Archive for month: July, 2020

When a natural disaster occurs, the impact can be far reaching. Unlike other types of crises or traumas, natural disasters often affect survivors and the environments in which they live. In such cases, crisis workers may be asked to help survivors find loved ones, apply for federal aid, or acquire temporary housing.

In this Discussion, you will analyze the ecological impact of a natural disaster that has occurred in or near your community or one that you learned about from the media. Then, you will describe crisis intervention strategies and skills that you might have used to respond to survivors.

To prepare for this Discussion:Think about how natural disasters might impact exosystems, mesosystems, and macrosystems.Consider the impact of natural disasters at the local, state, and national levels.Think about how the tornado affected the Benefield family (from the Case Study in Chapter 17 of the course text) and their community. Then, consider the crisis intervention strategies and/or skills employed by crisis workers to respond to individual, family, and community needs.Identify a natural disaster that occurred in or close to your community or one that you learned about from the media. (Note: You should not use Hurricane Katrina as an example.) Reflect on how the exosystem, mesosystem, and macrosystem were impacted by the disaster.Identify at least one crisis intervention strategy and/or skill you might have used to respond to the disaster you identified. Reflect on how this intervention strategy might address the ecological impact of the disaster.

Week 4 – Assignment

Evaluate an ArgumentPlease read the instructions below for information on how to complete this assignment. 

For a list of resources that are specific to this assignment, please utilize the “Resources Tab” located below.

If you feel that you need help with any of the main topics for this week, please revisit the Practice Activities located in the Weekly Overview.AssignmentResourcesChoose an argument that you found online (you may utilize an argument from a video posted online, a blog, a news source, a political website, or any other resource that will allow you to satisfactorily meet the requirements of the assignment). You may also select from this week’s relevant recommended resources.

Once you have selected your source, you will then evaluate the argument being presented in the source in an essay of 400 words. In your evaluation:
Identify the issue, the premises, and conclusions of the argument.Determine whether the argument is sound or unsound (deductive), valid or invalid (deductive), or strong or weak (inductive).Explain why you have chosen to label it as sound or unsound, valid or invalid, and/or strong or weak.
Use the “Steps for evaluating an argument ” template for assistance with structuring your evaluation; however, you should construct and submit your evaluation in an essay format. Do not merely turn in a bulleted outline. 

The essay must be 400 words in length, excluding title and reference pages, and formatted according to APA style. For information regarding APA formatting, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar in your online course. The only required resource for this assignment is the media object or written work you analyze. This should be the piece that you primarily use to complete this assignment. Secondary sources are welcome but not necessary, and they should not be used in place of the argument piece you analyze.

The Ashford Writing Center (AWC)  has two kinds of tutoring available to you.
Live Chat – If you have writing-related questions about a topic before you draft a discussion post or submit a written assignment, you will now be able to chat live with a tutor for a short (up to 20 minute) conversation. Live Chat will be available Monday through Friday from 10:00-11:00 am and 4:00-5:00 pm (PST). AWC Live Chat Email Paper Review – If you have a draft, partial draft, or even if you’re having trouble getting started, you can complete a submission form and email your paper to the AWC for review.Writing Tutors will do their best to return your paper with their comments within 48 hours, not including Saturdays and Sundays. Please plan accordingly if you would like to receive feedback before an assignment due date. AWC Email Paper Review Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Late Policy: Written assignments (essays, journals, presentations) are due on the specified days in the course. Written assignments will be subject to a late penalty of up to 10% per day up to three days late. If written assignments are submitted after 72 hours past the due date, instructors can give a penalty up to and including a grade of 0 for the assignment.     PHI103.W4A1.10.2013Description:

Total Possible Score: 3.00 Identifies the Issue, Premises, and Conclusion of the ArgumentTotal: 0.70

Distinguished – Accurately and clearly identifies the issue, premises, and conclusion of the argument. The identification is clear and concise.

Proficient – Accurately identifies the issue, premises, and conclusion of the argument. The identification is slightly unclear or imprecise.

Basic – Accurately identifies at least two of the three components of the argument. The identification of the issue, premises, or conclusion is unclear, imprecise, or inaccurate.

Below Expectations – Accurately identifies at least one component of the argument. The identification of the issue, premises, and/or conclusion is significantly unclear, imprecise, and/or inaccurate.

