Compose a written comprehensive psychiatric eval of a child patient(younger than 10 years old) you have seen in the clinic.

Compose a written comprehensive psychiatric eval of a child patient(younger than 10 years old) you have seen in the clinic.  It is not acceptable to sayt “within normal limits.”  

USE TEMPLATE ATTACHED. PLAGIARISM NEEDS TO BE LESS THAN 10%. IT WILL BE CHECKED. 
For the Comprehensive Psychiatric Eval .Work  Formatted and cited in current APA style 7 ed  with support from at least 5 academic sources which need to be journal articles or books from 2019 up to now. NO WEBSITES allowed for reference entry. Include doi, page numbers, etc. Plagiarism must be less than 10%.

RUBRIC : Chief Complaint :  Reason for seeking health. Includes a direct quote from patient about presenting problem . 
Demographics : Begins with patient initials, age, race, ethnicity, and gender (5 demographics).  
History of the Present Illness (HPI) – Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors,Timing, and Severity). 
Allergies –  Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy).  
Review of Systems (ROS) – Includes a minimum of 3 assessments for each body system, assesses at least 9 body systems directed to chief complaint, AND uses the words “admits” and “denies.”   
Vital Signs – Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain).  
Labs, Diagnostic, PERFORMED. During the visit: Includes a list of the labs, diagnostic or screening tools reviewed at the visit, values of lab results or screening tools, and highlights abnormal values, OR acknowledges no labs/diagnostic  were reviewed.  
Medications- Includes a list of all of the patient reported psychiatric and medical medications and the diagnosis for the medication (including name, dose, route, frequency).  
Past Medical History- Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active orcurrent.  
Past Psychiatric History- Includes (Outpatient and Hospitalizations), for each psychiatric diagnosis (including ADDICTION treatment and date of the diagnosis)  
Family Psychiatric History- Includes an assessment of at least 6 family members regarding, at a minimum, genetic disorders, mood disorder, bipolar disorder, and history of suicidal attempts.  
Social History- Includes all 11 of the following: tobacco use, drug use, alcohol use, marital status, employment status, current and previous occupation, sexual orientation, sexually active, contraceptive use/pregnancy status, and living situation.  
Mental Status – Includes all 10 components of the mental status section (appearance, attitude/behavior, mood, affect, speech, thought process, thought content/perception, cognition, insight and judgement) with detailed descriptions for each area.  
Primary Diagnoses- Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)using the DSM-5-TR. The correct ICD-10 billing code is used. DSM-5-TR. The correct ICD-10 billing code is used.  
Differential Diagnoses: Includes at least 2 differential diagnoses that can be supported by the subjective and objective data provided using the DSM-5-TR. The correct ICD-10 billing code is used.  
Outcome Labs/Screening Tools –  After the visit: orders appropriate diagnostic/lab or screening tool 100% of the time OR acknowledges “no diagnostic  or screening tool clinically required at this time.”  
Treatment Includes a detailed pharmacologic and non pharmacological treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the following: drug/vitamin/herbal name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. 
For non- pharmacological treatment, includes: treatment name, frequency, duration. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above. The plan is supported by the cufrent US guidelines.   
Patient/Family Education- Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives.  
Referral : Provides a detailedlist of medical and interdisciplinary referrals  or NO REFERRAL ADVISED AT THIS TIME. Includes a timeline for follow up appointments.  

Observe and create field notes for the third Walden Scholar of Change video.

SCHOLAR OF CHANGE VIDEO #3
For this week, you will observe and create field notes for the third Walden Scholar of Change video. These field notes will inform your Major Assignment 2: The Analysis and Interpretation of Qualitative Data, which is due in Week 10.

To prepare for this Assignment:

· Review the Video Field Notes Guide in the Learning Resources for this week and use this guide to help you create your field notes for your video observation.
· Review the Scholar of Change Video #3 found in the Learning Resources for this week. 
Note: You will have to view this video several times.

