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How would you describe it? Depending on what you have chosen, you might need to observe it. You might need to simply talk to people about it if it’s a belief. What do people say about it: how do they describe it, why do they do/believe it?

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Familiar strange :

One of the ways to describe anthropology is a discipline that, “makes the strange familiar and makes the familiar strange”. That is, it encourages you to look at practices you don’t know about and might think are a little odd in such a way that you begin to understand, and sometimes relate to, them (“make the strange familiar”). It also encourages you to look at things you or people in your culture do and believe as if they are alien to you, so you can work out why you do and believe those things; you are encouraged to use anthropological thinking and tools to understand your own culture (“make the familiar strange”). This second aspect of anthropology is what this assignment will focus on.

You are going to find an aspect of your culture to focus on. Just as Horace Miner did in his Nacirema article, you are going to describe a ritual/belief/practice/all of these common in your culture, describe it, explain why it is done/believed in the minds of the people who believe/do it, what conclusions you as an anthropologist can draw about the practice based on what you have found out, and what anthropological work you have read relating to the belief/practice.
Here are some guidelines to help you:
1. Think carefully about the practices you see around you every day, and/or about beliefs that people express regularly.
2. Can you focus on a belief/practice/ritual etc that you have identified?
3. How would you describe it? Depending on what you have chosen, you might need to observe it. You might need to simply talk to people about it if it’s a belief.
4. What do people say about it: how do they describe it, why do they do/believe it?
5. Can you sum up what you’ve found with about 4 or 5 statements?
6. Can you take photographs that will help understand the phenomenon and/or illustrate those 4 or 5 statements you’ve made?
7. Have anthropologists written about this? Can they give you any insight into what you’ve seen?
8. How can you relate this practice/belief to the larger culture? What does it tell you about your culture in general terms?

The hardest part is probably identifying a phenomenon (because it’s so familiar!). In the online textbook (The Art of Being Human), the writer gives some guidance. Clearly, you can’t choose the ideas he presents, but the quote below should give you an idea of how to think of what to focus on:
“Start by thinking of things that are done in your culture that might strike an Anthropologist from Mars as strange. For example, the Nacirema keep small animals called teps, heal themselves through the ritual of gnippohs, spend lots of time obsessing over their bodies while they ezicrixe, spend 13 to 25 years of their lives simply training for the complexity of their lives in special places called loohcs, etc.” (Wesch 2018, p. 63)
Here’s some more guidance. In order to identify a phenomenon to study you have to have:
“the ‘willingness to be puzzled,’ especially by things that do not seem puzzling at all. Everyone else is busy trying to figure out things that do already seem puzzling. But what about the things that don’t? What about things that are just sort of assumed as uncontroversial?” (Nathan Robinson 2020

What would the null hypothesis be? What would happen if the author(s) rejected the null? What action would the author(s) take? If there were a type I error, what would be the effect of the action taken? What would happen if the author(s) could not reject the null?

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News story

Find a news story in which the author(s) presents statistics as evidence. Consider the following questions:
What is the author(s) trying to prove? In other words, what question is the author(s) trying to answer?
What would the null hypothesis be?
What would happen if the author(s) rejected the null?
What action would the author(s) take?
If there were a type I error, what would be the effect of the action taken?
What would happen if the author(s) could not reject the null?
What action would the author(s) take?
If there were a type II error, what would be the effect of the action?

Explain what temperature were in the same range in the morning hours and which specific areas did not experience stratification. Describes many findings without clearly identifying which is the major finding or describes findings too generally or with insufficient precision to be meaningful.

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Comments:

Background is overly long. Deformation and stretching of temperature profile is not important to understanding experiment or anywhere in the report. Provides limited or overly general background.

Purpose-States the purpose or problem ambiguously and/or with excessive detail.
Approach-Measuring the “Size of the shell” was not part of the approach. Describes the approach with excessive detail or omits a key component of the approach.

