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Category Archives: Blog

September 2, 2025
September 2, 2025

Truth and Commandments

Based on the Topic 6 Resources, develop detailed, thoughtful, and thorough answers to the questions in this document. When completing this document, respond directly after each question within the specified number of words.

1. What would be the implications of truth being relative and subjective in your area of study/future career? Why might absolute and objective truth be required in your area of study/future career? Include a citation from Chapter 7 of The Beginning of Wisdom textbook in your answer and include its reference in the References section at the end of this document.

Your answer in 100-200 words:

<Answer>

2. Review the Ten Commandments in Exodus 20:1-17 and type your responses directly below each of the following prompts.

a. Briefly list the Ten Commandments in your own words (do not copy them word-for-word from the Bible).

Your answer in 75-100 words:

<Answer>

Truth and Commandments

b. Which three commandments are enforced by our legal system?

Your answer in 30-50 words:

<Answer>

c. Explain how the first four commandments might impact someone’s life.

Your answer in 125-150 words:

<Answer>

Truth and Commandments

d. Explain how the tenth commandment might impact someone’s life.

Your answer in 75-100 words:

<Answer>

e. What was Jesus’s response to the question, “What is the greatest commandment?” (Matthew 22:34-40). Why do you think he gave that answer?

Your answer in 75-100 words:

<Answer>

3. C. S. Lewis (1952) writes, “If you look for truth, you may find comfort in the end; if you look for comfort, you will not get either comfort or truth – only soft soap and wishful thinking to begin with and, in the end, despair” (p. 32). Christianity believes that reason is a God-given faculty to evaluate what is true.

How do faith and reason properly work together? Cite Chapter 7 of The Beginning of Wisdom textbook in your answer.

 

Your answer in 75-100 words:

<Answer>

Reference:

Lewis, C. S. (1952). Mere Christianity. New York, NY: Macmillan Publishing Company.

 

References: Truth and Commandments

What are the implications of truth being relative in your career?, What are the Ten Commandments in your own words?, Which commandments are enforced by law?, How might the first four commandments impact life?, How do faith and reason work together?

September 2, 2025
September 2, 2025

ECMO in Critical Care

My Therapeutic Modality/ Healthcare technology: Extracorporeal membrane oxygenation (ecmo) Follow these guidelines when completing this assignment.

1) Choose a therapeutic modality or healthcare technology. ( Extracorporeal membrane oxygenation (ecmo)

2) Examples of a therapeutic modality include Extracorporeal Membrane Oxygenation, Automatic rotating pronation beds, right and/or left ventricular assist devices, nontraditional ventilator modes.

3) Examples of healthcare technology can include regional O2 saturation monitoring (NIRS). 4) Refer to your faculty member if your selection requires prior approval. 5) For writing assistance, visit the Writing Center. 6) Include the following sections (detailed criteria listed below and in the Grading Rubric):

a. Introduction – 5 points/5% • The chosen therapeutic modality or healthcare technology meets one of the following

criteria: ECMO in Critical Care

o Has been introduced recently at the bedside for care of the complex adult patient.

o Is a non-traditional modality for very ill patients in special circumstances. o Is being used in a new way to treat a patient with complex needs. o Requires specific training above and beyond general entry-level nursing

education. • Introduce the therapeutic modality or healthcare technology. • Name the therapeutic modality or healthcare technology. • A brief fictional case is used to illustrate the therapeutic modality or healthcare

technology. b. Explanation and Background– 15 points/15%

• Include a clear description of the therapeutic modality or healthcare technology. • Discuss how the therapeutic modality or healthcare technology works. • Describe the patient population it is used for. • Include medication, safety, and cost considerations as applicable.

c. Risks and Benefits– 15 points/15% • Describe how the therapeutic modality or healthcare technology can benefit the patient. • Discuss ways to promote positive outcomes. • Explain the complications that may arise. • Discuss considerations for preventing complications.

d. Interdisciplinary team’s Roles and Responsibilities– 20 points/20% • Identify all interdisciplinary team members caring for the patient, such as

respiratory therapy, assistive personnel, providers, case managers, clinical nurse specialists, and researchers.

• Describe the roles and responsibilities of each member of the healthcare team that is involved in the use of the therapeutic modality or healthcare technology.

