IMPORTANT: 1. Write a comparative analysis of the assigned Plato and Aristotle readings (attached a pdf below). Bring Augustine and/or Aquinas into the conversation.
2. Describe the three criticisms presented by Locke, Berkeley, and Hume on the existence of substance. In your response, be sure to present one argument for substance by one of the rationalists covered in class (i.e. Descartes, Spinoza, Leibniz).
We strongly suggest outlining your argument before writing as a means of organizing your thoughts. Please be sure to reference and cite the primary texts read in class to support your argument.
In chapter one of Older Adults: Understanding and Facilitating Transitions, the authors provide us with examples of expected and unexpected changes in the older adult population. Categorized in four different ways, we are able to more clearly examine the impact of expected, unexpected, voluntary, and involuntary transitions.
Questions: 1. Consider transitions in your life at the stage of development in which you are currently living. (40 years old, female) 2. Identify transitions in your life that have helped you to foster understanding of others and discuss how these changes may help you navigate the transitions identified in chapter one as you age. 3. Use at least one specific example, supported by research, which confirms your awareness of the possible impact on your future approach to aging.
( you must use at least two references from the readings to support your answer) (I attached example answers to assist you with creating your answer) (please let me know if you need any additional information to complete this assignment)
unit reading: Perceptions And Attitudes Of Aging INTRODUCTION
Aging may generate negative connotations for some of us as stereotypes and myths continue to remain steadfastly glued to our past understanding of aging. Yet, we know that aging is also a greatly anticipated event by many cultures and indeed, by many individuals. Yeh (2015) highlights several approaches to aging that are ready to shake our ideas into new realities of aging. Our culture may not always promote a positive focus on self-development, but there is an abundance of resources to support introspection and encourage individual resilience, as well as mountains of accessible medical information. We are now able to take those old stereotypes and replace them with new ideas that image a healthy, active, cognitively inquisitive, volunteer, and traveler who is not stymied by health issues, but empowered by the knowledge to forge ahead.
Throughout these 10 weeks, you will touch on issues around aging that include cultural expectations, individual, family and community support, service delivery, theories of aging, and challenges facing those in the aging population. In this first unit, you will focus on the general understanding of your relationship to and perceptions of the aging process. You will also begin to examine cultural differences evident in the approach to aging and examine your own perception of aging that will impact your availability to support, listen, provide service and assist in growth and wellness of the older adult population. You may be surprised to see the covert attitudes and perspectives that impact your understanding of this age group.
In this unit, you will read about and discuss the concept of transitions in aging and the different perspectives evident in multiple societies impacting their image and understanding of aging individuals. We urge you to view a suggested video that examines the status of individuals and populations and their relationship to successful aging with the challenges of illness influencing their way of life. You will have access to various aging organizations that may help with biomedical research efforts (American Federation for Aging Research, 2016) as well as agencies that focus on research in multiple areas of aging and human development (National Institute on Aging, 2015). These resources will provide you with a wider lens in your approach to understanding the complexities of aging and the thrust toward the concept of the wellderly—those who are not experiencing chronic medical or mental health issues.
Questions: For this discussion, consider the following: How does the incorporation of biological theories, research and service delivery impact our perception of aging and the type and length of support offered to sustain life? How will cohorts of aging adults be impacted in the future by the social relationships experienced today?
Instructions Choose two quizzes or self-assessments, one about aging and one related to cultural competence. You may select them from the Suggested Internet Resources listed in this unit's studies, or you may find your own. In Unit 10, you will do this exercise again and compare answers, analyzing your own growth or change as a result of the course work.
Summarizes the results of each quiz. Analyzes how personal attitudes, culture and socioeconomic background influence professional effectiveness in social and behavioral service settings. What are areas of strength and areas for future development? Analyzes communication, education, and training challenges that could arise with families, a diverse caregiving staff, and diverse aging population.
Additional Requirements Written communication: Writing is free of errors that detract from the overall message. APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines. Number of resources: Minimum of two peer-reviewed scholarly resources. For this assignment, write a 1–2 page paper that:
(let me know if you need any additional information to complete this assignment)
Self-Assessment Quiz and Question For this discussion, refer back to the (ungraded) Aging Quiz from this unit's Studies, linked in Resources. Check your answers using the Aging Quiz Answer Sheet, also linked in Resources.
