The six core values identified in the NASW Code of Ethics are service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. What value do you think it will be easiest for you to uphold? What value might challenge you? Provide a rationale for your choices. Reference to this only: http://www.naswdc.org/pubs/code/code.asp

The six core values identified in the NASW Code of Ethics are service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. What value do you think it will be easiest for you to uphold? What value might challenge you? Provide a rationale for your choices. Reference to this only: http://www.naswdc.org/pubs/code/code.asp

Advertisements

The six core values identified in the NASW Code of Ethics are service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. What value do you think it will be easiest for you to uphold? What value might challenge you? Provide a rationale for your choices. Reference to this only: http://www.naswdc.org/pubs/code/code.asp

Vermeer’s Hat: The Seventeenth Century and the Dawn of the Global World, by Timothy Brook For this paper you will read Vermeer’s Hat: The Seventeenth Century and the Dawn of the Global World, by Timothy Brook. This book examines the patterns of trade and exchange that developed between Asia, Europe, and the world during the early modern period (1500-1800 AD). The goal of this paper is to use the examples discussed by Brook to analyze the forms of “globalization” that were emerging during this period.

Find sources, Create a project plan in draft for me, Summary Articles and bibliography for my project due, help me prepare work cited, and finally is outline, no cover page, this and introduction, three must be cited no more than three

assignment, you will identify and critique an article from a professional, peer-reviewed health journal that deals with the development of an instrument. Assume you are presenting this article to a group of stakeholders at a community meeting. Follow the directions below to complete the assignment: View the writing assignment rubric [PDF]. Identify an article that reviews an instrument that could be used to evaluate one or more of the objectives conceptualized in the Evaluation Framework Assignment from Module 2. Write a 1,000-to-1,500-word (4 to 5 page) critique and summary of the article you identified. Identify the article by providing the full APA reference. Critique the article by: Summarizing the strengths and limitations of the instrumentation process applied in the reviewed article.

assignment, you will identify and critique an article from a professional, peer-reviewed health journal that deals with the development of an instrument. Assume you are presenting this article to a group of stakeholders at a community meeting. Follow the directions below to complete the assignment: View the writing assignment rubric [PDF]. Identify an article that reviews an instrument that could be used to evaluate one or more of the objectives conceptualized in the Evaluation Framework Assignment from Module 2. Write a 1,000-to-1,500-word (4 to 5 page) critique and summary of the article you identified. Identify the article by providing the full APA reference. Critique the article by: Summarizing the strengths and limitations of the instrumentation process applied in the reviewed article. Addressing the following questions: What are the demographics of the sample used in the development or testing of the instrument? Do the demographics of the sample used in the article differ significantly from your priority population? How did the researchers go about conducting the process of instrumentation? Does the instrument have good reliability?Was any validation testing conducted? Assume you are serving as an evaluation consultant for a health agency. Based on the information located in your article, would you recommend using the instrument for evaluation of your program? Why or why not?

Write a 1,000-to-1,500-word (4 to 5 page) evaluation/research plan for the health issue/behavior you selected in the Health Issues and Behaviors Wiki. Your evaluation/research plan must include: Epidemiology of the health issue Description of the targeted behavior Description of the theoretical framework Description of the priority population Purpose of the program Behavioral objectives of the program Educational (learning) objectives of the program Brief description of the intervention activities of the program

Write a 1,000-to-1,500-word (4 to 5 page) evaluation/research plan for the health issue/behavior you selected in the Health Issues and Behaviors Wiki. Your evaluation/research plan must include: Epidemiology of the health issue Description of the targeted behavior Description of the theoretical framework Description of the priority population Purpose of the program Behavioral objectives of the program Educational (learning) objectives of the program Brief description of the intervention activities of the program

Part of M1 merit descriptor includes the requirement to submit your work on time. If you do not submit your work on time without suitable extenuating circumstances then you are capped at a pass.