• Discuss the roles and responsibilities of the nurse as a member of the interdisciplinary team caring for the patient.

• Discuss one challenge in working with an interdisciplinary team. e. Nursing Scope of Practice – 15 points/15%

• Discuss the knowledge needed for the Registered Nurse to provide care for the patient using the therapeutic modality or healthcare technology.

• Describe skills needed for the Registered Nurse to provide care for the patient using

ECMO in Critical Care

ECMO in Critical Care

therapeutic modality or healthcare technology. • Discuss attitudes needed for the Registered Nurse to provide care for the

patient using therapeutic modality or healthcare technology.

f. Patient Education – 20 points/20% • Describe the information to be taught to the patient and/or family. • Discuss how information will be taught. • Discuss potential cultural considerations to teaching • Explain how the effectiveness of the teaching will be evaluated.

g. Conclusion – 5 points/5% • Provide a summary of the paper. • No new information is introduced. • Include additional resources for further learning.

h. APA Style and Organization – 5 points/5% • References are submitted with paper. • Uses current APA format and is free of errors. • Grammar and mechanics are free of errors. • Completed 4–5 page paper (not including the title page or reference page) • At least three (3), nursing, scholarly, peer reviewed, primary sources from the last 5

years, excluding the textbook, are provided

.What is extracorporeal membrane oxygenation (ECMO) and how is it introduced?, How does ECMO work and which patient populations benefit?, What are the risks and benefits of ECMO?, What are the interdisciplinary roles in ECMO care?, What is the nurse’s scope of practice and patient education for ECMO?

September 2, 2025
September 2, 2025

Understanding Human Origins

Biological anthropologists are often called upon to educate the public regarding human biological and cultural diversity from a culturally relativist perspective. Whether the biological anthropologist is employed as a cultural resource manager, business consultant, or teacher, knowledge of how human diversity came about and what it means in terms of modern life gives them a better understanding of human actions and interactions.

For the summative assessment, you will step into the role of a biological anthropologist asked to provide recommendations for a museum exhibit centered on the origin and development of human beings. You will provide specific recommendations to illustrate basic elements of biological anthropology such as human evolution, variability, and adaptability, justifying your recommendations. Finally, you will assess the ethical implications of these recommendations and the relationship to cultural relativism.

The project is divided into  three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in  Modules Two, Four, and Five. The final product will be submitted in  Module Seven.

In this assignment, you will demonstrate your mastery of the following course outcomes: Understanding Human Origins

· Analyze human culture and environment for their impact on diversity in human evolution

· Illustrate the value of a cultural relativist perspective for ethically conducting biological anthropological research

· Deconstruct contemporary societal assumptions about diversity with respect to race using biological anthropological theoretical perspectives

· Analyze major fossils to determine their relationship to human evolution and variability

· Analyze the impact of primate anatomical evolution on extinct and modern primate behaviors using evidence-based examples

Prompt

Your museum exhibit recommendations memorandum should answer the following prompt. You will step into the role of a biological anthropologist who has been asked to consult on a museum exhibit geared toward younger patrons, specifically high school students. The museum exhibit is entitled “Understanding Humans: How Did We Get Here?” As the biological anthropologist, you have been asked to provide recommendations on how to teach the basic elements of biological anthropology such as human evolution, variability, and adaptability to the specified audience. To do so, you will select the key fossils, specimens, and artifacts that best convey these ideas. You will select fossils previously covered in the course. In addition to the display items, you will provide justification for their procurement to the funding organization, an important aspect of almost any career in anthropology. The funder will also need assurances that the ethical implications for procuring and displaying specimens and artifacts will be taken into consideration since they, in turn, must answer to donors.

Understanding Human Origins

Specifically, the following  critical elements must be addressed:

I. Impact of Primate Evolution: In this section, the museum would like visitors to learn about the impact of primate evolution on modern behaviors.

A. Identify  prominent examples that illustrate major trends in nonhuman primate anatomical evolution and provide a detailed explanation as to why you recommend the museum exhibit these primates. How do your chosen species demonstrate the major events of primate anatomical evolution?

B. Analyze the anatomy of your chosen primate species and discuss the relationship between anatomical evolution and  modern primate behaviors. What connections can you see between the primate anatomy and modern primate behaviors?

