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Category Archives: Samples

February 16, 2025
February 16, 2025

Language Shapes Emotional Understanding

Linguistic relativity, a concept central to the field of psycholinguistics, highlights the interplay between language and thought. This principle, often associated with the Sapir-Whorf hypothesis, posits that the structure and vocabulary of a language influence its speakers’ perception of the world. One striking domain where linguistic relativity manifests is emotional categorization. Across cultures, emotions are often conceptualized and expressed differently based on linguistic constraints. For example, the Russian language has distinct words for light blue (“голубой”) and dark blue (“синий”), which influences how Russian speakers perceive and categorize shades of blue compared to English speakers, who simply use “blue.” Similarly, when it comes to emotions, languages like Tahitian lack a specific term for sadness, which potentially alters how individuals from that culture conceptualize and process the feeling. This supports the notion that language serves as a cognitive framework, shaping not only how emotions are expressed but also how they are internally experienced.

Language Shapes Emotional Understanding

The implications of linguistic relativity extend to how friends and enemies are conceptualized across cultures. In individualistic cultures, such as those in the United States or much of Western Europe, friendships are often characterized by voluntary emotional bonds and mutual self-disclosure. The term “friend” is frequently used loosely, encompassing a wide range of relationships, from casual acquaintances to deeply intimate connections. On the other hand, collectivist cultures, such as those in China or Japan, often define friendships more narrowly, emphasizing long-term loyalty, shared responsibilities, and collective identity. Enemies, likewise, are conceptualized differently. In cultures that prioritize harmony and face-saving, such as many East Asian societies, direct confrontation is avoided, and the notion of an “enemy” may be downplayed or reframed in less adversarial terms. Contrastingly, in cultures with a more direct communication style, such as in parts of the Middle East or the United States, the designation of an enemy may be more explicit and openly acknowledged. These cultural differences highlight how societal values and linguistic framing shape interpersonal relationships.

Language Shapes Emotional Understanding

Another fascinating domain of cultural variability lies in the institution of marriage. The preference for love marriages versus arranged marriages reflects a complex interplay of cultural, economic, and social factors. In societies that emphasize individualism, such as in the United States or parts of Europe, love marriages are more common. These cultures prioritize personal choice, emotional connection, and the autonomy of individuals in selecting a life partner. Conversely, in collectivist societies such as India, Pakistan, or Japan, arranged marriages are often favored, grounded in the belief that marriage is a union of families rather than just individuals. Economic stability, compatibility, and social status often take precedence over romantic love in these contexts. However, it is essential to note that the distinction is not always binary. For instance, in contemporary India, “arranged love marriages” have emerged, blending familial involvement with the individuals’ romantic preferences. Factors such as urbanization, globalization, and exposure to Western ideals have contributed to the increasing prevalence of love marriages in traditionally collectivist cultures, showcasing how cultural practices evolve over time.

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One research study that provides insight into the cultural variability of emotions is Paul Ekman’s seminal work on universal emotions. Ekman’s research demonstrated that certain facial expressions, such as those for happiness, anger, fear, sadness, surprise, and disgust, are universally recognized across cultures. This finding suggests that these emotions have a biological basis and are shared by all humans, regardless of cultural background. However, subsequent research has revealed significant cultural variability in how these emotions are expressed and interpreted. For example, Matsumoto (1990) found that while Japanese individuals could recognize universal emotions, they were more likely than Americans to mask negative emotions with a neutral or positive expression, a practice rooted in cultural norms of maintaining social harmony.

Language Shapes Emotional Understanding

Another study by Gendron et al. (2014) challenges the universality of emotions by exploring the Himba people of Namibia. The researchers found that the Himba categorized emotions differently than Western participants, suggesting that emotional experiences and perceptions are influenced by cultural and linguistic factors. For instance, while Western participants readily distinguished between fear and anger, the Himba often grouped these emotions together. This evidence supports the argument that while there may be universal biological underpinnings of emotion, cultural and linguistic contexts play a significant role in shaping emotional categorization and expression.