Findings- Be more specific in description of findings. Explain what temperature were in the same range in the morning hours and which specific areas did not experience stratification. Describes many findings without clearly identifying which is the major finding or describes findings too generally or with insufficient precision to be meaningful.

Implications-Some implications mentioned do not relate to actual findings of the report. Relates findings to the purpose of the study vaguely or only relates some of the major findings to the purpose of the study.
Order of Information- Main implication of transient stratification mentioned before findings. Order of information is in some places illogical.

Language– Be more precise and accurate with your language. What processes are you referring to in the last sentence of the first paragraph? Various terms used included “structural cells of matter” and “depth of the ocean” and have nothing to do with experiment conducted. Frequently uses ambiguous or overly general language, unnecessary words, or inappropriate precision.

Grammar-Uses correct sentence structure and punctuation.
Other- Limit abstract to one paragraph. Accumulation of pollutants in different areas not a part of the lab report. Meets some of requirements for word count, paragraph length, being self-contained, accurately reflecting main body but not containing identical sentences

What is leadership to you? What are some good and bad leadership traits you have experienced since you decided to enlist? What are some of the leadership traits you read about?

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Leadership to Me

This essay is an assignment given to me while in Army Advance individual training 27d paralegal specialist training and while be turned into my sergeat. The prompt:
What is leadership to you? What are some good and bad leadership traits you have experienced since you decided to enlist (Example: Drill sergeants from fort jacskon basic training “Drill Sergeant Green”)? What are some of the leadership traits you read about (in your chosen book)? Cite your source and use APA formatting for your reference page.
This also needs to have a reference to my chosen book, One summer by Bill Bryson.

Discuss what you did (or intended to do), what worked well, what challenges you faced, and what you would change or do differently to make your experience better.

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Criminal Justice

Capstone Component 3: Personal and Professional Reflection

For the third component of your capstone, you will write a personal and professional reflection looking back on your experiences building your capstone project. Throughout this program in criminal justice, you have compiled final project work and professional documentation in your personal ePortfolio. In this third component, you will document examples from your previous work to demonstrate that you have the knowledge, skills, abilities, and disposition to take the next step in your career as a criminal justice professional.

Envision this component as a personal reflection on the capstone and your experience in the criminal justice program as a whole. This component is not about evaluating the capstone itself but rather your experience with the capstone project. Your reflection should discuss your strengths and also any problems you encountered while completing the capstone project. You may include discussions of unforeseen problems and obstacles and any unexpected surprises that occurred during the completion of your ePortfolio and your capstone experience. For instance, in the context of the capstone, you could discuss what you did (or intended to do), what worked well, what challenges you faced, and what you would change or do differently to make your experience better. Finally, examine how the project will be useful in the job market, or if you desire to further your education. You are expected to support the thoughts and claims you make in your reflection with references to your ePortfolio.

Some of the issues that you could address in this final component of this capstone may include the following:

 Overall, what was your capstone experience like?

 What feedback was most useful to you during the process of compiling and refining the contents of your ePortfolio?

Why was Egyptian religion a focal point in the evolution Egyptian civilization? How important was it to practice the active religion during the evolution of Egyptian civilization?

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Egyptian religion’s influence on the evolution of its civilization.

Locate at least 10 sources (5 primary and 5 secondary) that will assist you in answering your question(s)

o Primary source material includes sources from the period being studied and can include, but are not limited to: letters, histories, journals, paintings, architecture, sculpture, etc.

o Acceptable secondary source material would include, but not limited to scholarly journal articles, appropriate scholarly databases and websites (official museums and libraries), historical documentaries that demonstrate rigorous scholarly research, etc.

Why was Egyptian religion a focal point in the evolution Egyptian civilization? How important was it to practice the active religion during the evolution of Egyptian civilization? 6000 BC – 3000 BC)

What did you think? What was surprising? What was confusing? What questions do you have? What did you learn?