Then complete the following: Craft a quiz question and post it in the discussion for your peers to answer. Developing a good quiz question and answer tests the depth of your own understanding. (Write the answer to the question and use at least one reference to support your answer)
Apply Theories of Aging For this discussion, refer to your text and the articles listed in the studies for this unit as you craft your post. Consider the following scenario:
Maya is a 92-year-old resident of a care facility who lost her husband two years ago. Living alone for the first time in 64 years has been challenging for her. Many theories of aging and research could be applied to explain the challenges Maya faces.
Consider these challenges that Maya poses for the staff to face on a daily basis:
Frustration over nobody making the bed in the correct way. Anger over the food that contains no homemade taste but is generic and of poor quality, resulting in missing two meals per day and drinking Ensure. Lack of interest in going outside to sit with other residents and enjoying nice weather. Loss of hearing requiring repetition for all those caring for her. Refusal to be placed in a tub for cleaning and demanding hand washing by the staff. Refusal to participate in therapy including the hot tub to ease the arthritic conditions she endures. Anger at the aides who cannot put her window shades in exactly the spot she wants them.
Reading this from the perspective of a caregiver, we might just throw up our hands and just accept her behavior as who she is—or try to find a way to convince her to consider other options.
Questions: How would a different approach focusing on her needs, her acting out of her pain and sorrow, loneliness, and deterioration of bio-psycho social factors impact the way we perceive and apply our understanding of theories to support her challenges? How will differences among cohorts of aging individuals demonstrate a different response to these challenges? Consider those in their 50's now, who have had more experience in career fields, self-care, and so forth, as compared to someone in Maya's generation, dependent upon a spouse for care and using few marketable skills to aid in her personal development, or so she thought. These different cohorts may display vastly different responses to the situation that is viewed above.
How does reciprocal influence impact expectation of relationships within facilities, and among staff and residents?
(you must use at least two references from the readings to support your answer)
Care Plan: Helping Client and Family Make Transition Preparation The purpose of this assignment is to formalize a competency-based academic success curriculum framework that provides a structure to meet the needs of an individual, using targeted interventions across collaborative relationships within a community.
Assume the role and perspective of a social worker in the facility for this assignment. In this role, you are asked to write a memo to staff. There are many free templates on the Internet that you may use to write a memo, if you choose to use one.
Instructions Consider the following scenario:
Ann, an 82-year-old resident of a continuing care facility has set fire—unintentionally—to her independent living apartment three times. Action must be taken and Ann needs to move to an assisted living apartment. The CEO, chaplain, social worker, and family must meet to plan for this move. Unfortunately, Ann has heard these rumors and has locked her daughter (56 and very worried about her mother) and son (55 and very concerned about the money being eaten up by her care) as well as other staff out of her apartment. Your job as the social worker is to determine how to work with Ann and her family so that she feels comfortable making this move and feels a sense of control as well. You will be asked to send a memo to everyone who cares for her, to make her move successful.
At the care meeting, Ann sits with her arms folded, defensively, not looking at her daughter who has been her helper for years. When the staff members speak, Ann does not respond but when her daughter says to her, "I know this is hard for you, Mom. We are there for you and we are trying to understand," Ann yells back at her: "You cannot comfort me. You will never be able to comfort me!" Shocked, the entire care staff tries to explain to Ann that her daughter has been there for her for years and has tried to help. She then yells again: "I am angry at all of you but angriest at my daughter most of all!"
Write a 1–2 page memo to staff, "Recommendations for Helping Client and Family Make a Transition." A memo must be very clear and succinct; use phrases and bullet points where possible to convey information effectively. Include references on a separate page.
Include this information in your memo:
Evaluate an aging individual through the lens of an older adult or a service provider. Explain the theory you will use to describe Ann's aging and stage of life. Explain the basic tenets of aging theory that you will use to explain the scenario (incorporating terminology reflective of learning theories, research, and cognitive changes, relevant services for this client/family, professionals to collaborate on the case, services that might be suggested and other individuals who may be instrumental to helping Ann adjust to this move. Analyze communication and education challenges that could arise with families and staff. Explain the meaning of Ann's statement to her daughter and what this indicates to you as a social worker. This will help the staff work with the family members. Generate interdisciplinary strategies for service delivery. Consider the types of advocacy possible and collaboration across many disciplines. Provide a one paragraph care plan designed to help support her by providing support at all levels.