Comparing these perspectives reveals a fascinating tension between universality and cultural specificity. Ekman’s findings highlight the shared human capacity for emotional expression, while studies like those conducted by Gendron underscore the profound influence of cultural context on emotional categorization. Both perspectives are valuable, as they illustrate the interplay between biology and culture in shaping human emotion. The universality of emotions provides a foundation for cross-cultural communication and understanding, while the variability underscores the importance of cultural sensitivity in interpreting emotional expressions.

Language Shapes Emotional Understanding

In conclusion, the study of linguistic relativity, cultural conceptualizations of relationships, marital preferences, and emotional variability reveals the intricate ways in which language, culture, and biology intersect. While certain aspects of human experience, such as universal emotions, transcend cultural boundaries, others, such as emotional categorization and relationship dynamics, are profoundly shaped by cultural and linguistic contexts. Understanding these dynamics is essential for fostering cross-cultural empathy and effective communication in an increasingly interconnected world. As research continues to explore these themes, it deepens our understanding of the diversity and commonality of human experience, enriching both academic inquiry and practical applications in fields such as psychology, anthropology, and international relations.

February 16, 2025
February 16, 2025

Reflection Discussion on Pathophysiology

 Advanced pathophysiology serves as a cornerstone in the education and clinical practice of a family nurse practitioner (FNP), providing a framework for understanding the mechanisms of disease and the intricate processes that underlie human health. Reflecting on the past eight weeks of study, the depth and breadth of knowledge acquired in this subject have significantly enhanced my ability to analyze, diagnose, and manage various health conditions. This reflective essay will explore the practical application of advanced pathophysiology in my future practice, emphasizing its critical role in clinical decision-making, patient education, and holistic care delivery.

Reflection Discussion on Pathophysiology

One of the most profound realizations from my studies is how pathophysiological processes can explain the symptoms patients present with, enabling a more precise diagnosis and treatment plan. For example, understanding the pathophysiology of chronic illnesses such as diabetes mellitus, hypertension, and asthma equips me with the knowledge to recognize the early signs of disease exacerbation, identify underlying triggers, and tailor interventions accordingly. As an FNP, I will frequently encounter patients with these and other common conditions, and my ability to connect clinical manifestations with the underlying cellular and systemic changes will be invaluable in improving patient outcomes.

Reflection Discussion on Pathophysiology

The study of advanced pathophysiology also deepened my appreciation for the interconnectedness of the body’s systems. This holistic understanding is particularly relevant in primary care, where patients often present with multifaceted health concerns. For instance, learning about the inflammatory response and its systemic effects has illuminated how chronic inflammation contributes to conditions like cardiovascular disease and rheumatoid arthritis. This knowledge will allow me to adopt a more integrative approach to care, recognizing how seemingly unrelated symptoms may share a common pathophysiological origin and addressing those connections in my treatment plans.

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Furthermore, advanced pathophysiology provides a solid foundation for understanding pharmacological interventions and their mechanisms of action. As an FNP, prescribing medications is a central responsibility, and having a thorough grasp of disease mechanisms ensures that I can select the most appropriate therapies for my patients. For instance, knowing how beta-blockers mitigate the effects of increased sympathetic nervous system activity in hypertension or how insulin therapy addresses cellular glucose uptake dysfunction in diabetes empowers me to make evidence-based decisions. Additionally, understanding pathophysiology enhances my ability to anticipate potential side effects, educate patients about their medications, and monitor for therapeutic effectiveness.

Reflection Discussion on Pathophysiology

In my future practice, patient education will be a critical component of care, and my knowledge of advanced pathophysiology will enable me to communicate complex medical concepts in ways that patients can understand. Many patients struggle to comprehend the “why” behind their diagnoses and treatments, and my ability to explain these processes in relatable terms will help foster trust, engagement, and adherence. For example, I could explain to a patient with asthma how inflammation and bronchoconstriction in their airways lead to the characteristic symptoms of wheezing and shortness of breath, reinforcing the importance of adhering to prescribed maintenance therapies to prevent exacerbations.