Non-Performance – The identification of the issue, premises, and conclusion of the argument is either nonexistent or lacks the components described in the assignment instructions. 
Determines Whether the Argument Is Valid/Invalid, Sound/Unsound, and/or Strong/WeakTotal: 1.40

Distinguished – Clearly determines whether the argument is valid/invalid, sound/unsound, and/or strong/weak in accordance with the properties of deductive and inductive arguments, and fully explains reasoning.

Proficient – Somewhat clearly determines whether the argument is valid/invalid, sound/unsound, and/or strong/weak, and adequately explains reasoning. The explanation omits minor details related to the properties of inductive and deductive arguments.

Basic – Determines whether the argument is valid/invalid, sound/unsound, and/or strong/weak, and partially explains reasoning. The explanation omits relevant details that are necessary to fully explain the properties of inductive and deductive arguments.

Below Expectations – Attempts to determine whether the argument is valid/invalid, sound/unsound, and/or strong/weak and explain reasoning; however, the explanation omits or inaccurately represents significant details that are necessary to explain the properties of inductive and deductive arguments.

Non-Performance – The determination of whether the argument is valid/invalid, sound/unsound, and/or strong/weak is either nonexistent or lacks the components described in the assignment instructions. 
Written Communication: Control of Syntax and MechanicsTotal: 0.30

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. 
Word RequirementTotal: 0.30

Distinguished – The length of the paper is equivalent to the required number of words.

Proficient – The length of the paper is nearly equivalent to the required number of words.

Basic – The length of the paper is equivalent to at least three quarters of the required number of words.

Below Expectations – The length of the paper is equivalent to at least one half of the required number of words.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. 
APA FormattingTotal: 0.15

Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. 
Resource RequirementTotal: 0.15

Distinguished – Uses more than one scholarly source, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient – Uses one scholarly source to support ideas. The source is used and cited correctly within the body of the assignment and on the reference page.

Basic – Uses one scholarly source to somewhat support ideas. Citations may not be formatted correctly within the body of the assignment and/or on the reference page.

Below Expectations – Uses one source that provides little or no support for ideas. The source may not be scholarly, and citations are not formatted correctly within the body of the assignment and/or on the reference page.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. Powered by ResourcesRequired Resources

Template
Johnson, P. (2013). Steps for evaluating an argument [Template]. Office of Assessment Strategies & Instructional Systems, Ashford University, Clinton, IA.
This template will assist with the process of evaluating an argument.

Recommended Resources

Examples of Arguments in Media

You may use these examples in your essay or find your own arguments to evaluate.  It is not necessary to view all examples, but it is encouraged that you view as many as necessary to find an argument you would like to evaluate.
Adobe. (2012, Oct. 24). The Slap [Video file]. Retrieved from http://www.youtube.com/watch?v=LFvpzK8_PDEThis commercial presents students with a specific logical fallacy example.Transcript.Dunning, B. (2013). Logical Fallacies 2 [Video file]. Retrieved from http://www.youtube.com/watch?v=Z71w-rHkeSk&feature=episodic&NR=1This video demonstrates multiple informal logical fallacies that the students will examine during this week. Transcript.TheHtownusa. (2011, March 31). The fallacy project: Examples of fallacies from advertising, politics, and popular culture [Video file]. Retrieved from http://www.youtube.com/watch?v=fXLTQi7vVsITranscript.UnlimitedProductions. (2006, Oct. 30). Monty Python – The Annoying Peasant [Video file]. Retrieved from http://www.youtube.com/watch?v=rAaWvVFERVAMonty Python and the holy grail: Peasant scene. (2009). In MontyPython.net[Transcript]. Retrieved from http://www.montypython.net/scripts/HG-peascene.php 

Write an autobiography in complete sentences with proper grammar and spelling. Following the structure provided below, your autobiography should contain 3 paragraphs (minimum of 5–7 sentences each). This assignment needs to be concise but still completely answer the requirements. 

Paragraph 1: Provide your name, where you are from, and include some information about your family and background. Include anything interesting about yourself and your career choice or possibilities that you want to share with the class. 

Paragraph 2: Include your academic strengths, academic weaknesses, your cognate areas, and your perceived talents, reflecting upon your planned career. 

Paragraph 3: Include your Christian testimony (if you have one) or include how your experience at Liberty University with its worldview will enhance your chosen career path. 