For this Assignment:

· Download the transcript of the video found in the My Media Player for the video and save it to the “Video Transcripts” folder you created. Label the transcript clearly based on the name of the video.
· Observe the Walden Scholar of Change Video #3 and use the Video Field Notes Guide to take field notes.
· Save your notes in your Video Transcripts folder with a name that clearly connects the transcript to your notes for this video.
RESOURCES

Document: 
Video Field Notes Guide (Word document)
Download Video Field Notes Guide (Word document)
Use this guide to help you as you take notes for your Scholar of Change video.

Required Media

· Yale University. (2015, June 23). 

Fundamentals of qualitative research methods: Developing a qualitative research question (Module 2) [
Links to an external site.
Video file]. Retrieved from https://www.youtube.com/watch?v=_0HxMpJsm0I

Note: The approximate length of this media piece is 12 minutes.
As you review this video, focus on how you will develop a good research question for your Major Assignment 1.
· Walden University, LLC. (Producer). (2010). Doctoral research: Ensuring quality in qualitative research [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 4 minutes.
In this media program, qualitative research expert Dr. Laura Lynn talks about the issue of researcher bias in the interview process.

SCHOLAR OF CHANGE VIDEO #3 

· Anner, J. (2015). John Anner, PhD student in public policy and administration [Video file].
Note: The approximate length of this media piece is 3 minutes.
In this media program, John Anner describes how he is using his Walden education to help NGOs build capacity and create solutions that address some of the world’s most-pressing problems—not only on a case-by-case basis but also on a global scale. As you observe, take notes using the Video Field Notes Guide.

Think about this scenario: Mr. Migel and Mrs. Colon are kindergarten teachers in the same inner-city school district. The children in their classrooms are mostly African American and Latino.  Both teachers are very dedicated to their profession. They have created classroom settings that demonstrate their philosophy and theory about what they believe early childhood education should be. Mr. Migel has designed his room with content area centers, such as science, social studies, art, dramatic play, block play, and music. Each center reflects a theme the children are studying. For example, the children are studying spring, and there are plants in the science corner; recordings about spring in the music center; and books about plants, bugs, and new baby animals in the library corner. A zoo has been designed in the block center where baby gerbils have just been born, and a live hen is sitting on her eggs.  There is a place for children to buy tickets to the zoo, there are signs on the real and play animal cages, and children receive play receipts for money spent. In the morning when they arrive at school, the children and Mr. Migel sing songs about spring, talk about spring, and discuss what they are going to do in school. The children spend a good portion of the day working with one another and with manipulative materials. Often there is a lot of noise, and sometimes children are not productively engaged. Mr. Migel has no formal lessons for reading and writing. When children want to look at books, they can. If the children decide to write a story, there are materials for them to use, and Mr. Migel is kind, supportive, warm, and caring. He believes that building a positive attitude about school and themselves is the most important part of the children’s kindergarten experience. He emphasizes social, emotional, and physical development. He also believes that the children will learn reading and writing as a result of their exposure to books and print in a spontaneous way, and that formal lessons in this area are inappropriate and unnecessary. Mrs. Colon’s classroom is different from Mr. Migel’s. She, too, cares a great deal about the children. She is warm, kind, and supportive. She has organized the tables so that there is a definitive front of the room for her to carry out lessons. She feels that the children need to learn school behavior and be ready for first grade. According to Mrs. Colon, many of these children know almost nothing about reading and writing because their parents rarely work with them. She believes that they need to know the alphabet and need to be able to match sounds to their correct symbols as an aid to early literacy. She teaches a letter of the alphabet a week, and children use worksheets to reinforce what they have learned. The writing that takes place is mostly for the development of fine motor control to help the children learn to formulate letters, which they practice.  Mrs. Colon’s classroom is orderly, quiet, and organized, with specific objectives to be accomplished. Children do have the opportunity to play in her room, but she views this not as a time to learn, but as a time to relax after they have done their work. The reading specialist in the district is worried about both Mr. Migel and Mrs. Colon. She likes some of the things that both of them do but feels that each is lacking some important classroom strategies. 1.What theorists do Mr. Migel and Mrs. Colon embrace, based on the descriptions of their classrooms? 2.If you feel strongly that one teacher provides kindergarten instruction as it should be, support your premise with the appropriate theory.

