges in their daily lives. This built-in inequality shapes our everyday experiences profoundly. Children from rich families typically receive a good education, proper medical care, and travelling opportunities. In contrast, children from low income families may be forced to leave school early to work or grow up in unstable environments with limited options. Over time, these disparities in the long run influence health, happiness, and life expectancy. In my experience, social class has a strong influence on choices and preferences. I was raised in a working-class family, with my parents working long hours to raise my siblings and I. I noticed that wealthy friends attended expensive colleges without anxiety, while children in my neighborhood dropped out of school to work and help take care of their siblings. Even small differences, such as how individuals speak during meetings, are noticeable. My lower-income friends tend to remain silent in the workplace to protect their jobs. In contrast, wealthier individuals express themselves more freely because they feel secure knowing they have financial support to fall back on. In this module, I learned how social class shapes peoples life chances. This module explained how opportunities are often influenced by family background, income, and access to resources. I have witnessed this in my hometown, where many families remain in poverty across generations, facing limited opportunities for upward mobility. As a dental assistant, I see social stratification in many ways through my patients. Patients with higher income often have dental insurance and can afford dental cleanings and treatment when needed. They usually come in for their 6 month routine check ups and are able to get diagnosed with problems early. In contrast, patients from lower income backgrounds may delay their dental care because they cannot afford treatment or don’t have any dental coverage. Many only seek dental care when they are in severe pain. These differences show how income and social status influences access to healthcare, overall oral health and quality of life. This is my peer discussion post that I need to reply to. I would define stratification as the way people are divided into groups based on how much power, money, and opportunity they have. Some groups have more advantages and access to resources, while others have less, which affects how people live their lives and the chances they have. Structured social inequality affects peoples lives by changing what they have access to and what they struggle with. People who have more money and power usually have better schools, healthcare, and job options. People with less often face more stress, fewer chances, and more obstacles. These differences can affect how people feel about themselves, their health, and the kind of life they are able to live. As a student teacher working in a low-income area, I have seen how social class directly affects students choices and behaviors. Many students come from families with limited financial resources, which can impact attendance, homework completion, and access to supplies or technology. Some students have parents who did not complete high school and may place less emphasis on education. Others take on additional responsibilities at home or experience stress that affects their ability to focus in school. I have also observed that students often have fewer opportunities for activities outside of school, which can influence their belonging at school. My experience as a student teacher matches a lot of what we learned in this module. The readings explain that education is supposed to give everyone a fair chance, but in reality, it often keeps inequalities in place. I see this in my classroom, where many students face challenges outside of school that affect their learning, like lack of resources, stress at home, or limited support. The idea of the hidden curriculum makes sense to me because students often learn what is expected of them based on how they are placed or treated in school. Overall, my experiences support what the module says about how social class and inequality shape students school experiences.
  • Assignment 3

    Complete these 2 questions in one page writing and make sure to properly cite

    Attached Files (PDF/DOCX): Questions.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Acute care journal

    I witnessed patients not having on DNR bracelets , i also Witnessed the IV not being labeled.

    please refer to the rubric and the example i have provided. My clinical day was on 2/12 2/5 you can use either day.

    Attached Files (PDF/DOCX): Acute Care Journal Rubric NUR 112.docx, Acute Care Journal Example – Nursing Judgment.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Discussion