Moreover, my pathophysiology training will shape my approach to preventive care, which is a fundamental aspect of the FNP role. By understanding the early markers of disease and the modifiable risk factors that contribute to its progression, I can guide patients toward healthier lifestyles and preventive strategies. For instance, recognizing how obesity-induced insulin resistance develops into type 2 diabetes positions me to counsel patients effectively on the importance of weight management, physical activity, and dietary modifications. My ability to translate scientific knowledge into actionable advice will empower patients to take proactive steps in maintaining their health.

Reflection Discussion on Pathophysiology

Advanced pathophysiology also enhances my ability to navigate the complexities of caring for patients with comorbidities, a common challenge in family practice. Understanding how multiple conditions interact within a single patient allows for a more nuanced approach to care. For example, managing a patient with both chronic kidney disease and congestive heart failure requires an appreciation of how these conditions influence each other’s progression and how treatments for one might impact the other. My training in pathophysiology equips me with the critical thinking skills needed to prioritize interventions and optimize outcomes in these complex scenarios.

Lastly, the knowledge gained from advanced pathophysiology serves as a catalyst for ongoing learning and professional growth. Medicine is an ever-evolving field, and as an FNP, I will need to stay abreast of new research, guidelines, and treatment modalities. My foundational understanding of pathophysiological principles provides a framework for integrating new knowledge into practice, ensuring that I can adapt to advancements in medical science and deliver the highest quality care to my patients.

Reflection Discussion on Pathophysiology

In conclusion, the study of advanced pathophysiology has profoundly enriched my understanding of the human body and the diseases that afflict it, preparing me to excel as a family nurse practitioner. This knowledge will inform every aspect of my practice, from diagnosing and managing diseases to educating and empowering patients. By bridging the gap between theory and practice, advanced pathophysiology enables me to approach patient care with confidence, competence, and a commitment to improving health outcomes. As I move forward in my career, I am excited to apply these principles to make a meaningful difference in the lives of the patients I serve.

February 16, 2025
February 16, 2025

Campus Exploration PowerPoint Assignment

Overview

Liberty University offers students a wealth of services designed to help succeed throughout their online academic careers and beyond.  To ensure students recognize these offerings and opportunities, students will complete a Campus Exploration Powerpoint Assignment.

This will include visiting 9 different campus service/office physical locations or various office webpages from Liberty University Online’s website. Students will then create a 10 slide PowerPoint presentation (title slide + 9 offices) showcasing these services/offices. Please do not use any other software (do not use Keynote, Slides, Prezi, Pages, etc.).

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Note: It may be wise for students to review eBook Reading- Chapter: Introduction: Getting Involved, which contains a long list of student support offices for residential and/or online students. Students can access the full textbook inside MindTap (follow any chapter link to enter MindTap) or can use the direct link to Introduction: Getting Started in Module 1: Week 1’s Learn section.

Campus Exploration PowerPoint Assignment

Campus Exploration PowerPoint Assignment

Instructions:

  1. Review the Campus Exploration Powerpoint Assignment Grading Rubric.
  2. Using the list of services/offices below, visit 9 different physical locations on campus (if you are near campus) or 9 different service/office webpages from Liberty University’s main website, www.Liberty.edu or from Liberty University Online’s website, www.Liberty.edu/online (if you are at a distance).
    1. As students visit these services/offices, in-person or online, they will be either required to,
      1. take a selfie at the physical location;
      2. or a screenshot/snippet of each webpage or find a relevant picture/image.
    2. Note: From Liberty University Online’s website you can find these offices under “Current Students-Resources”.
    3. Note: Normally screenshots of websites or web images are copyrighted, and therefore they should be cited. However, for purposes of this assignment, students will NOT be required to cite their images or screenshots, if taken from www.Liberty.edu.
  3. Create a 10 slide PowerPoint presentation (title slide & 9 office slides).
    1. The first slide will be a title slide. It should include,
      1. the exact title “Campus Exploration PowerPoint”;
      2. student’s name;

Campus Exploration PowerPoint Assignment

  • and course and section number.
  1. Slides #2-10 will be based on the different locations/webpages visited. Each should include:
    1. Service/office name as the title of that slide- i.e. “Career Center”.
    2. Include either the selfie or the screenshot/snippet/relevant picture/image as evidence that you visited each location/webpage.
  • Include four requirements: (a) a brief, one line description of what the office does; (b) physical location/room number- i.e. DeMoss Hall, Room 3014, if provided; (c) website url and email; and (d) phone number.
  1. Add some sizzle:
    1. Choose any appropriate background, font, colors, and text size.
    2. Rotate pics from left/right to keep audience interest.
    3. Double-check spelling, grammar, and punctuation.
    4. Be consistent with capitalization- i.e. if one bullet is capitalized, all should be.
  2. Upload PPT when finished.