 
Think about this scenario:
Mr. Migel and Mrs. Colon are kindergarten teachers in the same inner-city school district. The children in their classrooms are mostly African American and Latino.  Both teachers are very dedicated to their profession. They have created classroom settings that demonstrate their philosophy and theory about what they believe early childhood education should be.
Mr. Migel has designed his room with content area centers, such as science, social studies, art, dramatic play, block play, and music. Each center reflects a theme the children are studying. For example, the children are studying spring, and there are plants in the science corner; recordings about spring in the music center; and books about plants, bugs, and new baby animals in the library corner. A zoo has been designed in the block center where baby gerbils have just been born, and a live hen is sitting on her eggs.  There is a place for children to buy tickets to the zoo, there are signs on the real and play animal cages, and children receive play receipts for money spent.
In the morning when they arrive at school, the children and Mr. Migel sing songs about spring, talk about spring, and discuss what they are going to do in school. The children spend a good portion of the day working with one another and with manipulative materials. Often there is a lot of noise, and sometimes children are not productively engaged. Mr. Migel has no formal lessons for reading and writing. When children want to look at books, they can. If the children decide to write a story, there are materials for them to use, and Mr. Migel is kind, supportive, warm, and caring. He believes that building a positive attitude about school and themselves is the most important part of the children’s kindergarten experience. He emphasizes social, emotional, and physical development. He also believes that the children will learn reading and writing as a result of their exposure to books and print in a spontaneous way, and that formal lessons in this area are inappropriate and unnecessary.
Mrs. Colon’s classroom is different from Mr. Migel’s. She, too, cares a great deal about the children. She is warm, kind, and supportive. She has organized the tables so that there is a definitive front of the room for her to carry out lessons. She feels that the children need to learn school behavior and be ready for first grade. According to Mrs. Colon, many of these children know almost nothing about reading and writing because their parents rarely work with them. She believes that they need to know the alphabet and need to be able to match sounds to their correct symbols as an aid to early literacy. She teaches a letter of the alphabet a week, and children use worksheets to reinforce what they have learned. The writing that takes place is mostly for the development of fine motor control to help the children learn to formulate letters, which they practice.  Mrs. Colon’s classroom is orderly, quiet, and organized, with specific objectives to be accomplished. Children do have the opportunity to play in her room, but she views this not as a time to learn, but as a time to relax after they have done their work. The reading specialist in the district is worried about both Mr. Migel and Mrs. Colon. She likes some of the things that both of them do but feels that each is lacking some important classroom strategies.
1.What theorists do Mr. Migel and Mrs. Colon embrace, based on the descriptions of their classrooms?
2.If you feel strongly that one teacher provides kindergarten instruction as it should be, support your premise with the appropriate theory.
3.Could each classroom be improved? If so, how?
 

Describe the pathology (statistics, background information, etc.). Give as much information as you can about it but be sure it is relevant and not just filler. A comprehensive introductory section of the condition should be in one to two paragraphs.

TOPIC:  SICKLE CELL ANEMIA
 
Your paper should include the underlined items below as section headings.
APA 7th edition Title page:

This is a separate page, with the following information centered in the middle: course title, paper title, student’s name, instructor’s name, and date.

Description of Pathology:

Start the paper on a new page.
In this section, you will describe the pathology (statistics, background information, etc.). Give as much information as you can about it but be sure it is relevant and not just filler. A comprehensive introductory section of the condition should be in one to two paragraphs.