    INTRODUCTION AND PREPARING FOR SUCCESS The journey of 1,000 miles begins with a single step. Lao Tzu, Chinese philosopher Beginning a graduate program may not be a journey of 1,000 miles, but it is no small task. You have made the decision to pursue your masters degree after careful consideration. And as with any new endeavor, you probably are filled with a sense of excitement and purpose, mixed with anxiety and nervousness. After all, this may be your first graduate program, and you may have many questions related to how long it takes to complete assignments, where to go if you need help, how best to manage all your activities and commitments, and how to get to know your Instructor and colleagues in the program. In selecting Walden University, you have chosen to pursue your education at an institution committed to its mission of positive social change. As such, you will be challenged throughout your coursework to consider how business can be used to bring about positive change, both within organizations and in the world at large. These assignments will not only help you to draw those connections but to consider how you, as an agent for positive change, can use your knowledge and skills to make a difference. It is also important to remember that you have made an individual decision to embark on this journey of graduate study, but you will not be traveling alone. Your Instructors come to the classroom with a wealth of knowledge and experiences you can draw and learn from as you interact with them through your courses. In addition to your Instructors, one of the most important resources in your program will be the other students you will meet who have similar goals and interests. Together you can develop an effective support group for each other. In this Discussion, you will have a chance to introduce yourself, to share thoughts about how you will use your education to build your skills as a positive change agent, and to begin to consider what success means to you academically, professionally, and personally. RESOURCES Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES To prepare for this Discussion: First, reflect upon why you are pursuing your degree and how you want to use your journey at Walden to improve your ability to be an agent for positive change. Then, access the video Meet Your Faculty Links to an external site., in which several faculty members share their own experiences and thoughts about why leadership is key to creating positive change. These faculty have collectively seen how this course can transform students, and they offer tips about how to get the most out of your Dynamic Leadership journey. Consider how you would define success for yourselfacademically, professionally, and/or personally. Finally, take a few minutes to review the Week 1 Discussion 1 Rubric, which will provide you with the specific criteria you should use to write your initial and response posts. These same criteria are what your Instructor will use to evaluate and grade your work. Note: It is highly recommended that you review the appropriate rubric before beginning this or any future work that you will submit to the Instructor. This will help ensure that you understand what is expected of you for each assignment. BY DAY 3 Post an introduction, including your definition of academic, professional, and personal success, as well as how you plan to use your journey to grow as a positive change agent. Be sure to address all of the following in your introduction: Briefly introduce yourself, including your name, where you are located, and any personal (e.g., family, pets, hobbies, favorite things, etc.) and professional information you are comfortable sharing with your colleagues. Explain why you are pursuing your degree and how you want to use your journey at Walden to improve your ability to be an agent for positive change. Be sure to include advice from the faculty videos that influenced how you will approach this course. Share an insight you gained about how dynamic leadership will be important to your journey to become an agent for positive social change. Share how you would define success for yourselfacademically, professionally, and/or personally. Refer to the Week 1 Discussion 1 Rubric for specific grading elements and criteria. Your Instructor will use this grading rubric to assess your work. Important Note About Discussion Rubrics: In the peer-to-peer engagement section of the Discussion, the focus of your posts and responses should be to promote quality interaction with your colleagues and Instructor, to further the dialogue on the particular topic, to deepen your mutual understanding of concepts, and to draw out new ideas. Although you are encouraged to provide support for ideas you bring in from other sources, which is appropriate for discourse within a masters-level classroom, emphasis is placed on the quality of the engagement as noted in the Discussion rubrics, with 40% of your score based on your level of engagement in the ongoing conversation with your colleagues. Read some of your colleagues postings. BY DAY 5 Respond to two or more of your colleagues posts in one or more of the following ways: Share a connection or interest you have in the personal and/or professional information your colleague posted. Share your thoughts on or insights gained from how your colleague plans to use their degree to lead positive change. Relate your own definition of success to that of your colleague. Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned or any insights you have gained as a result of the comments your colleagues made.
  • Community Health Promotion Project

    Community Health Promotion Project

    In a Microsoft Word document formatted in APA 7th edition including double-spaced throughout, you will focus on health promotion for a population of your choosing in the United States.

    Include the following in your paper:

    • Title page
    • Introduction paragraph to provide necessary background information about the topic and clearly state the purpose of the paper.
    • A heading is required for each topic listed below:Explore relevant information pertaining to the selected population (one paragraph including information below):
    • population identification and need for health promotion
    • demographics
    • socioeconomics
    • environmental hazards
    • access to healthcare.
    • Examine four mortality and morbidity risk factors for your selected population. Identify a health promotion activity for each of the 4 identified risk factors. (one paragraph per risk factor/health promotion activity for a total of four paragraphs)
    • Identify implications for community health nursing (one paragraph)
    • Conclusion paragraph to summarize the main ideas and arguments, restate the purpose statement, and provide closure for the reader.
    • Reference Page: On a separate reference page, include at least 3 scholarly sources and required course textbook using APA format 7th edition.