 

My name is Jasonus Tillery and im from newport news, virginia i currently live in Colorado . My previous career was playing professional football, now im looking to get in to coaching sports.  I major in interdisciplnary studies and we start my masters next semester in sports management . you can just include your testimony lol and i’ll rewrtite that portion. if you need help just GOOGLE ME JASONUS TILLERY

 

University of Phoenix Material

Interview a Senior Citizen

This required Portfolio assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to:

·         conduct a semi-structured interview with an elderly individual

·         analyze his/her responses in a systematic manner

·         integrate this real-world experience with your knowledge of the aging process based on evidence from journal articles and other scholarly sources.

 

Read the following articles on the behavioral determinants of healthy aging. The full-text articles are available in the Week Five Electronic Reserve Readings:

·         Hartman-Stein, P. E., & Potkanowicz, E. S. (2003). Behavioral Determinants of Healthy Aging: Good News for the Baby Boomer Generation. Online Journal Of Issues In Nursing, 8(2), 127-146.

·         Potkanowicz, E. S., Hartman-Stein, P., & Biermann, J. S. (2009). Behavioral Determinants of Health Aging Revisited: An Update on the Good News for the Baby Boomer Generation. Online Journal Of Issues In Nursing, 14(3), 11.

·         Masotti, P. J., Fick, R., Johnson-Masotti, A., & MacLeod, S. (2006). Healthy naturally occurring retirement communities: A low-cost approach to facilitating healthy aging.  American Journal of Public Health, 96 (7), 1164-1170.

 

Identify a senior citizen (age 65 or older) and schedule an hour to talk with him/her face to face. Be sure to tell the person that you are completing the interview as part of a class assignment and that the content of the interview is completely confidential (no names will be used). Conduct an informal interview, focusing on the participant’s health and wellness.

When interviewing the individual, ask questions that correspond to the following categories:

·         Physical activity, past and present: Ask about exercise routines as well as ordinary activities that involve physical exertion such as yard work, house cleaning, walking, and so on. Try to determine whether or not the participant has maintained an active lifestyle over the years.

·         Mentally stimulating activities, past and present: Ask the participant what he/she does to stay sharp. This might include card games, crossword puzzles, reading, taking courses, and so on. Try to determine the extent to which the participant has challenged him/herself to engage in ongoing, active learning.

·         Social support and social interactions: Ask the participant about his/her social contacts, past and present. This could include his/her spouse or partner, friends, relatives, social clubs, social activities, etc. Try to determine whether the participant has a strong base of social support.   

·         Meaningful activities: What gives life meaning? Ask the participant to recall his/her most meaningful activities and ask if he/she is still engaged in such activities. This will vary from person to person but could include helping others, teaching younger people, religious or spiritual activities, giving back to his/her community, sharing talents or skills, creative activities, and so on. Your task is to determine if the participant is still actively engaged in activities that matter to him/her.

·         Recreational/leisure activities:  What does the participant do for fun? Try to get a sense of what he/she still enjoys and how frequently he/she participates in enjoyable activities.

·         Living environment.  What is the individual’s home environment like?  Does he/she live in a retirement community?  If so, what is it like?  Does he/she still drive?  If not, how does the individual manage transportation challenges such as running routine errands, getting to doctor’s appointments and attending social events?  What environmental challenges does he/she face?

Try to keep the interview process light and fun. Focus on what the participant is doing well. 

 

Part I:   Document the questions you asked and the participant’s responses. This is your interview ‘transcript’ which will be turned in along with your reflective paper.

 

Part II : Write a 1,000-word reflective paper based on the interview. In your paper, include a discussion on the following points:

 

·         Most notable aspects of the interview: What topics did your interviewee respond most strongly to and why?

·         Most surprising aspects of the interview: Did any of the interviewee’s responses surprise you? Explain.

·         A commentary about the participant’s overall functioning: Use the information from the required readings to make a general assessment of the participant’s health and well-being. Would you use the term ‘healthy aging’ to describe the participant? Why or why not? What is he/she doing well? What areas could use improvement? What suggestions would you make, based on your knowledge of the determinants of healthy aging?

·         A discussion of what you learned from this experience.

 

Use the literature in gerontology, wisdom, and successful aging to supplement your paper and support your points. Format your paper consistent with APA guidelines and be sure to cite your sources in a reference section at the end of your paper.

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