Normal anatomy of the significant body system affected: In this section, you will describe what is considered normal anatomy for your particular pathophysiology. For example, if you are discussing a disease related to the brain, explain what is normal for the brain from an anatomical standpoint. You should show comprehensive knowledge of the fundamental concepts and communicate information using scientific vocabulary. There should be little to no discussion of the condition in this section.
Normal physiology of the significant body system affected: In this section, you will discuss physiology. Remember that when describing physiology, it isn’t enough to merely provide a list of body system functions (Ex: Neurons send signals throughout the body). Instead, you need to be able to describe how it does it. The show is physiology. There should be little to no discussion of the condition in this section.
Mechanism of Pathophysiology: This section will likely be the most in-depth and extended section. In this section, you will be able to explain your particular pathophysiology from a scientific standpoint. In the previous two quotes, you explained what is considered normal; in this section, you should describe what the pathophysiology is doing that is causing these issues and how the normal anatomy & physiology are affected/different in a person with your condition. It would be best if you thoroughly understood the anatomical and physiological changes contributing to the disease. Some good keywords to search for when doing your research might be “Pathology of __________, and” Pathophysiology of __________.”
Prevention: In this section, you will explain how your pathophysiology could be prevented. This should outline possible prevention protocols or indicate if none is available based on the current scientific literature.
Treatment: In this section, you will explain how your pathophysiology is commonly treated. Provide possible treatment protocols for the condition based on current scientific literature. Be sure to bring in relevant nursing information and how you might be involved in treating the disease.
Conclusion: Finally, you should summarize your findings. All good research papers should include a decision where you wrap up and digest all of the essential points made in your form.
References:

As with the Title page, this should be a separate page.
All references should be included in correct and complete APA format.
All references must be cited appropriately in the paper using APA-style in-text citations.
A minimum of three reputable sources are required for this assignment.

Requirements for Topic, Length, & Submission
The length requirement for this paper is between 4-6 total pages of content, double-spaced – this does not include the Title page and the Reference page (both on separate pages) that do not contribute to page count. Using images/tables/diagrams will not count for the total page number either.
Their instructor will assign students topics related to physiology and pathological conditions of physiological systems. You must write your paper based on your given topic. 
Your paper must be submitted as a PDF (.pdf) or Word document (.doc or .docx). These are the only file types that will be accepted.
Assignment Checklist
Checkbox Sections & Criteria
1. Title page
2. Description of Pathology
3. The body of the paper should include the following sections:

Normal Anatomy of the body system
Normal Physiology of the body system
Mechanism of Pathology
Prevention
Treatment

Conclusion; Reference pages between 4-6 total pages of content, double-spaced –  Title page and the
 Reference pages(both on separate pages)  do NOT contribute to page count. Images/tables/diagrams 
will not count for the total page number either.
Be sure to include in-text citations where appropriate. You should have a minimum of one in-text for 
every final reference you have listed.

Review the Seafood Watch flyer and discuss what fish you consume and if they are on the safe list.  If you’re not a fish consumer, think about how you can incorporate fish occasionally to reduce consumption of larger land animals.

 
Because we are short on time, we’ll be combining the Water and Oceans, Rivers, and Food Modules this week.  In reality, each of these topics can fill a full semester.  For this week we’ll be having a discussion.  Each student will find one a) peer-reviewed research study, b) a current news article that is about water, oceans, or river issues globally, and c) watch Netflix’s Explained: World’s water crisis, PBS – Farm to Faucet, Patagonia – The Monster in our closet, or any any of the TED Talk videos, Patagonia Artifishial or Netflix’s Cultivating the Seas videos in the Oceans and Rivers Module.  You can mix articles and videos from different modules if you like. Look for articles that relate to water issues globally that may relate to agricultural issues, ocean health, human or animal health and disease, famine/hunger, climate change, or many other issues that correlate to this course. 
For this discussion provide the name of the articles, the authors, and journal/magazine/video producers that you read/watched and how the information relates to global health.  Is there anything you can do on a local level to help reduce water use? FYI: the answer is yes, there is a lot you can do, list at least three changes you can make. Review the Seafood Watch flyer (Module 6) and discuss what fish you consume and if they are on the safe list.  If you’re not a fish consumer, think about how you can incorporate fish occasionally to reduce consumption of larger land animals (unless you’re a vegetarian or vegan).  If you are a vegetarian or vegan, list the nutrients fish provide, that will be void in a vegetarian or vegan diet, and the health issues that may arise from the lack of such nutrients.  If the authors of articles/videos give suggestions on how to improve the situation globally, discuss that as well.  If you have any further ideas, tell me about them.  The world is suffering from many water, ocean, and river issues globally, you’ll have no problem finding articles.    