    Include Artificial Intelligence (AI) Acknowledgement Statement (If applicable)

  • Photo essay

    ENGL 114L Break It Down Photo Essay

    Prompt: SLO 2, 3

    In your Weekly Journal Responses, youve practiced analyzing texts (breaking them down by the elements of their genre) and offering up your unique interpretations. For this essay, you are doing the same, but more in-depth, with more elements.

    The overall purpose of the assignment is to read your text, break it down by at least four elements, and then explain what you personally interpret as its overall meaning or cultural significance. This essay will be in the medium of an Adobe Spark photo essay web page (well go over this in class).

    Overall meaning or cultural significance? This is the texts message–what its really about under the surface, in broad, generalized terms, instead of narrow and wordy. This is referring to the element of theme and abstract ideas of what it means to be human (specifically in American culture). Consider ideas like isolation, loneliness, love, hate, cruelty, being misunderstood, being ignored, loyalty, guilt, equality, equity, freedom, etc.

    What you should include: each section should should be a minimum of 100 words.

    Introduction section: Identify the title and author of the text youll be discussing, why you chose this text, the elements youll be discussing, and (briefly) what your overall interpretation of the texts meaning or cultural significance.

    4 Element section(s): Use the split layout option and add a photo, then identify the element by name, define it in your own words, explain how it functions in the story, and mention how it contributes to your overall interpretation of the texts meaning or cultural significance. Each element section should total 100 words. ** see below for specific elements to mention

    Conclusion section: Again mention by name the elements you covered and the main points of your analysis, then emphasize the connections between elements and fully explain your overall interpretation of the texts meaning or cultural significance.

    The focus is on your own thoughts and interpretations, but as you break down each element, you may find it useful to support your analysis with direct quotes from the text youre analyzing or direct quotes and ideas from outside sources. In both cases, you must cite to avoid plagiarism; see instructions on how to cite under Assignment Resources below. After any cited material, be sure to explain how it contributes to your analysis.

    Although the content of this assignment is similar to your Weekly Journal Responses, remember that this is a major assignment vs. a rough, casual, in-class assignment. Therefore, your analysis here should be more detailed, thought-out, and polished, since you have the benefit of time for both prewriting and revising before submitting. You may submit a rough draft to receive feedback prior to submission.

    Parameters:

    • Fits the medium: an accessible Adobe Spark site with a title, introduction section, split layout with photo and written portion for each element, and conclusion section.
    • Each section is a minimum of 100 words; each element section has a photo.
    • One specific text that you are analyzing, from our or from the list below
    • A clear explanation (break down) of your interpretation of the texts overall meaning/message or cultural significance based on analysis of the text
    • Accurate to the text (character names, authors gender, etc.) and the four elements you choose to analyze from the texts genre, as covered in the course material (use your notes, google slidedecks in Canvas as well as elements cited below)
    • Anything not from your own brain is cited, including direct quotes from the text but also any quotes OR summary, paraphrase or ideas from sources other than yourself or the text

    To submit:

    1. Go to your Adobe Spark web page. Be sure your photo essay is exactly how you want me to see it when I grade it.
    2. At the top of the page, click Share Publish and share link (but if youve generated a link to this site before, youll need to instead click Publish Options Save and Update link in order to include any changes).
    3. Copy the shareable link.
    4. Go to Canvas Assignments Break It Down Photo Essay Break It Down Photo Essay Submission.
    5. Under Assignment Submission click Write Submission.
    6. Paste the shareable link into the text box.
    7. Click Submit (not Save Draft).

    Due date in Canvas.