Additional Requirements
Number of Resources: Minimum of two peer-reviewed scholarly resources. Font: Times New Roman, 12 point. Length: 1–2 pages.
Care Plan: Helping Client and Family Make Transition Scoring Guide CRITERIA Evaluate an aging individual through the lens of an older adult or a service provider. Evaluates an aging individual through the lens of an older adult or a service provider; explain the basic tenets of aging theory, incorporating terminology reflective of learning theories, research, and cognitive changes, relevant services for this client or family. 20%
Analyze communication and education challenges that could arise with families and staff. Analyzes communication and education challenges that could arise with families and staff; provides sample explanatory language. 20%
Generate interdisciplinary strategies for service delivery. Generates interdisciplinary strategies for service delivery and suggests specific strategies across disciplines. 20%
Provide validation and support for assertions by including relevant examples and supporting evidence. Provides validation and support for assertions by including relevant examples and supporting evidence; examples are specific to the situation and references are current. 20%
Apply the conventions of the APA style guide in written communications.
Question: The Healing Power of Touch From the beginning of life, touch is instrumental in human development. Siegel (2012) identifies relationships as sharing and communication that is unique and compassionate as foremost in developing relationships. Touch is an integral part of this communication. Edvardsson, Sandman, & Rasmussen, (2003) identify growth not just within a patient or client but within the caregiver as well who discerns the use of touch as a healing agent. These are only two of the contemporary ideas that will influence our understanding of touch in many ways.
Consider the need for human touch in its many forms as loneliness, loss, and transitions away from familiarity may reinforce a feeling of isolation and abandonment.
Read the following scenario:
Admitted due to falling and increasing frailty, 88-year-old Eddie is lonely and separated by a 45-minute ride from friends and relatives. He was admitted to the only care facility equipped to take him. Cognitive functioning is typical for his age–a little memory loss, slower reaction times, and challenges with balancing in new situations. He is away from familiar TV stations, newspapers, faith communities and other resources he would typically enjoy. Familiar foods from his heritage that he used to enjoy have been replaced by American cuisine, which he despises. Eddie yearns for his handmade tamales that his wife used to make as well as Mexican rice. The familiar fragrances of such foods are nowhere to be found. The music he hears piped in the recreation area is based on 1940's era of swing music. Missing Ranchero and Mariachi tunes full of passion and history, he finds himself talking to himself and singing alone in his room. He calls himself "A Misplaced Man." Traditional approaches and therapies such as woodcrafts, singing, card playing, etc. have had no impact on him. Therefore, he is a candidate for a more nontraditional approach.
In this discussion, you will search for a peer-reviewed article geared toward the healing power of touch or other nontraditional therapies. You may find information related to reflexology, hospice services and palliative care-and maybe even animal therapy.
Adopt the role of a member of the care team such as: therapist, social worker, chaplain, or such. Craft your answer so that it is understandable to the family members. Using the article you identified on healing and touch:
Assess the impact of social relationships on aging, emphasizing an aging theory. Explain his cognitive functioning and how the distance from familiarity has affected him. Recommend a therapeutic approach to deal with loss and grief. Explain the benefits of a therapeutic effort or any alternative therapeutic approach to address loss.
References Edvardsson, J., Sandman, P., & Rasmussen, R. (2003). Meanings of giving touch in the care of older patients: becoming a valuable person and professional. Journal Of Clinical Nursing, 12(4), 601–609.
Siegel, D. J. (2012). An Integrative handbook of the mind. New York: W. W. Norton and Company.
( you must use at least one peer-reviewed article and one reference from the readings to support your answer)
When we consider a senior as a taker of society and not a contributor to society, we do not focus on the social benefits of aging individuals as volunteers and creative caregivers of their own (Hughes, 2014). Self-efficacy, individual development, and potential for growth are reflected in learning, social connectedness, and generativity with learning providing a strong centering on continued development (Saliene, 2015).
In different cultures, the socialization and psychological components encourage self-reflection and development of human potential. East/West philosophical ideas may counter each other in developing a concept of the successful self but we may find that integrating ideas from both philosophies gives us the strongest resource for self-knowledge, self-esteem, and resilience to upcoming challenges.