Discuss eyewitness procedure reforms and include an argument for and against the reforms. Using one of the cases from the text as an example, explain how implementation of the reform(s) would have resolved the defenses concerns.

Eye Witness Testimony

1. Mistaken eyewitness testimony is the single largest contributing factor to wrongful convictions. Pre-trial procedures utilized by law enforcement are not necessarily subject to suppression, even when the procedures are considered “unnecessarily suggestive.”
2.
Discuss eyewitness procedure reforms and include an argument for and against the reforms. Using one of the cases from the text as an example, explain how implementation of the reform(s) would have resolved the defense’s concerns.

            One of the potentially beneficial reforms is adopting a double-anonymized lineup during identification to eliminate suggestive identification (Wells et al., 2020). Mandatory documentation of the identification procedures also helps avoid assumptions. Other reforms include but are not limited to adopting sequential lineup legislation to fill loopholes in the identification process that are often relied upon during suppression motions. In hindsight, a sequential lineup would have resolved the defense’s concerns in Foster v. California as it would have eliminated the possibility of relative judgment by the witness, especially with a limited suspect pool. Notably, these reforms will likely improve accuracy and fairness in the identification process, improve process documentation, and eliminate undue suggestibility. However, the reforms increase the procedural requirements and may impede the need for speedy trials (Wells et al., 2020). The reforms call for systemic changes, which may be costly and inconvenient. 

1.
What must the defense establish to successfully suppress a suggestive identification? Use cases as examples.

            The defense must prove due process or procedural flaws. This is evidenced in Coleman v. Alabama, where the police identification procedure was flawed. The defense must also prove the occurrence of a suggestive lineup during the identification process. This involves proving that a suspect stood out conspicuously, such as in the four-person lineup in the Foster v. California case. Thirdly, they must prove a violation of any constitutional amendment, such as the Fourth Amendment, in Young v. Conway.
1.
Despite the arguments in favor of eyewitness identification reform, is law enforcement motivated to implement such reforms when suppression is not ordinarily a viable option for the defense?

            Yes. The continued adoption of community policing and other reforms that revolutionized the police force have inspired proactivity in law enforcement. Therefore, the police are likely to embrace eyewitness identification reforms despite the hurdles with suppression, given that it would help improve the accuracy and fairness in the criminal justice system, which is a crucial determinant of the success of the police reforms.
2.
How did the Court in United States v. Salerno reason that the Bail Reform Act of 1984, which permitted pre-trial detention without bail, was consistent with the 8th Amendment’s prohibition against “excessive bail?” How does pre-trial detention adversely impact the defendant’s ability to prepare a defense, and in what ways does pre-trial detention impact society? 

            The court reasoned that the Act did not impede speedy trial and was not intended as unusual punishment. It was only applicable in cases where the defendant posed a critical danger to society and had a high flight risk. Thus, it aligned with the 8th Amendment.
            Pre-trial detention limits the defendant’s access to legal resources. Also, it subjects them to unwarranted psychological torture and stress and possible loss of employment during this period. Pre-trial detention also adversely impacts society as it increases the tax burden and leads to undue family separations, which has massive ripple effects (Digard & Swavola, 2019). It also perpetuates inequities in the justice system, given that it overshadows the value of the “innocent until proven guilty” principle.

Take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.How would your communication and interview techniques for building a health history differ with each patient?

BUILDING A HEALTH HISTORY
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will Take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

To prepare:
With the information presented in Chapter 2 of Ball et al. in mind, consider the following:
By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s social determinants of health?
What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 2 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content

BUILDING A HEALTH HISTORY
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

To prepare:
With the information presented in Chapter 2 of Ball et al. in mind, consider the following:
By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s social determinants of health?
What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 2 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

. Do not write who you are in the answer.

Review Chapter 2 of University Success Guide: Finding Your Purpose and the General Education Competency list located in Topic 5 Resources. Choose which competencies you think relate best to the GCU Mission. How will these competencies lead to your success as a student and beyond?