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Module 5 Reflection and Evidence of Critical Thinking

Link to Module 5 How do I decide? (file:///C:/Users/latanya.clark/AppData/Local/Temp/Temp1_HOW%20DO%20I%20DECIDE.html.zip/HOW%20DO%20I%20DECIDE.html)

Reflection: Includes your thoughts! What did you think? What was surprising? What was confusing? What questions do you have? What did you learn?

Critical Thinking Evidence: Tell me a question or problem you have with the video. Then find some more evidence to help answer your question or support your problem, or solve your problem. Make sure you provide information to me about your evidence. Where did you find it? Was it an article? If so, what publication? Who is the author? How do you know that they are reliable and valid? What work did you do to check that out? If it is a video or blog then again, what is the source? Who published/produced it? Who is the speaker? Are all of these valid and reliable sources?

Explain the need and process to improve safety outcomes related to medication administration. Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

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Improvement Plan In-Service Presentation

Demonstration of Proficiency

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

Competency 1: Analyze the elements of a successful quality improvement initiative.
Explain the need and process to improve safety outcomes related to medication administration.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
Explain audience's role in and importance of making the improvement plan focusing on medication administration successful.

Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).
Reference
Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing​, 47(3), s16–s17.

Professional Context

As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.

Scenario

For this assessment it is suggested you take one of two approaches:

Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration (only focus on one topic, ;such as reducing lookalike medication errors, reducing giving medications patients are allergic to, etc) OR

Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.
Instructions

The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter's notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
Explain the need for and process to improve safety outcomes related to medication administration.
Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
There are various ways to structure an in-service session; below is just one example:

Part 1: Agenda and Outcomes.
Explain to your audience what they are going to learn or do, and what they are expected to take away.
Part 2: Safety Improvement Plan.
Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.
Explain why it is important for the organization to address the current situation.
Part 3: Audience’s Role and Importance.
Discuss how the staff audience will be expected to help implement and drive the improvement plan.
Explain why they are critical to the success of the improvement plan focusing on medication administration.
Describe how their work could benefit from embracing their role in the plan.
Part 4: New Process and Skills Practice.
Explain new processes or skills.
Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.
In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.
Part 5: Soliciting Feedback.
Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
Explain how you might integrate this feedback for future improvements.
Remember to account for activity and discussion time.

What did you think? What was surprising? What was confusing? What questions do you have? What did you learn?

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Module 6 Reflection and Evidence of Critical Thinking

Link to Why do I need you? (file:///C:/Users/latanya.clark/AppData/Local/Temp/Temp1_Why%20do%20I%20need%20you.html%20(1).zip/Why%20do%20I%20need%20you.html)

Reflection: Includes your thoughts! What did you think? What was surprising? What was confusing? What questions do you have? What did you learn?

Critical Thinking Evidence: Tell me a question or problem you have with the video. Then find some more evidence to help answer your question or support your problem, or solve your problem. Make sure you provide information to me about your evidence. Where did you find it? Was it an article? If so, what publication? Who is the author? How do you know that they are reliable and valid? What work did you do to check that out? If it is a video or blog then again, what is the source? Who published/produced it? Who is the speaker? Are all of these valid and reliable sources?

How does this story reflect the idea that there are some illnesses or diseases that are socially constructed? How does yellow journalism create myths such as this one? What role does social media take on when spreading information/misinformation about health?

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The social construction of illness and disease

Listen to Act One of the following episode of This American Life:

https://www.thisamericanlife.org/668/transcript

Write at least 250 words that address the questions, keeping your discussion academic.

How does this story reflect the idea that there are some illnesses or diseases that are socially constructed? How does yellow journalism create myths such as this one? What role does social media take on when spreading information/misinformation about health?

Write a few sentences about the social construction of illness or disease from the perspective of a critical constructionist. (Hint: define critical constructionism first).