To achieve Pass Grade, you must meet each assessment criteria in each Learning outcome.
To achieve Merit Grade you must meet all the pass grade criteria and M1, M2 and M3 descriptor criteria.
To achieve Distinction Grade you must meet all Pass and Merit criteria as well as D1, D2 and D3 descriptor criteria.

Part of M1 merit descriptor includes the requirement to submit your work on time. If you do not submit your work on time without suitable extenuating circumstances then you are capped at a pass.
Also understand that to meet M2 descriptor criteria you must mention appropriate references and valid academic sources for gaining information through the complete assignment. Referencing should be used according to the Harvard referencing system (in text & reference list).
Part of M3 merit descriptor includes you have to show succinct work by completing the learning outcomes within the suggested word limit.
(Suggested word count 4500 +/- 20%).
Learning outcomes
On successful completion of this unit a learner will:
1 Know the structure and functioning of the human body
2 Understand the relationship between body functioning and relevant detailed anatomy and physiology
3 Understand how routine data collected in health and social care informs the planning of care for individuals
4 Be able to relate routine variations in body structure and functioning to care received by individuals.

Unit content:

1 Know the structure and functioning of the human body:

Main anatomical features: gross features eg trunk, limbs, head, abdomen, pelvis; skeleton eg names of limb bones, pelvis, regions of vertebral column, bone groups, principles of joints, support, blood cell functions and calcium reservoir of bone; soft tissues eg contractility of muscle, conductivity of nervous
tissue, structural function of ligaments and tendons, secretory and absorptive function of epithelial tissues; body organs eg heart, liver, kidney, lungs, position and overall functions, key terminology associated with them eg cardiac, hepatic, renal, pulmonary
Body systems: main structures and functions of eg cardiovascular, respiratory, digestive, excretory, nervous, endocrine, locomotors, integumentary, sensory, and reproductive.

Functioning: to maintain life (respiration, feeding, excretion); for other activities
(Sensory perception, movement, coordination, reproduction)
Metabolism: chemical nature of body activity, rate at which energy used; changes in metabolic rate eg during exercise, over lifespan
Growth: production of more cells eg during development, in tumours; increased size of cells eg adipose tissue in obesity; tissue turnover/replacement eg in skin, hair, nails; destruction of tissues eg from wear and tear; depletion of tissues eg from disuse, starvation; as increasing complexity (differentiation and specialisation) eg childhood and adolescent development
Interactions: eg in digestion and transport of nutrients, in proprioception (position and balance), pulmonary functioning, excretion, temperature
Regulation

2 Understand the relationship between body functioning and relevant detailed anatomy and physiology
Everyday activities: breathing, eating, excreting, physical activity
Detailed anatomy: selected tissues eg muscle, bone, epithelia; cellular structures as appropriate eg cell membrane, chromosomes
Detailed functioning: physiology eg gaseous exchange in lungs, absorption of nutrients, principle of filtration and selective reabsorption in kidneys, metabolic response to exercise
Regulation of internal activities: regulation of eg body temperature, heart rate, respiration rate, blood sugar, urine output
Coordination: role of endocrine system, role of the autonomic nervous system and links to the central nervous system
Homeostasis: principle of feedback loops to raise or lower relevant parameters
3 Understand how routine data collected in health and social care informs the planning of care for individuals
Measures: as relevant eg visual observation, weight/height, temperature, pulse, respiration rate, blood pressure, food intake, fluid intake, fluid output, indicator tests on urine (eg glucose, protein); recording of measures: correct units, tabulated, charts, graphs, interpretation of records
Information: as relevant to measurement taken eg heart rate, peak flow, over/under weight, hydration, diabetic stability, infection
Accuracy: sources of error, reliability, validity; concept of normal range, hypo and hyper- values
Derived measures: as relevant eg Body Mass Index (BMI), fluid balance, nutritional health (intake against requirement eg energy balance); monitoring (regular recording) variations in measures over time
Care: monitoring course of health/disorder/disease, care planning, care routines, professionals involved, reporting data to professionals, recognising need for emergency responses
Ethical considerations: when taking measures and using data eg individual rights, dignity, privacy