Discussion question replies Week 5 D2
Discussion question below:
This question is already answered
The General Education Competencies are derived from the GCU Mission, and are designed to be a guide of general education skills students should gain while attending GCU.
Review Chapter 2 of University Success Guide: Finding Your Purpose and the General Education Competency list located in Topic 5 Resources. Choose which competencies you think relate best to the GCU Mission. How will these competencies lead to your success as a student and beyond?
Respond to your classmates:

Unread

I think the competencies that best relate to the Grand Canyon University mission is the christian worldview and global awareness, perspectives, and ethics. The reason why I picked christian worldview is because Grand Canyon University curriculum is derived from a faith based, biblical values. Students at Grand Canyon University learn from a different perspective rather than being at a traditional public university.  I also picked global awareness, perspectives, and ethics because based on the teachings taught at Grand Canyon University helps you have a better understanding of the world around us. We should always be putting others first before our needs. We need to be more like examples for others. I think these competencies will lead to my success as a student because these values will resonate. These are not just values you forget overtime. I will take these values and principles wherever I go; whether it is in a work setting or in a school setting. I want to set the examples for others. 

April Dean
Sep 29, 2023, 2:23 PM

Unread

The competencies that will lead to my success as a student and Beyond are effective communication, Global awareness, perspectives, and ethics. Also critical thinking and Christian worldview. I chose effective communication because I believe that communication is key both a learning environment as well as in a career. Effective communication means a lot of things to me. The most important in my opinion is listening. Not only is it necessary to be able to express ideas clearly in a verbal sense, it is also necessary to be a good listener. I chose Global awareness, perspectives, and ethics because to me this describes acceptance, open-mindedness, and understanding. All of these things are very important in My Chosen career as a counselor. Diversity and empathy are two things that I will be using daily. I chose critical thinking because I feel that as I move forward with my education critical thinking will play a huge role in my success.

Unread

I believe that all the competencies elate to the GCU mission. But the two I think are best fr academic success are critical thinking, and effective communication.   Communication, and critical thinking are both important because they will allow for a better understanding of every ones point of view and reasoning for their conclusions. and not try and push my conclusion as the right one. But tell the reasons I came to my conclusion and listen to and understand why and how they came to theirs. And both will aid me in success beyond because they are both essential in everyday life as well as careers. 

What specific issues within public education/schools that impact Students of Color are identified in the film Fighting for Mexican American Studies in Arizona Schools.  

For this assignment you will review the influential documentary 
Precious Knowledge: Fighting for Mexican American Studies in Arizona Schools. This film chronicles the fight for Ethnic Studies at Tucson Unified Schools District showing both what these courses are and how politicians attack them at various levels. You are tasked with reviewing the information in the film and answering two analytical questions that will require information from film in order to effectively complete this assignment. Thus, answer the following questions using specific information from the film:

 
1. What specific issues within public education/schools that impact Students of Color are identified in the film
 
2. In what ways does Ethnic Studies courses/teachings impact students and/or help them succeed in School?
 
To answer these questions you will use your on insights “I think this” and use references from the film “
Precious Knowledge shows us how Ethnic Studies impacts students in these ways.” You will need to incorporated 

THREE
references in your responses to effectively answer the questions and receive full credit for the assignment (

SIX 
references total).

Format

 
Essay:
3+ paragraph essay (intro/body/conclusion)
· Intro: give your general thoughts about the movie and responses to the essay questions
· Body: respond to the questions with depth and detail. Incorporate 3 film references for to support your answers to the questions. You will need to include 6 total references
· Conclusion: summarize what you wrote and share any last thoughts
 
Refences:
6 references total required for the assignment. Use the references from the film to support your answers to each question.
· General/paraphrased references: whenever you draw information from the film make sure you end your sentences/statements with a (Precious Knowledge, 2012)
· Direct quotes: if you include and verbatim statements from individuals interviewed in the film use a “” followed by (Precious Knowledge, 2012, 00:00). Time should be when the quote started
Other:
            –
12pt/times new roman font

            – 1” margins

            – double spaced

            – 500 words/2pgs

Rubric 

A) is an analysis that 

meticulously
follows all assignment guidelines and 

thoroughly
answers both questions. This essay has all required references from the film (3 per question/6 total) and students use them effectively to support answers to assignment questions. Additionally, the submission demonstrates that students had an excellent comprehension of the film and used information from it to complete the assignment. 