    On late major assignments: You may submit major assignments up to 3 days late, after that I will deduct 10 points per day until submitted. (This acts as forgiveness for any circumstances–broken computer, technological difficulties, personal or family emergencies, illness, etc. Save a late assignment for when you need it.)

    Assignment Resources

    Adobe Spark Help

    Step-by-Step Guide on

    Using Adobe Express

    (5 min)

    My colleagues, Mrs. Mohans example:

    Texts to Choose From (choose a text we have already read for class OR you may choose one below).

    Fiction: (all, except the first, are flash fiction, because theyre easier to analyze thoroughly in an essay)

    1. (12 pg) – second-person, lengthier
    2. by Sandra Cisneros (6 pg) – love, heartbreak
    3. (2 pg) – more abstract, kind of a giant metaphor
    4. (~3 pg) – definitely a more modern-day story; second-person (you)

    Creative Nonfiction:

    1. (5 pg) – comedy, childhood memoir
    2. Vikrami Zutshi, (1 pg) comedy
    3. by Amy Tan (3 pag), culture critique on language
    4. by Kiese Laymon (3 pg), how place and food intersect

    Drama:

    1. (4 pg) – absurd, satire
    2. (6 pg) – absurd, satire (requires more interpretation)
    3. (4 pg) – more traditional

    Poetry:

    1. (3 min) – spoken word performance
    2. (3 min) – spoken word performance
    3. (3 min) – spoken word performance
    4. (3 12 min) – spoken word performance
    5. – more modern
    6. – more modern

    **Elements & Terminology of Each Genre

    Prose (Fiction & Creative Nonfiction)

    Terminology: authors write short stories, short short stories, and book excerpts.

    1. Plot: What happens in the story, how, and why.
    2. Character & Narration: Who is in the story and who tells the story (and in what tone, or attitude toward the subject).
    3. Setting: When (temporal) and where (spatial) the story takes place.
    4. Imagery & Symbolism: Tangible objects in the story that stand for intangible ideas.
    5. Theme: The main ideas that the story explores; what the story is about under the surface.
    6. Language: Specific word choice and its implications.
    7. Narrator: every story has a narrator, some include reliable or unreliable narrators
    8. Point of View: first, second, third (limited or omniscient)
    9. Conflict: the problem in the story represented by internal or external conflict. Examples include character v. character, character v. self (internal), character v. society, character v. technology, character v. nature,

    Poetry

    Terminology: poets write poems.

    All of the above elements plus:

    1. Sound: The way the words sound together in a poem, including any kind of rhyming.
    2. Structure: The way the poem is arranged on the page and the impact of that arrangement, usually to show development of the subject or an idea.
    3. Allusion: reference to an idea, event, folk lore, etc. outside of the text

    Drama

    Terminology: playwrights write short plays.

    All of the above elements, but remember:

    • Plays have no narrator because they are almost entirely dialogue.
    • Setting is limited in plays due to the practical budget of stage production..
    • Since there is only dialogue, the author cant tell us the characters interior thoughts and feelings, so anything we learn about the character is indirect characterization we infer from what they do and say.

    How to Cite

    There are formalized methods of citing in MLA, APA, or Chicago style formats. For our purposes, were going to keep the citing very simple: just let your audience know where your information is from.

    Indicate direct quotes by putting them in quotation marks immediately followed by an in-text parenthetical citation with the authors last name and either, for fiction and creative nonfiction, the page number; for poetry, the line number; or for drama, the line or page number, whichever the text provides. For videos like spoken word poetry, you can use time markers, such as (1:53) for one minute and fifty-three seconds. See examples of this below.

    Examples of citing:

    In Stopping by the Woods on a Snowy Evening, Frost writes, Whose woods these are I think I know. / His house is in the village though (Frost lines 1-2). These first two lines show the start of his rhyme scheme….

    In Split Mouth by Franny Choi, she says, My parents are from a split country (Choi 0:19). Here, she is introducing the idea of what splitting means on a literal level.