Question: This discussion is preparation for your assignment in Unit 6: Advocacy Training, for which you will prepare a presentation as an advocate, focusing on the senior life enhancement of an individual. Focusing on advocacy in its many forms as well as exploring multiple programs that are in place across the nation focused on enhancement of senior living, will provide you with relevant material to help you create this training on strategies for senior life enhancement.
Reflect on what you have learned about the ladder of inference. Using the process indicated, review the brief scenario below and consider how you might form misrepresentations when working with colleagues of various backgrounds, educational levels, and economic status within a care facility for the healthy elderly.
Consider the following scenario:
Harold, an active, energetic, well-dressed man lives in a wealthy retirement community requiring a minimum of $600,000 in savings before being assured of admission. As a recent widow, he has been seen in the company of many lovely women, just as affluent as he is, holding hands and appearing to be presumptuous in their relationship. You, coming from a middle-class background, with no hopes of ever entering a community like this, find yourself questioning his presumptuousness and pompous approach to the ladies. As he requests a ride for a lunch out, you find yourself putting that request to the back of your mind, giving him excuses for not completing the task with the proper administrative sources.
You are required, as a staff member, to provide support for the residents, but you feel that others may deserve your time more.
How will you justify your decision to focus more on other residents, to your staff?
Use the ladder of inference to form your ideas on this situation.
For this discussion, assume the role of a staff member of the community responsible to arranging transportation and volunteer activities.
In your post, include the following:
Using the ladder of inference, what did you find out about your own responses to Harold? How would the situation change from one of biased, unrealistic understandings that are personally impacting you- to a greater awareness of the realistic responses that are occurring and could result in a different outcome? Is advocacy for his needs possible? How will understanding your personal responses within professional collaborations lead to a stronger understanding of the power of advocacy and leadership?
unit reading: Leadership And Advocacy INTRODUCTION
Advocacy at many different levels and in many different capacities requires attention to needs indicated by the vulnerability of this age group. To be able to encourage seniors to self-advocate and understand the need for collaboration and support, demands recognizing what Huber, et al. call a power differential. They explain the need for questioning what seniors want and how the collaboration efforts and the service providers who are involved can support these needs. Self-advocates and collective self-advocates, as the authors identify, adopt various goals and organizational structures to address issues and guide this population. Legal provider advocates are also identified by these authors helping us to recognize the various ways and forms advocacy may take. Understanding the group to which one is tied and their cultural perspectives and positive attributes, will support the effort to advocate effectively for this population (2008).
Leadership for this age group has become a strong focal point for training organizations. Training differs, supporting leadership of the elderly, who are frail or healthy and engaged as adults, as well as their family and significant others. Leadership within the professional community requires training in skills of communication and empowerment. Holm and Severinsson (2014) describe the need for protecting vulnerability of patients considered as individuals, and not as groups of individuals.
The focus on this will continue throughout the course as we discern ways to protect the integrity and enhance development and self-esteem of the aging individual. It is essential to communicate effectively. We must recognize the contributions of various individuals, focus groups, and organizations for enhancing the life quality of a resident of a continuing care community or one who lives independently, as well as value the support of the family, which requires a balancing act for any leader.
From a counseling perspective, positive regard for all contributing parties becomes an expectation. Building relationships that create alliances with other contributing forces to care (Huber, Nelson, Netting, & Borders, 2008) as well as team building are integral aspects of leadership that is effective, responsive, and conciliatory. This unit will give us an opportunity to view multiple leadership roles and to consider their response to change as well as their options for enhancing empowerment from all contributing forces.
Harold was married to his childhood sweetheart, who suffered from bipolar disorder. They kept this secret from their children because they thought it was best. In the last few years, they decided together to enter a retirement community so that her care could be provided without burdening their children. At the funeral, Harold spoke to his children explaining the mother's disorder, and although the children were sympathetic, they were also angry at the fact that they did not know the truth. Instead, the family had been torn apart by their mother's strange and unpredictable behavior. With his offspring still angry at him, Harold is now determined to live a life in which he can care for himself, after spending the last 30 years helping his wife to maintain balance and joy in their marriage.
For this discussion, analyze how perceptions influence professional effectiveness.