 
B) is an analysis that follows all assignment guidelines and answers both questions. This essay has some but not all required references from the film and students use them well to support answers to assignment questions. Additionally, the submission demonstrates that students had a decent comprehension of the film and used information from it to complete the assignment. 
 
C) is an analysis that generically follows all assignment guidelines and answers both questions. This essay has half of the required references from the film and student use them vaguely to support answers to assignment questions. Additionally, the submission demonstrates that students somewhat comprehended the film and used vague information from it to complete the assignment. 
 
D) is an analysis that poorly follows any of the assignment guidelines and weakly answers both questions. This essay has few if any of the required references from the film and uses them to poorly to support answers to assignment questions. Additionally, the submission demonstrates that students did not comprehend the film. 
 
F) is an analysis that fails to follow the assignment guidelines and doesn’t answer either of the questions posed. This essay has none of the required references from the film. Additionally, the submission demonstrates that students did not comprehend the film. 

What is a good sample in qualitative research?

PURPOSEFUL SAMPLING AND SATURATION
What is a good sample in qualitative research? It is NOT about size or generalizability.
The answer lies in how clearly you articulate the criteria for selecting data sources; (b) your ability to purposefully select cases; and (c) the extent to which those cases are “information-rich… for in-depth study” (Patton, 2015, p. 264) with respect to the purpose of the study.
As you prepare for this week’s Discussion, consider turning your attention to the variety of purposeful sampling strategies you may consider in developing your research plan. Also consider that qualitative researchers seek a threshold or cut-off point for when to stop collecting data. There is no 
magic number (although there are guidelines). Rather, saturation occurs as an interface between the researcher and the data and (b) between data collection and data analysis to determine when enough is enough.

For this Discussion, you will critique a sampling strategy used in a research article.

To prepare for this Discussion:

· Review the Guest, Bunce, and Johnson article; the Yob and Brewer article; and the Learning Resources related to sampling and saturation for this week.

BY DAY 3

Prepare a critique of the sampling strategy used by Yob and Brewer (n.d.). Include the following your critique:
· The purpose of the study
· Research questions
· Site selection
· The type of purposeful sampling strategy the researchers applied. 
· An alternative sampling strategy that the researchers could have considered. Explain your choice in terms of how the strategy is consistent with their research purpose and criteria for selecting cases.
· Provide a data saturation definition and evaluate the work of the researchers in this article regarding their efforts to achieve data saturation. Note what the researchers could have done differently to convince you that the relevant and important themes emerged.

Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

RESOURCES

Required Readings

· Ravitch, S. M., & Carl, N. M. (2021). 
Qualitative research: Bridging the conceptual, theoretical, and methodological (2nd ed.) Sage Publications.

· Chapter 4, “Design and Reflexivity in Data Collection” (pp. 105–122)
· Chapter 5, “Methods of Data Collection” (pp.124-163)
 
· Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 3, “Qualitative Data-Gathering Methods and Style” (previously read in Week 3)
 
· Patton, M. Q. (2015). 
Chapter 5, Module 30: Purposeful sampling and case selection: Overview of strategies and options
 Download Chapter 5, Module 30: Purposeful sampling and case selection: Overview of strategies and options. In Qualitative research and evaluation methods (4th ed., pp. 264–315). Thousand Oaks, CA: Sage Publications.

 
· Guest, G., Bunce, A., and Johnson, L. (2006). 
How Many Interviews Are Enough?: An Experiment with Data Saturation and Variability
Links to an external site.
 
Field Methods 18(1), 59–82.

 
· Mason, M. (2010). 
Sample Size and Saturation in PhD Studies Using Qualitative Interviews
Links to an external site.
. 
Forum : Qualitative Social Research, 11(3)

 
· Yob, I., & Brewer, P. (n.d.). 
Working toward the common good: An online university’s perspectives on social change
 Download Working toward the common good: An online university’s perspectives on social change. 1-25.