    SparkNotes helped me understand the significance of setting in this story. On SparkNotes, it says, West and East Egg serve as stand-ins for the real-life locations of two peninsulas along the northern shore of Long Island (SparkNotes 1). This helped me understand that the locations in Gatsby represent places in the real world.

    I struggled to analyze symbolism in this story, but talking it out with my brother helped me. My brother explained that the cup could be a symbol for….

    You must cite anything that doesnt come from your own brain. Failing to do so is plagiarism (which Canvas scans for), which will be reported to ODUs Office of Conduct and could result in expulsion. When in doubt, cite.

  • Module 6 Artifact Assignment

    Each week, I will ask you to find one item from the topic, place, and time period under discussion. Many museums have their best items on the internet for the world to enjoy.

    Paste a photo of the item in the discussion board. Next, give me a short, two-to-three-paragraph long analysis of the item. Where did it come from? What makes it special? What gives it haecceity? How does it fit in the world that created it? You would be surprised how the stuff that people left behind tells us a great deal about what they valued.

    There are only a few things that will definitely result in a grade of zero. The first is something that is not cited. The second is something that has to be downloaded: a discussion board post that is done as an attachment will not be graded–this is for the safety of your instructor and your classmates. The last is something that isn’t relevant to the chapter we’re studying.

    Check out the video here if you’re still unsure how to do it exactly right.

    Your first post is due by Friday at 11:59, and your feedback posts are due by Sunday.

    Grading:

    Word count: minimum 200 for post, 100 for replies (each)

    Examples from the textbook. Cite your work in MLA or Chicago.

    Critically think of the Material.

    Be sure to reference specific events, individuals, and policies discussed in the textbook.

    Engage with your peers by responding to at least two classmates’ posts, asking questions, or offering alternative viewpoints.

  • Philosophy Book Reflection

    Looking for someone who specializes in philosophy, specifically dealing with basic logic concepts. If it is possible, the book should be referenced. This is more of an assignment rather than an essay. The instructions are attached.

  • Week 3 Assignment

    Take Action Use the following guidelines to create your lesson plan template and your written assignment of one to two double-spaced pages. If you have questions about the assignment or the rubric, please contact your instructor before the due date. Lesson Plan Using the lesson plan template from Week 1 or one of the example lesson plans in the Prepare section as a model format, complete the following: Revise the lesson plan using the lesson plan example as a template to include accommodations, modifications, and accessibility to align with a present student level of performance. Justification In one to two pages, Justify your revisions, fully addressing the reasons why the assessment of progress you designed is effective for students with mild to moderate disabilities.

  • Psych bytes

    Step 1: Pick a Real-World Problem

    Choose a real-world issue or social problem that relates to your assigned topic for psych byte. Examples may include but are not limited to: social anxiety, burnout, digital addiction, depression

    Step 2: Find a Peer-Reviewed Study

    • Go to MDC Library APA PsycArticles (EBSCO)
    • Search your topic and limit to last 2 years
    • Must be a primary study , meaning the authors conducted a study with real life participants. Do not use metanalysis (look for a Method section)

    Step 3: Summarize the Study (12 paragraphs)

    Include:

    • Research question
    • Participants
    • Methods
    • Results
    • At least one strength and one weakness explained with reasons to why it is considered to be a strength and weakness as it relates to the design of the study

    Step 4: Apply It to the Real World (23 paragraphs)

    • Explain the studys relevance
    • Identify psychological concepts
    • Propose a creative, research-based idea for a future study

    Step 5: Write Your Paper (7501000 words)

    Use these headings:

    1. Write the Introduction & Study Summary (For this section, use either the title of your article or the title of your critique as the heading instead of Introduction & Study Summary. Refer to Step 2 and Step 3 as listed above this section.)
    2. Write the Real-World Problem (Refer to Step 1 and Step 4 as listed above this section)
    3. Write the Application of Psychological Concepts (Refer to Step 4 as listed above this section)
    4. Write the Innovative Solution for Future Research (Refer to Step 4 as listed above this section)
    5. Write the Conclusion (Summarize all steps as listed above this section)

    Include APA citations and a reference page.