PowerPoint will be graded on (a) title slide; (b) visitation of 9 offices/webpages; (c) description, location, website and email, and phone; (d) mechanics such as spelling, capitalization, etc.; and (e) formatting/appearance such as background, layout (rotation of pics- left/right), and fonts.

Campus Exploration PowerPoint Assignment

Tips for Students:

  • Imagine that this PPT will be used for an incoming student next year. Make it real.
  • Follow instructions carefully. Look at the grading rubric before beginning.

Locations (choose any 9):

1.      Academic Success Center (ASC)

2.      Career Center

3.      Office of Equity & Inclusion

4.      Commuter Student Life Center

5.      Flames Pass (Student ID)

6.      Jerry Falwell Library

7.      Honor Societies (note- These are in CASAS)

8.      International Student Center

9.      IT Help Desk

10.  LU Send

11.  LU Serve

12.  LU Shepherd

13.  Office of Disability Accomodation Support (or LUO ODAS)

14.  Office of Military Affairs

15.  Online Writing Center

16.  Online Student Life

17.  Student Advocate Office/Advising

18.  Student Health Center

19.  Veteran’s Center

 

Note: Other offices/locations may be acceptable.  Check with your professor before selecting.

February 16, 2025
February 16, 2025

Ethical Problems in Biomedical Sciences

Draft 2, end of Week 5 (due by Monday by noon): Application of one ethical theory (for instance, virtue ethics, deontology, utilitarianism, care ethics, etc.) to the topic analyzing and explaining the ethics of the issue using at least three key components of that theory.

PROPOSED STRUCTURE FROM SYLLABUS:

Application of ethical theory (30 points): I am looking for One treatment of the issue from an ethical approach studied during the term. The section is worth thirty points so this section must be in depth.

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Here is a suggested strategy for handling that section in four paragraphs:

Paragraph 1:

Describe the general approach of the philosophical theory (deontology, utilitarianism, virtue ethics etc.)
Identify at least three principles from the theory.
Paragraphs 2 through 4:

Assign each of the three principles its own paragraph and explain the principle. Then use the explained principle to analyze a feature of your topic (in that same paragraph).
Ethical Problems in Biomedical Sciences

Ethical Problems in Biomedical Sciences

Grading Rubric

Your final research paper assignment will be graded according to the grading rubric. Your first draft will not be graded according to this rubric. It is included here below only as a reference.

15/15: Composition: Is paper written well with attention to syntax, grammar, clear thesis statement, consistent paragraphing and proper citations style or are there recurring problems with any of these?

15/15: History of topic: Does paper develop historical context for the moral issue from 1960 onward in a clear and chronologically coherent manner or does the paper fall short of doing this in specific ways?

20/20: Pro versus Con: Does paper spell out clearly conflicting sides of the issue or does it only show one side or is it entirely missing a pro/con section?

30/30: Application of ethical theories: Does author treat issue with one ethical approach studied during the term in depth)?

20/20: Personal Conclusion: Does author develop a concluding personal analysis that expresses their standpoint on the subject in a thorough and clear way or does it sum up the issue superficially or is the paper missing a genuine personal conclusion?

February 16, 2025
February 16, 2025

Social Media Writing Assignment

Scenario

Imagine you work in the marketing department for a company that sells protein shakes designed to create a healthy and well-balanced diet. The product has been successful on the market, but lately your sales have decreased. To improve sales, you are interested in expanding your marketing strategies to promote your products to a wider audience.

Requirements

You are required to use Conestoga College’s licensed version of Microsoft Copilot as a tool for this assignment. Do not use a third-party online AI tool like Quillbot or ChatGPT.