4 Be able to relate routine variations in body structure and functioning to care received by individuals
Age: comparison of structural and functional changes between young adulthood, later life and old age; if appropriate, developmental change during childhood and adolescence
Effects/impact: physical: absence, loss or impaired function of tissues, organs and systems eg incontinence, ataxia; degeneration of structure eg bone in osteoporosis, cartilage in osteoarthritis, pulmonary tissue in emphysema, neural tissue in
Parkinson’s disease
– Psychological: effects eg confidence, cognitive abilities, invasion of privacy
(eg assistance with toileting, bathing)
– Social: effects eg isolation due to hearing loss, loss of mobility, autonomy
Common disorders: as relevant eg diabetes, cardiovascular disease, autoimmune related, pulmonary disease, inherited, congenital, degenerative
Infections: as encountered in eg wounds, respiratory tract, urinary tract; signs and symptoms related to physiology; principles of an immunological response and factors that influence it eg age, nutritional status, immunosuppression from cancer therapy or underlying disease states
Routine care: activities of daily living; general consequences for care or treatment eg by drugs, surgery; infection control; rehabilitation; principles of palliative care.

Outcomes and assessment requirements:
Learning Outcomes Assessment requirements
To achieve each outcome a learner must demonstrate the ability to:
LO1 Know the structure and
Functioning of the human body.

M3, M2, D1 1.1 Outline the main anatomical features of the human body
1.2 Discuss how body systems interact to ensure the body functions and grows
LO2 Understand the relationship between body functioning and relevant detailed anatomy and physiology.

M1, M2, D2 2.1 Explain normal body responses to everyday activities
2.2 Discuss how body responses are explained by cellular and tissue structure and physiology
2.3 Explain how the body coordinates its internal activities
LO3 Understand how routine data collected in health and social care informs the planning of care for individuals.

M1, D2, D3
3.1 Explain the recording and use of routine measures in health and social care
3.2 Assess how routine measures provide information about body functioning
3.3 Examine how information about body functioning may inform care planning for individuals
LO4 Be able to relate routine
Variations in body structure and functioning to care received by individuals.

M3, D1, D3 4.1 Explain how age may affect body structure and functioning
4.2 Assess the impact of common disorders on body structure and functioning
4.3 Relate the effects of common disorders and infection to the care routinely given to individuals affected by them.
M- Merit Criterion; D- Distinction Criterion

*Please see below for Merit and Distinction criteria.
Description of problem to be solved
Task 1 (L.O-1: 1.1, 1.2 and M3, M2, D1).

(1.1) Outline the main anatomical features in each of the body systems with identifying main functions of ANY THREE systems (NS, RS, CVS, US or ES)*;
*NS-Nervous system, RS-Respiratory system, CVS-Cardiovascular system, US-Urinary system, ES-endocrine system).
(1.2) a) Discuss Cellular metabolism and explain how Digestive and Respiratory system interact in cellular metabolism.
b) Discuss function of growth hormone (production of more cells eg during development) which ensure our body to grow.

Task 2 (L.O-2: 2.1, 2.2, 2.3 and M1, M2, D2).

A 25 year young boy is a full time student. His schedule in college is from 10:00 am to 5:00 pm. During the day:
(2.1) Explain normal body responds to his everyday physical activities. Choose an activity
(Respiration, Cardiovascular system, Digestion, Excretion or other physical activites –movement, co-ordination etc as appropriate for the activity chosen).
(2.2) In relation to the above response, discuss how body responses are explained by cellular and tissue structure and physiology (in relation to Respiration: Gaseous Exchange OR Digestion: absorption of nutrients OR Excretion: function of kidney etc).
(2.3) Explain how his body will coordinate its internal activities: Discuss homeostasis with feedback loops designed to lower or raise relevant parameters (eg: regulation of body temperature OR heart rate OR blood sugar).