Now that you have this additional information, how does this affect your assumptions? Would it change how your view or treat Harold?
unit reading: Leadership And Advocacy INTRODUCTION
Advocacy at many different levels and in many different capacities requires attention to needs indicated by the vulnerability of this age group. To be able to encourage seniors to self-advocate and understand the need for collaboration and support, demands recognizing what Huber, et al. call a power differential. They explain the need for questioning what seniors want and how the collaboration efforts and the service providers who are involved can support these needs. Self-advocates and collective self-advocates, as the authors identify, adopt various goals and organizational structures to address issues and guide this population. Legal provider advocates are also identified by these authors helping us to recognize the various ways and forms advocacy may take. Understanding the group to which one is tied and their cultural perspectives and positive attributes, will support the effort to advocate effectively for this population (2008).
Leadership for this age group has become a strong focal point for training organizations. Training differs, supporting leadership of the elderly, who are frail or healthy and engaged as adults, as well as their family and significant others. Leadership within the professional community requires training in skills of communication and empowerment. Holm and Severinsson (2014) describe the need for protecting vulnerability of patients considered as individuals, and not as groups of individuals.
The focus on this will continue throughout the course as we discern ways to protect the integrity and enhance development and self-esteem of the aging individual. It is essential to communicate effectively. We must recognize the contributions of various individuals, focus groups, and organizations for enhancing the life quality of a resident of a continuing care community or one who lives independently, as well as value the support of the family, which requires a balancing act for any leader.
From a counseling perspective, positive regard for all contributing parties becomes an expectation. Building relationships that create alliances with other contributing forces to care (Huber, Nelson, Netting, & Borders, 2008) as well as team building are integral aspects of leadership that is effective, responsive, and conciliatory. This unit will give us an opportunity to view multiple leadership roles and to consider their response to change as well as their options for enhancing empowerment from all contributing forces
Question: Coping With Loss and Grief Consider the Chapter 9 reading in your textbook on coping with loss and grief and Dockendorff's article: "Healthy Ways of Coping with Losses Related to the Aging Process," (2014). Different types of loss may elicit different responses to loss. The author identifies six specific losses including quality of life, something we may not typically consider as a loss. Understanding multiple types of loss and responses to them can secure a greater awareness and attention to unique elements of each type of loss.
Choose one of the types of loss in Dockendorff's work combined with the transitions in housing from the text, to determine the differences in expectations from the senior experiencing the loss as well as those caregivers and professionals working with them. What specifically supports the grieving individual in coping with loss? How does mindfulness and collaboration with the aging individual encourage differing dimensions of holistic treatment that support coping? What role does contemplative practice have in supporting individual development of the aging individual or those who may be grieving?
(you must use at least two references from the readings to support your answer)
I have 3 pages written on the question below. But I need those 3 pages to be edited and I need 3 other pages to be added.
ESSAY QUESTION - Write a comparative analysis of the assigned Plato and Aristotle readings. You are welcome to bring Augustine and/or Aquinas into the conversation.
IMPORTANT - In this essay, I need direct quotes from the pdf I attach and the analysis of it building an argument. NO OUTSIDE SOURCES.
Explore your community and take notice of the art you encounter. What does it evoke in you? What did the artist want you to experience when you look at it?
Take pictures of the art and create an aesthetically interesting collection of several (5) works from your home, work, community, and/or visit elsewhere and design a PowerPoint with an “outside the box” interpretation/expression of each.
The focus of this assignment is on creativity, artistic expression, critical perspective, and your analytical ability to relate everyday life to the purpose of this course. Thus, write a short, one paragraph, analysis on five (5) different art pieces, in total, that tells/reveals an “unsuspected” story and/or “moral” message by the artists or Art pieces themselves. Again, you can either create your artistic pieces or take photos, where allowed, of other people’s art.
Your assignment must follow these formatting requirements: •Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. If citations and references are included, they must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the course shell for reference) •Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. •Use the source(s) identified above for the topic you choose, focusing on the main primary source of that author. You may use additional sources also if they are of good academic quality for college papers (Wikipedia and similar websites do not qualify). Use proper APA style in-text citing and also a matching APA style References list at the end.
The specific course learning outcomes associated with this assignment are: •Explain how key social, cultural, and artistic contributions contribute to historical changes. •Explain the importance of situating a society’s cultural and artistic expressions within a historical context. •Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions. •Identify major historical developments in world cultures from the Renaissance to the contemporary period. •Use technology and information resources to research issues in the study of world cultures. •Write clearly and concisely about world cultures using proper writing mechanics.
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