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Special Note on Using Generative AI

Third-party AI programs that require you to upload your personal information carry significant privacy and intellectual property concerns. To protect yourself from this risk, please use Conestoga College’s licensed version of Microsoft Copilot.

Social Media Writing Assignment

Social Media Writing Assignment

To practice appropriate academic integrity, you must include a citation with the generated text and a reference for Copilot at the end of your assignment. You may use this example:

Citation: (Microsoft, 2024).

Reference: Microsoft. (2024). Copilot [Large language model]. https://copilot.microsoft.com/

Students who opt to use Grammarly Premium to proofread and edit their work must include at the bottom of all assignments a clear statement of acknowledgement (such as “This assignment was proofread by Grammarly Premium”).

Directions

This assignment involves three (3) steps. Complete all three (3) steps using this template.

  • Be sure to include a citation and reference to properly document assistive writing tools used to create this assignment.

Step 1

  1. Create a question that asks how social media influencers help market products on their social media platforms.
    1. Write the question in the space provided.
  1. Next, prompt Microsoft Copilot with that question and paste its response in the space provided. The Copilot response will enable you to learn about potential marketing strategies Social Media influencers employ.

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Social Media Writing Assignment

Step 2

  1. Choose one (1) of the marketing strategies Copilot lists in its response from the space above. You will use this strategy to appeal to a social media influencer in step three (3).
    1. Record the marketing strategy you choose in the space provided.

Step 3

  1. Write a letter in the space provided to a social media influencer to persuade them to endorse your protein shakes on their social media platform. You may choose the influencer of your choice, or write to an imaginary influencer, who promotes health and fitness.

Since this letter is intended to persuade the influencer to accept sponsorship from your company in exchange for product endorsement, use the 4-part persuasive writing strategy to appeal to your audience.

    1. Pitch your product using the 4-part persuasive writing strategy.
    2. Explain the benefits of collaborating by highlighting influencer marketing, the target audience, compensation, and expected outcomes.
    3. Use persuasive language to highlight the win-win situation for both parties.
    4. Write the letter using a business block letter format and limit it to (1) one-page in length.
February 13, 2025

Person Centered & Experiential Theories Case

Discussion Board Question: 

Using the case below, respond to these questions:

  • What conditions of worth are being placed on Heidi?
  • Where are they coming from?
  • What cultural, developmental, and societal factors do you see impacting Heidi’s issues?
  • As a mental health/school counselor, how would you use person centered therapy to support Heidi?

Person Centered & Experiential Theories Case

Heidi arrived in my office after gymnastics practice.  Blond and pretty, she was dressed in a shiny red-and-white warm-up suit.  We talked about gymnastics, which Heidi had been involved in since she was six.  At that time, she was selected to train with the university coaches.  Now she trained four hours a day, six days a week.  She didn’t expect to make an Olympic team, but she anticipated a scholarship to a Big-8 school.

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Person Centered & Experiential Theories Case

Heidi glowed when she talked about gymnastics, but I noticed her eyes were read and she had a small scar on the index finger of her right hand.  I wasn’t surprised when she said she was coming in for help with bulimia.

Heidi said, “I’ve had this problem for two years, but lately it’s affecting my gymnastics.  I am too weak, particularly on the vault, which requires strength.  It’s hard to concentrate.

“I blame my training for my eating disorder,” Heidi continued.  “Our coach has weekly weigh-ins where we count each others’ ribs.  If they are hard to count we’re in trouble.”

Heidi explained that since puberty she had had trouble keeping her weight down.  After meals, she was nervous that she’d eaten too much.  She counted calories; she was hungry but afraid to eat.  In class she pinched the fat on her side and freaked out.  The first time she vomited was after a gymnastics meet.  Coach took her and the other gymnasts to a steak house.  Heidi ordered a double cheeseburger and onion rings.  After she ate, she obsessed about the weigh-in the next day, so she decided, just this once, to get rid of her meal.  She slipped into the restaurant bathroom and threw up.

Person Centered & Experiential Theories Case

It was so gross that I thought, ‘I’ll never do that again,’ but a week later I did.  At first it was weekly, then twice a week.  Now it’s almost every day.  My dentist said that acid is eating away the enamel of my teeth.”