Task 3 (L.0-3: 3.1, 3.2, 3.3 and M1, D2, D3).

A 65yr old man with hypertension develops a chest pain and reports to the GP Practice. What routine tests GP could be recommended for him? Discuss in relation to routine measures such as weight/height: BMI, pulse, respiration rate, blood pressure, blood tests, food intake, etc.

(3.1) Explain how routine measures are recorded (ethical consideration: dignity, individual rights and privacy) and what are their uses in health and social care? (Decision making, monitoring the progress and in legal issues)
(3.2)Assess how these (Temp., Pulse, BP, BMI, ECG etc.) routine measures are recorded and provide the GP with information about the body functioning of this person.
(3.3) Examine how such information about the body functioning may inform care planning for this person (Hypertension and chest pain).

Task 4 (L.0-4: 4.1, 4.2, 4.3 and M3, D1, D3)

An 85 years old woman living in a care home is a known case of type 2 diabetes. She has suffered from arthritis of the knees for the last few years. Recently she has developed a wound on her leg which is not healing well.

(4.1) Explain how her age may have affected her body structure and functioning. (Nervous and Respiratory system).
(4.2) Assess the impacts of the above mentioned conditions on her body structure and functions.
(4.3) Relate the effects of her medical conditions including infection to the routine care of this lady.
In addition to the above PASS criteria, this assignment gives you the opportunity to submit evidence in order to achieve the following MERIT and DISTINCTION grades
Grade Descriptor Indicative characteristic/s Contextualization
M1
Identify and apply strategies to find appropriate solutions

An effective approach to study and research has been applied To achieve M1- Effective judgment has been made in identifying and applying knowledge of anatomical structures/ physiology in explaining body responses to everyday activities(LO-2).
OR
To achieve M1- Effective judgement has been made related to the condition and justification has been provided for the importance of the range of routine measures used (with values where applicable) (LO-3).
AND
Has submitted work on time.

M2
Select/design and apply appropriate methods/techniques

A range of sources of information has been used To achieve M2, you will have to cite all references and sources of material used both for in-text citation and reference page using the Harvard referencing style.
.
M3
Present and communicate appropriate findings.

M3 An appropriate structure and approach has been applied throughout the assignment
To achieve M3- An appropriate structure and approach has been applied in identifying the anatomical features and body functions in a concise and succinct way (LO-1).
OR
To achieve M3 – appropriate structure and approach has been used showing a deep understanding of the effects of age and her condition on body structure and function, giving a concise and succinct answer including the additional problems associated with the infection
(LO4).

D1
Use critical reflection to evaluate own work and justify valid conclusions
Conclusion arrived at through synthesis of ideas & justified

To achieve D1 you need to justify your conclusions about the clinical importance of growth (excess, deficiency and accompanying problems) (LO-1).
OR
To achieve D1- you need to justify your conclusion on an appropriate, holistic care plan relating to the patient’s condition, signs and symptoms and age etc (LO4).
D2
Take responsibility for managing and organising activities
The importance of interdependence and independent thinking recognized and achieved To achieve D2, you have to demonstrate a detailed knowledge of the importance of interdependence of autonomous nervous system with other body systems in feedback mechanism (LO2). Demonstrating knowledge beyond that covered in unit delivery
OR
To achieve D2 – Has demonstrated a detailed knowledge of the importance of the routine tests used in relation to the given condition. Detailing how body systems interact with each other. (LO-3). Demonstrating knowledge beyond that covered in unit delivery

D3
Demonstrate convergent/lateral/ creative thinking
Innovation/Creative thought have been applied To achieve D3- Has shown an holistic approach to the diagnosis and care planning of the client.
(LO-3).
OR
To achieved D3- The student has been innovative in the way they have linked variations in the body structures associated with age, diabetes and diabetes and applied this knowledge in creative way when discussing short and long term care needs(LO-4).