    Sample Student Paper: Real-World Psychology Innovation Assignment

    Mindfulness Exercises and Their Impact on Test Anxiety Among Undergraduate Students

    The study by Nguyen, Patel, and Johnson (2023) investigated whether daily mindfulness exercises could reduce test anxiety in undergraduate students. The researchers recruited 150 college students through campus flyers and email invitations. Participants were randomly assigned to either a mindfulness group, which completed a 10-minute guided meditation each day for three weeks, or a control group with no intervention. Anxiety levels were measured using the State-Trait Anxiety Inventory before and after the three-week period. Results showed that students in the mindfulness group reported significantly lower anxiety scores compared to the control group, suggesting that brief mindfulness practices can be effective for reducing test anxiety.

    A strength of this study was its randomized controlled design. Because students were randomly assigned to groups, the researchers could be more confident that mindfulness caused the decrease in anxiety, rather than other unrelated factors. This adds strong evidence to the growing body of research on mindfulness interventions. However, a weakness was the use of self-reported anxiety scores as the only outcome measure. Students might have under- or overestimated their anxiety levels, which could affect the accuracy of the findings. Including physiological measures, such as heart rate or cortisol levels, might have provided a more objective picture of anxiety reduction.

    Real-World Problem

    Test anxiety is a serious and widespread issue for many college students. High anxiety levels can interfere with concentration, memory recall, and academic performance. Over time, repeated anxiety experiences can lower self-confidence and even lead to avoidance behaviors, such as skipping classes or delaying exams. The Nguyen et al. (2023) study shows that simple, low-cost interventions like mindfulness meditation can help students manage anxiety better. This is especially important because many colleges face increased demand for mental health services, but resources like counseling centers are often limited. If short, daily mindfulness exercises can reduce anxiety, colleges may have a practical way to support large groups of students without requiring extensive one-on-one counseling (Xie et al., 2024).

    Application of Psychological Concepts

    This study connects to several psychological concepts. First, it relates to cognitive-behavioral theory (CBT), which suggests that our thoughts, feelings, and behaviors are interconnected. Mindfulness meditation helps students observe anxious thoughts without judgment, breaking the cycle of negative thinking that often fuels anxiety.

    Second, the results connect to the concept of stress reduction through relaxation training, a common method in clinical and health psychology. By focusing on breathing and staying present, students activate the parasympathetic nervous system, which helps calm the bodys stress response.

    Finally, the study touches on the concept of self-efficacy from Banduras social-cognitive theory. As students practice mindfulness and notice improvements, they may feel more capable of managing stress, which can further reduce anxiety in the long term (King, 2025).

    Innovative Solution for Future Research

    While the Nguyen et al. (2023) study shows promising results, future research could test more creative, technology-based interventions. One idea is to develop a mindfulness smartphone app specifically for college students facing test anxiety. The app could provide: Five-minute guided meditations tailored for before classes or exams, brief cognitive-behavioral tips for reframing anxious thoughts, and a mood-tracking feature so students can see their progress over time. The rationale for this idea is that college students already use their phones frequently, so integrating mental health support into a familiar format might increase accessibility and consistency. A future study could compare this app-based intervention to traditional in-person mindfulness sessions to see which method is more effective among college students.

    Conclusion

    The Nguyen et al. (2023) study demonstrates that daily mindfulness exercises can significantly reduce test anxiety in college students. By addressing a common academic and mental health challenge, this research highlights a simple, low-cost intervention that could benefit students across many campuses. Applying concepts from cognitive-behavioral theory, stress reduction, and self-efficacy, we can see how mindfulness works on both psychological and physiological levels. Future research using a smartphone-based intervention could make anxiety support even more accessible, scalable, and engaging for students. This assignment illustrates how psychological science can inform creative, evidence-based solutions to real-world problems.