Heidi began to cry.  “I feel like such a hypocrite.  People look at me and see a small, healthy person.  I see a person who gorges on food and is totally out of control.  You wouldn’t believe how much I eat.  I shove food into my mouth so fast that I choke.  Afterwards, my stomach feels like it will burst.”

Heidi’s father was a local pediatrician and her mother a homemaker who worked with the Junior League.  She was the oldest of three children.  Heidi said that she had a wonderful childhood.  Her family took trips every summer–one year to the coast of Maine, another to Sanibel Island in Florida and another to Alaska.

She loved elementary school.  She’d been busy with her family, church and gymnastics.  She was the kind of girl other kids like–easy-going and energetic.  Heidi paused.  “I had the perfect life–great parents, good friends and my own bedroom with a canopy bed and a balcony.  I had walls full of ribbons and trophies.”

I asked, “When did it stop being perfect?”

Person Centered & Experiential Theories Case

“After my thirteenth birthday things got tough.  I graduated from my neighborhood school and moved into a consolidated school.  I made friends there, but I felt under more pressure.  School was harder; gymnastics was harder.  I gained weight when I started my periods.  Coach put me on a diet.”

Heidi sighed.  “Social life got harder.  The girls were competitive.   I hated the gossiping.  With boys, everything got sexual.  I was friends with some of the guys in the neighborhood, but we stopped hanging out together.  We didn’t know how to handle stuff.”

I asked how Heidi felt about her appearance and wasn’t surprised to hear that she had felt ugly in junior high.  “Appearance was all we talked about.  I tried not to get caught up in it, but I couldn’t help it.  I wanted to be pretty like everyone else.”

We ended our first session with a talk about expectations.  Heidi felt pressured to be attractive, athletic and popular.  She was amazingly successful at meeting these expectations, but she was paying a big price.  Her perfectionism was taking its toll on her physical and emotional health.

Person Centered & Experiential Theories Case

Next session Heidi came with careful notes on her bulimia.  She had binges at home, in the kitchen late at night after all her work was done.  Usually she went to bed and tried to sleep, but almost always she was too anxious to settle down until she had binged and purged.  Then she slept, only to wake the next morning hung over and ashamed.

Heidi wrote that before bingeing she felt tired, she worried about her tests or was upset about practice or her boyfriend.  We discussed ways she could deal with those feelings besides bingeing: She could talk to someone, write in a journal, listen to music or learn relaxation techniques.  Heidi agreed to write in her journal before she binged.  She didn’t think it would stop her, but it might slow her down and maybe she would learn something about herself.

We talked about how bulimia had changed her life.  She no longer liked family dinners or social occasions where food was served.  It made her nervous to be around normal eaters.  She could either pick at her food or binge, but she’s lost the ability to have an ordinary meal.  She was afraid that Sunday dinners and her grandparents would cause her to lose control, so she avoided them.  She missed her grandparents and she knew they missed her.  They felt hurt by her lack of attention.

Heidi was exhausted from the time and planning that bingeing required.  Sometimes she stayed up past midnight to have the kitchen to herself.  Sometimes she missed outings because she knew the house would be empty and she could binge in private.  She said, “My parents don’t try to stop me, but I hate to do it when they are around.  I don’t want my little bothers to find out.”

Person Centered & Experiential Theories Case

She continued, “My boyfriend knows and is real supportive, but it hurts our relationship.  I won’t eat out with him.  Sometimes I want him to take me home so I can binge.  I’ll make up an excuse to end our date.”

She looked at me.  “I hate to say this, but I’d rather binge than make out.  I get real moody if anything interferes with my bingeing,” she continued.  “I’m irritable before and depressed afterwards.  It seems like I’m never happy.”

Instructions:

Your Original Post is due by Sunday. There is no prescribed length for your posts, but they should reflect your own work, exhibit a high level of synthesis of course materials, and reflect a high caliber of scholarly writing. Citations and references are to be included in your responses.  Your post should reflect APA 7 requirements.

By Wednesday please respond to 2 peers by:

Asking a probing question.

Share an insight from having read your colleagues’ postings.