C. Identify examples from the fossil record that illustrate evidence of the  evolutionary split between apes and monkeys and, later, between apes and humans. How do these examples illustrate the major differences between apes, monkeys, and humans today? What are the behaviors of these extinct species?

D. What  ethical considerations are involved in deciding what information or items to display? For example, would it be better to use captive live animals to demonstrate primate behavior versus videos of primates in their natural habitat? Why? Are there any ethical considerations related to how the museum might obtain primate anatomical specimens or replicas?

II. Hominin Evolution: In this section, you will identify prominent fossils and illustrate their relationship to evolution and variability.

A. Identify  prominent hominin fossils that represent the trajectory of human evolution across time and geographic space, justifying your recommendations. To provide a sufficient representation, you will need to recommend multiple fossils.

B. Analyze the fossils you recommended for their value in understanding  human biological evolution, substantiating your analysis with research. In other words, what insight do these extinct species provide us when trying to understand human evolution? How do these species represent some of the major trends in human evolution?

C. Analyze the fossils you recommended for their value in understanding  human biological variation, substantiating your analysis with research. In other words, how does variation within these fossil species reflect the type of biological variation we see in modern humans? Think about things like stature, body shape, body size, and skin color—all of which vary wildly in our species. Do we see similar patterns in your chosen fossils or not?

D. Explain how the museum staff can  ethically obtain and display these fossils. Consider questions such as these in your response: Where will they get the fossils? Will compensation be necessary? Can they use the real fossil, or would a cast replica be preferable? Are there any downsides to using a replica? What considerations are involved in deciding how to protect and display the specimen?

III. Impact of Culture and Environment: In this section, the museum has asked how it might explain the impact of culture and the environment.

A. Explain the  biological aspects of a particular disease with respect to how it is connected to diversity in human genetics.

B. Analyze why certain  cultures have higher rates of your chosen disease than others, substantiating your explanation with research.

C. Analyze how the  environment (local climate, temperature, average rainfall, common infectious diseases) has impacted the diversity in human genetics related to the specific disease, substantiating your explanation with research. In other words, why might rates of your chosen disease be higher in populations that have adapted to certain conditions?

D. Explain the  ethical implications that may arise if the museum uses the specific disease in the exhibit, and how cultural relativism can be used to mitigate these implications.

IV. Deconstructing Race: In this section, the museum wants visitors to learn about race from an anthropological stance.

A. Explain what anthropologists mean when they say that race is a  social construct. Understanding Human Origins

B. Identify  modern-day  examples the museum could use in their display to illustrate how race is socially and culturally constructed.

C. Describe the difference between race and ethnicity. Why do  biological anthropologists use ethnicity to describe groups of people but not race?

D. Identify examples from human  genetics and biological anthropology that the museum could incorporate that will help reinforce the idea that race is a social construct rather than a biological reality.

E. Explain the relationship between biological anthropological views of race and  cultural relativism. Why is it important that a biological anthropologist employ a cultural relativist perspective when studying the concept of race in different cultures?

Your museum exhibit recommendations memorandum should be 8 to 12 pages in length (plus a cover page and references). Use double spacing, 12-point Times New Roman font, and one-inch margins and follow the most current APA guidelines.

What examples show primate evolution, Which hominin fossils illustrate evolution and variability, How do culture and environment affect diversity, How is race socially constructed, Why is cultural relativism important in anthropology

September 2, 2025
September 2, 2025

Morality and Purpose

1) What do you think about the following statement: “My morality is mine and mine alone, and it is not my place to judge the morality of others”? Are there any times when you should judge the morality of others? Why or why not? If so, when and why?

2) How do the Christian beliefs about creational purpose and human nature affect how Christianity sees human dignity and human value? How do they affect ethical decision-making in the Christian worldview?

3) After reviewing the “Find Your Purpose” section in  The Beginning of Wisdom, discuss some of the ways that people might discover their purpose. How does the Christian concept of m issio Dei fit into a Christian’s sense of purpose?

4) How might someone in your academic discipline or future vocation be able to live out a Christian missional purpose?  Morality and Purpose

Should we judge morality, How do creational purpose and human nature affect dignity, How do people discover purpose, How does missio Dei shape purpose, How can vocation live out missional purpose


Morality and Purpose

Comprehensive Answer

1. Judging Morality
The statement “My morality is mine and mine alone” reflects a relativistic view that denies universal moral truth. From a Christian perspective, morality is objective because it is grounded in God’s character and revealed through Scripture. While Christians are cautioned not to judge hypocritically (Matthew 7:1–5), there are times when judging moral actions is necessary for justice, accountability, and protecting others. For instance, calling out harm, oppression, or dishonesty reflects a commitment to truth and love. Christians are urged to discern right from wrong (Hebrews 5:14) and to guide one another toward righteousness, but always with humility and grace.


2. Creational Purpose, Human Nature, and Dignity
Christianity teaches that humans are created in the image of God (imago Dei) as described in Genesis 1:27. This foundational belief gives every person inherent dignity and value, regardless of status, ability, or circumstance. Because human worth is derived from God rather than human opinion, Christianity rejects any hierarchy of value among people. Ethical decision-making, therefore, is rooted in protecting life, promoting justice, and respecting the God-given worth of others. Christian ethics emphasize choices that align with God’s will, protect the vulnerable, and uphold love and justice. This connection between creation, dignity, and morality shapes Christian responses to contemporary ethical challenges such as healthcare, poverty, and human rights.


3. Discovering Purpose and Missio Dei
The Find Your Purpose section of The Beginning of Wisdom emphasizes that people may discover their purpose through prayer, reflection, and alignment of their gifts with the needs of the world. Frederick Buechner’s idea of purpose being found where “deep gladness meets the world’s hunger” echoes this integration of calling and service. The Christian concept of missio Dei (mission of God) expands this personal search by reminding believers that ultimate purpose is not self-centered but rooted in God’s redemptive work in the world. Thus, Christians discover true meaning when they participate in God’s mission—whether through evangelism, acts of service, or daily expressions of love and integrity. Morality and Purpose

September 2, 2025
September 2, 2025

Purpose and Worldview

Be sure you respond to all five prompts and include all the sources you cite on a reference section at the end of this document.

Consider how what you have learned throughout the course will impact your future. Explain how to find your purpose by answering the following questions. Include citations and references from the topic Resources.

1. Summarize the concept of missio Dei (missional purpose).

Purpose and Worldview

Your answer in 100-150 words:

<Answer>

Purpose and Worldview

2. Summarize Buechner’s concept of finding your purpose and explain how this aligns with the way you live out your worldview (missional purpose).

Your answer in 100-150 words:

<Answer>

3. Reflect on your beliefs about origins (creational purpose) and describe how those beliefs contribute to your understanding of human purpose.

Your answer in 100-150 words:

<Answer>

4. Describe how Jesus’s statement of overarching purpose in the commandment to love God and love others as ourselves can be lived in and out of the workplace.

Your answer in 100-150 words:

<Answer>

5. Describe how your future career can be an opportunity to help others flourish, to be purposeful, and to do no harm.

Your answer in 100-150 words:

<Answer>

References:

© 2021. Grand Canyon University. All Rights Reserved.

Purpose and Worldview

Purpose and Worldview

What is missio Dei, What is Buechner’s view of purpose, How do origins shape human purpose, How can love God/others be lived out, How can career promote flourishing


Comprehensive Answer

1. Missio Dei (100–150 words)
The concept of missio Dei, or “mission of God,” emphasizes that mission is not primarily a human effort but God’s work in the world. It reflects God’s desire to redeem creation, reconcile humanity to Himself, and restore broken relationships. Christians participate in God’s mission by living out their faith in ways that point others to His kingdom. This involves sharing the gospel, serving others, and embodying Christ’s love in everyday life. According to the Topic 7 Overview (GCU, 2021), the church is called to be missional in every context, whether in local communities or across cultures. Thus, missio Dei calls believers to see purpose not as self-centered achievement but as active participation in God’s redemptive plan.


2. Buechner’s Concept of Purpose (100–150 words)
Frederick Buechner describes purpose as the intersection between “your deep gladness and the world’s deep hunger.” This means that people find true purpose when their gifts and passions meet real needs in the world. From a Christian perspective, this aligns with missio Dei because it directs personal fulfillment toward service and love for others rather than self-gain. In my worldview, purpose is not only about pursuing what brings joy but also about seeking opportunities to contribute to the flourishing of others. This integration of calling and service reflects Jesus’s example, who came not to be served but to serve (Mark 10:45). Living out Buechner’s vision means viewing vocation as both meaningful for the individual and transformative for society.