Offer and support an opinion.

Validate an idea with your own experience.

Make a suggestion.

Expand on your colleagues’ postings.

February 13, 2025
February 13, 2025

Professional Identity Development Plan

(Note: A pdf of this assignment description is attached for your convenience)

According to Brady (2020), “Professional identity development spans the career of an individual and involves the integration of the personal and professional selves, in alignment with the mission, values, and philosophy set forth by the profession”. This process guides the counselor’s work and help ensure the provision of competent and ethical care to clients.

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The purpose of this assignment is to allow you an initial opportunity to consider to what degree your personal perspective aligns with your long-term professional objectives as well as to develop a plan to become a professional counselor. To meet this objective, you will write a 6-10 page paper comprised of three discrete sections.

Professional Identity Development Plan

Section I: Personal Perspective

In 1-2 double-spaced pages, please summarize your personal perspective of human nature and the potential impact of counseling.  Within your statement, please describe:

  • Your beliefs regarding human nature (in general)
  • Your beliefs about the process of change
  • Your beliefs pertaining to personality development and expression
  • Your beliefs pertaining to the origins and expression of behavior
  • How you would operationalize optimal psychological well-being and/or functioning
  • Identifying factors you believe contribute to and/or prohibit optimal functioning
  • Identifying factors you believe contribute to and/or prohibit meaningful change
  • The role of the professional counselor in affecting a person’s change process
  • Your beliefs regarding individual, systemic, and/or cultural influences on well-being and the change process

Professional Identity Development Plan

Please present this content in paragraph form rather than as bullet points. Due to the reflective nature of this content, no citations are necessary in this section.

Section II: The Counseling Profession

In 1-2 double-spaced pages, please explain the foundational tenets of the counseling profession as you understand them based on your review of course materials. Please also describe the professional activities counselors engage in as well as summarize the education, specialized training, and credentialing process that qualifies counselors to serve their clients (both, in general, and in your specific jurisdiction). Then, identify how professional counselors are unique from other types of mental health professionals in terms of foundational professional principles, focus of care, etc.. Citations should be included in this section of your paper.

Section III: Professional Plan

Review the licensure requirements table you completed in Unit #2 and describe your specific plans to meet all of the requirements to earn your counseling credentials.  It is anticipated that you will need 4-5 double-spaced pages to complete this task. Within your description, please:

  • Identify your desired counselor credential(s).
  • Briefly summarize (1-2 paragraphs max) your long-term professional goals.
  • Explain, in detail, how your graduate coursework will satisfy the education requirements associated with the intended credential (if there are specific types of content prescribed by the credentialing body, which courses satisfy the same, etc.?) (see attached Course of Study document to do this)
  • Identify 2 potential internship/fieldwork sites in your area at which you might be able to complete the clinical hours needed to earn your initial credentials. Describe your preliminary goals for this experience and also indicate your rationale for pursuing placement at these sites, in particular. Finally, describe the application processes for pursuing placement at these sites. (Note for EdS students: please write about jobs/supervised practice sites post completion of your EdS). How, specifically, will you differentiate yourself from other candidates seeking this placement?
  • Identify at least 2 professional development activities outside of your prescribed coursework that you may engage in during your graduate program that may enhance your knowledge and clinical competencies (e.g., attending and presenting at professional conferences, engaging in advocacy activities, writing, additional training, etc.). Be specific.

Professional Identity Development Plan

Please provide this content in narrative form and provide citations throughout, as warranted.

As always, all three sections of your submission should reflect graduate-level writing skills. A final reference page that includes the sources for all sections of the paper should be included at the end of your submission. The use of headings is STRONGLY encouraged throughout your submission.

———

Brady, K. (2020), “The Development of Professional Identity and the Impact of Counselor Educators: Examining the Role of Observational Learning and Self-Efficacy” (Publication No. AAI28089400).  [ ETD Collection for Pace University]. https://digitalcommons.pace.edu/dissertations/AAI28089400

February 13, 2025
February 13, 2025

Exploring Lewin’s Change Model within Publix Supermarket: A Comprehensive Approach to Organizational Development

Title Page [Include Title, Name, Institution, Course, Instructor, and Date in APA format]

Abstract Change management is essential in ensuring the long-term success and adaptability of organizations. Publix Supermarket, as a leading grocery retailer, constantly evolves to maintain its competitive edge. This paper explores Kurt Lewin’s Change Model—unfreeze, change, and refreeze—within the context of Publix Supermarket, analyzing how the model aids in implementing strategic organizational changes. Key areas of focus include technology adoption, customer service enhancements, and employee training initiatives.