September 2, 2025
September 2, 2025

Christian Ethics Case

For questions 2-6, chose from the “Decision-Making Cases” document in the topic Resources. Use critical thinking as well as support from the topic Resources to answer the following prompts.

1. Why do Christians believe that morality is absolute and objective, rather than relative and subjective? If morality is objective, where do Christians get their moral standard? Cite Chapter 7 of The Beginning of Wisdom textbook and/or topic overview. Include the resources you use on a reference page at the end of this document.

Your answer in 75-100 words:

<Answer>

Christian Ethics Case

Christian Ethics Case

2. Use the case you chose from the “Decision-Making Cases” document to answer the following questions to build the Christian ethical response. Use logical reasoning (general revelation). Cite Bible passages (special revelation), The Beginning of Wisdom textbook, and/or the topic overview. Include the resources you use on a reference page at the end of this document.

a. Which case did you choose?

<Chosen case>

b. In Chapter 2 of The Beginning of Wisdom textbook and the Topic 1 Overview, the elements of a worldview (ultimate reality, nature of the universe, humanity, knowledge, ethics, purpose) are presented. In the case you chose, which worldview element is going to be the biggest factor for determining right and wrong in the case you chose? Why?

Your answer in 75-100 words:

<Answer>

c. How does the Christian worldview describe the worldview element you identified?

Your answer in 75-100 words:

<Answer>

d. What are Bible passages (cite two or three) that will guide the ethics for the case you choose? How do these Bible passages apply to this case?

Your answer in 75-100 words:

<Answer>

e. Based on your answers to b and c, explain the Christian response to the case you chose. In other words, how might the Christian worldview resolve the issue?

Your answer in 75-100 words:

<Answer>

3. Your previous responses built a Christian ethical stance and provided a Christian resolution for the case. How might this Christian resolution to the issue increase human dignity and human value?

Your answer in 50-75 words:

<Answer>

4. The Christian position that humans should flourish comes from belief in the goodness of God. How so? What are the connections between God’s goodness and human flourishing?

Your answer in 50-75 words:

<Answer>

5. Considering the Christian resolution you built for the case and everyone involved in the scenario, what might be some benefits or unintended consequences that come from this resolution? What might be challenging for people to accept or do?

Your answer in 75-100 words:

<Answer>

6. What are some ways that Christians should be active in helping to alleviate the suffering related to this issue? Give specific examples that ordinary people can do.

Your answer in 75-100 words:

<Answer>

 

Why is morality objective, Which case did you choose, Which worldview element matters most, What Bible passages guide ethics, How does Christian worldview resolve the issue

September 2, 2025
September 2, 2025

Identity and Bias

Every person has their own personal identity, which is a combination of one’s social identities. In this module, you and your peers explored your own identities. In this assignment, you will explore your identities further and examine how implicit or unconscious bias shows up in your identities. You will also explore the connection between the core principles of social justice and your identity.

Identity and Bias

Most dominant identities, Implicit bias in identities, Core principles of social justice, How bias impacts social justice understanding, Bias in personal and professional settings

Directions

In this journal submission, you will reflect on the identities you shared in this module’s discussion and how implicit or unconscious bias may show up in your dominant identities. You will also explore the core principles of social justice.

Specifically, you must address the following:

  1. Describe your most dominant social identities. Identity and Bias,
  2. Describe implicit bias represented within your most dominant identities,.
    1. How does implicit bias show up in your most dominant identities?,
  3. Identify the core principles of social justice.,
  4. Describe how implicit bias impacts your understanding of the core principles of social justice.
    1. How might implicit bias impact your understanding of social justice in personal settings?
    2. How might implicit bias impact your understanding of social justice in professional settings?

What to Submit

Submit your journal as a 1-page Microsoft Word document with 12-point Times New Roman font, double spacing, and one-inch margins. No sources are required. If sources are used, be sure to include an attribution (or citation) to the resource in APA style. While you will not be graded on the quality of your citations in this assignment, you may receive guidance from your instructor on how to properly cite sources.

Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment, but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2-5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.

Module One Journal Rubric

Criteria Meets Expectations (100%) Partially Meets Expectations (75%) Does Not Meet Expectations (0%) Value
Social Identities Describes the most dominant social identities Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more thorough description of the most dominant social identities Does not attempt criterion 22.5
Implicit Bias Describes implicit bias represented within the most dominant identities Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more thorough description of implicit bias represented within the most dominant identities and/or a more detailed description of how implicit bias shows up in the most dominant identities Does not attempt criterion 22.5
Core Principles Identifies the core principles of social justice Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include accurately identifying the core principles of social justice Does not attempt criterion 22.5
Understanding Describes how implicit bias impacts an understanding of the core principles of social justice Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing a more thorough description of how implicit bias impacts an understanding of the core principles of social justice and/or a more detailed description of how implicit bias might impact an understanding of social justice in personal and/or professional settings Does not attempt criterion 22.5
Clear Communication Consistently and effectively communicates in an organized way to a specific audience Shows progress toward  Identity and Bias meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding Shows no evidence of consistent, effective, or organized communication 10
Total: 100%
September 2, 2025
September 2, 2025

Visual Origin Story

Origin stories exist in every human culture and are used to offer explanations about how something came into existence. Creating a Visual Origin Story combines lateral and visual thinking as your team envisions its collective capabilities and imagines a positive trajectory together. For example, the team’s co-authored origin story might describe teammates’ superpowers and how they work together to “fight the evils of the world.” The activity involves both asynchronous components with low social presence (your independent work) and synchronous moments with high social presence (coming together with your team to discuss and create). Working together synchronously at the end stage of this activity is required.

Visual Origin Story

Phase 1:  Personal Avatar, To be Completed Individually Prior to Team Meeting

1.  Brainstorm: Create an avatar—an image that will represent your personality—to share with your new teammates. Feeling stuck? This exercise in lateral thinking will help you come up with some imaginative ways to represent yourself.

First, grab a pen and paper to write down your responses to the following:

• A verb for an activity that you like to do, ending in -ING (“flying,” “jumping,” etc.) • Favorite color(s) • Your favorite snack food • An adjective that best describes you • Aspects of your identity that are important to you (cultural, ethnic, religious, sexual orientation, etc.)  • Your favorite creature, real or imagined • Favorite musical artist • Favorite board or video game • A particular hidden talent of yours • Name of the street or town where you grew up • Name(s) of your pet(s) (if applicable)

2.  Imagine: Next, combine any number of selections from the previous list to develop a fun description of yourself. Perhaps you are a superhero who can make tacos appear with the snap of your fingers? Or do you feel you embody a hybrid of your two favorite animals? Come up with two to four options for yourself by combining answers, adding descriptive features, or editing as needed. Examples of how you might describe your new superhero self: “I’m a…” • Flying Kimchi Horse • Laughing Aqua Robot • Yodeling League of Insects • Bouncing Extroverted Cheeto

3.  Visualize: Continue to working individually to  create a visual representation of yourself based on what you have imagined, making sure to connect to any personality or skills you might bring to the team. Some ideas to get you started include:

· Draw on top of a photograph

· Create an illustration or caricature (a bowl of kimchi wearing sunglasses, a potato chip with a face, etc.)

· Collage together items from magazines or newspapers

· Develop other creative representations, such as a hand puppet constructed from fabric or other material

· Use one of these free programs to create your avatar:

· Adobe Avatar Maker:  https://www.adobe.com/express/create/avatarLinks to an external site.

· Links to an external site.Get Avataaars:   https://getavataaars.com/Links to an external site.

· Superherotar:  https://superherotar.framiq.com/Links to an external site.

*Please note that your avatar can be either a collage-type image that represents you or a character that you create that is symbolic of you.   There is no one right way to create your avatar, the important thing is that you create an image that represents you and that you are able to use the image to introduce yourself to your team.

 

 

Tips

•  Individual avatar: Have fun creating your own individual avatars first, then share them with your team to describe your personality or things you love.  The avatar can be as quirky and strange as you want it to be, as long as you can speak about how it connects to your personality. Robots, horses, insects, objects, humans, and more are all welcome to the party!

•  Combining avatars: Think of interesting ways to combine the avatars together. Don’t just make a matrix of fragmented parts and call things done. Instead, think about how the parts fit together in interesting new ways. What new creatures could you create? What hybrid object might be constructed to represent the team?

•  Brainstorming: Throughout the process of working together, think about the different collaborative storytelling techniques that might help your team brainstorm together. Perhaps one person adds an element to another person’s contribution or you might have an open back-and-forth discussion where multiple stories take place in a shared world. Have fun and share ideas!

•  Stay playful: This does not need to be a serious activity and, in fact, keeping the mood light will build positive feelings among your team. If you will be working on a serious topic later in the process, activities such as this one provide a useful emotional counterpoint to relieve some of the stress and tension that can result from working with challenging topics.

Brainstorm avatar traits, Imagine character options, Visualize representation, How to combine avatars, How to stay playful

September 1, 2025
September 1, 2025

Assessment Traits

Requires Lopeswrite Assessment Description “The integrity of the upright guides them, but the unfaithful are destroyed by their duplicity.” Proverbs 11:3 GCU remains committed to high Code of Conduct and Academic Standards. Review the Code of Conduct and Academic Standards in the university policy handbook. From a Christian perspective, academic integrity can be seen as a reflection of one’s commitment to living a life of honesty, integrity, and responsibility—values deeply rooted in Christian teachings.  Prepare this assignment according to the guidelines found in the APA Style Guide, using the attached APA Style template. Reflect on the topic of GCU Code of Conduct and Academic Standards and in 250-500 words address the following prompts in four paragraphs:  Assessment Traits

Assessment Traits

Review the Code of Conduct and Academic Standards in the university policy handbook. Go to https://www.gcu.edu/academics/academic-policies.php#h-university-policy-handbook and click on the University Policy Handbook link. Find the Code of Conduct and Academic Standards section. In your own words, explain one academic integrity violation, other than plagiarism, and one code of conduct violation. Give a specific example of what the two identified violations could be and describe why these standards are in place. The academic integrity section discusses academic dishonesty. One area of dishonesty is plagiarism. Define plagiarism in your own words and explain why you think students plagiarize. Describe how students can avoid academic dishonesty, in group work or as an individual. How do you hold yourself and your peers accountable to the code of conduct and academic standards expectations from a Christian lens? Assessment Traits Answer:
One academic integrity violation, apart from plagiarism, is fabrication of information. This occurs when a student invents or falsifies data, research results, or citations in an assignment. For example, a student writing a research paper might cite an article that does not exist to make their work appear more credible

What is one academic integrity violation other than plagiarism?, What is one code of conduct violation?, How can plagiarism be defined and why do students plagiarize?, How can students avoid academic dishonesty?, How can accountability be maintained from a Christian perspective?

September 1, 2025
September 1, 2025

Treatment Effectiveness & Generalization

1. Dependent Variable and Target Behaviors

The dependent variable is disruptive behavior, consisting of the following three target behaviors: – Yelling profanities: Any instance of John shouting inappropriate or offensive language that can be heard from a distance of at least 5 feet. – Kicking over a desk: Using force from the foot or leg to tip or move a desk from its upright position. – Tipping over his chair: Deliberately leaning or shifting his weight such that the chair falls to the ground, with or without him in it. Comment by Microsoft Office User: 1.1 Nice job with the dependent variable. 4/4

Treatment Effectiveness & Generalization

2. Operational Definitions Comment  by Microsoft Office User: It’s a little confusing to have both an explanation of the behavior and operational definitions. I would recommend taking off descriptions and just leaving the operational definitions.

– Yelling profanities: A vocal outburst containing inappropriate words at a volume exceeding conversational level. – Kicking over a desk: Contact with the desk using the foot or leg resulting in the desk tipping or being displaced. – Tipping chair: Purposeful movement leading the chair to fall onto the floor from an upright position. Comment by Microsoft Office User: 1.2 This is a hard one to define. What makes it hard is trying to not use subjective words like inappropriate. Words can be considered inappropriate by one person and be viewed differently by another individual. Look for using words other than inappropriate in your definition. Maybe you could say ‘uses profane words’ or ‘words that are not allowed in the setting’. 1/2 Comment by Microsoft Office User: 1.2 Great job with this definition. 2/2 Comment by Microsoft Office User: 1.2 When we are writing operational definitions, we are not trying to determine the intention, just defining what to observe. 1/2

3. Measurement Dimension and Recording System

The measurement dimension used is frequency, and the recording method is event recording. This approach is appropriate for discrete, observable behaviors that have a clear beginning and end, allowing for accurate counts of how often the target behaviors occur. Comment by Microsoft Office User: 1.3 Excellent, this is correct. 5/5 Comment by Microsoft Office User: 1.3 Good job. 5/5

4. Single-Subject Design

An ABAB reversal design was used to assess the intervention’s effectiveness. Comment by Microsoft Office User: 1.4 Nice work. 5/5

5. Graph of the Data

Graph displaying data across four phases of intervention: Comment by Microsoft Office User: 1.6 For proper formatting you will want to put the graph in this section and not at the end of the paper. Additionally, we typically don’t connect the data points across the phase change line. This will help with the visual analysis process. 7/10

6. Intervention Effectiveness Treatment Effectiveness & Generalization

Yes, the intervention was effective. Disruptive behaviors decreased significantly during intervention phases and increased again during baseline phases.

7. Visual Analysis

– Level: Sharp reduction in frequency noted in intervention phases. – Trend: Decreasing trend in intervention; increasing trend during baselines. – Variability: Moderate variability in baseline phases, more stability during intervention. Comment by Microsoft Office User: 1.7 You will need to add more detail in your analysis and explanation of why the intervention is effective. 6/9

 

Part II: Treatment Generalization

1. Single-Subject Design for Generalization

Multiple baseline across settings was used. Comment by Microsoft Office User: 2.1 That is correct. 5/5

2. Type of Generalization Evaluated

Setting generalization. Comment by Microsoft Office User: 2.2 Correct. 5/5

3. Initial Generalization Effect

Generalization did not occur initially in Classrooms 2 and 3 during the first intervention in Classroom 1. Disruptive behavior remained unchanged in those settings. Comment by Microsoft Office User: 2.3 I would like to see a little more explanation on what you are analyzing and seeing in the data. What led you to this conclusion? 3/5

4. Effect of Break Card Without Instruction

– Classroom 2: Slight decrease, not significant. – Classroom 3: No change. Generalization was not evident without instruction. Comment by Microsoft Office User: 2.4 Think back to the definition of setting generalization. Generalization is the decrease, in this scenario, of the behaviors in the novel settings without instruction occurring. 3/5

5. Effect of Break Card + Instruction in Classroom 2

– Classroom 2: Disruptive behavior decreased noticeably. – Classroom 3: No change. Generalization did not occur in Classroom 3. Comment by Microsoft Office User: 2.5 I want you to look again the data in classroom 3. 0/5

6. Why Not Implement in Classroom 3

To test whether generalization would occur naturally through mediated stimuli without additional instruction. Comment by Microsoft Office User: 2.6 You are almost there. Generalization is not going to occur ‘naturally’ it is from deliberate programming. How did the behavior analyst in this scenario program for generalization? 1/5

7. Summary Statement Treatment Effectiveness & Generalization

Generalization only occurred when the break card was paired with specific instruction. The presence of the card alone was not sufficient to produce behavior change. Comment by Microsoft Office User: 2.7 This is incorrect. The intervention worked but that does not mean there was generalization. Review the definition of setting generalization. 0/9

8. Suggestion for Future Treatment

Future interventions should ensure that mediating stimuli are introduced with explicit instruction across all relevant settings. Booster sessions and consistent prompts can support generalization. Comment by Microsoft Office User: 2.8 –It is unethical and impractical to provide instruction in all targeted settings. Ethically, as behavior analysts, we have to program for generalization. Can you imagine having to teach what 2+2 is in the home environment, in the store, at McDonalds, at school, at the park, at a friend’s house, etc.? We can’t provide instruction in all settings. 0/5

Graphical Analysis of Treatment Generalization

The following figure illustrates disruptive behavior across the three classrooms:

What were the dependent variable and target behaviors?, What were the operational definitions used?, What measurement dimension and recording system were applied?, Was the intervention effective and why?, How was treatment generalization evaluated and what were the outcomes?