 

Lewin’s Change Model

Introduction Publix Supermarket has established itself as one of the largest employee-owned grocery chains in the United States. In an industry characterized by evolving consumer preferences, technological advancements, and increasing competition, effective change management is critical for sustained growth. Lewin’s Change Model provides a structured framework for understanding and implementing organizational changes at Publix. This paper examines how the three phases of Lewin’s model facilitate Publix’s adaptation to market demands and operational enhancements.

Lewin’s Change Model and Its Application at Publix Supermarket

1. Unfreeze Stage The unfreeze stage involves preparing the organization for change by recognizing the need for improvement and breaking down resistance. Publix applies this phase through:

  • Market Research and Consumer Insights: Publix regularly conducts surveys and analyzes purchasing trends to identify areas requiring transformation.
  • Leadership Communication: Executive leadership at Publix plays a pivotal role in conveying the urgency and benefits of proposed changes, ensuring employee alignment.
  • Employee Engagement Initiatives: To reduce resistance, Publix provides workshops and town hall meetings that encourage open discussions on upcoming changes.

2. Change Stage Once the organization has been prepared for change, the implementation phase begins. At Publix, this stage includes:

  • Technology Integration: Publix has embraced innovations such as self-checkout systems, mobile app enhancements, and digital ordering to improve customer experience.
  • Employee Training and Development: New systems and operational procedures require comprehensive training. Publix invests in employee education to ensure seamless transitions.
  • Pilot Programs and Incremental Changes: Before full-scale implementation, Publix tests new initiatives in select locations to assess effectiveness and gather feedback.

Lewin’s Change Model

3. Refreeze Stage In this phase, changes are reinforced to ensure long-term adoption. At Publix, refreezing strategies include:

  • Performance Monitoring and Feedback: Publix uses key performance indicators (KPIs) to measure the success of implemented changes and make necessary adjustments.
  • Recognition and Incentives: Employees who adapt well to changes are rewarded through promotions, bonuses, and employee recognition programs.
  • Policy and Process Documentation: Changes become embedded into Publix’s standard operating procedures to maintain consistency across all locations.

Case Study: Implementation of Online Ordering and Delivery Services One of the most significant transformations at Publix was the introduction of online ordering and grocery delivery services. Using Lewin’s model, the change was executed as follows:

  • Unfreeze: Publix identified the growing trend of online grocery shopping and the need to compete with services like Instacart and Amazon Fresh.
  • Change: The company partnered with third-party delivery providers and developed a user-friendly online platform for customers.
  • Refreeze: Continuous updates and customer feedback mechanisms ensured the platform remained efficient and user-friendly, integrating online shopping into Publix’s core operations.

Challenges and Considerations While Lewin’s model is effective, Publix faces challenges such as employee resistance, customer adaptation to new services, and technological disruptions. Addressing these requires ongoing communication, flexibility, and continuous improvement.

Lewin’s Change Model

Conclusion Lewin’s Change Model offers a structured approach to managing organizational change at Publix Supermarket. By systematically unfreezing, changing, and refreezing, Publix successfully implements strategic transformations that enhance efficiency, employee satisfaction, and customer experience. As the retail landscape continues to evolve, applying structured change management models will remain crucial for Publix’s sustained growth and market leadership.

References [Include APA-formatted references for sources used in the paper]

 

February 13, 2025
February 13, 2025

NASAC Standards Discussion

This week’s Discussion Question contains two parts.

Part 1: Support groups are separate from clinical therapy groups. Why is it important for substance use addiction counselors to know what happens in nonclinical support groups? How can the addiction counselor assist the client with assessing progression towards recovery goals in both clinical and nonclinical groups?

Part 2: What faith-based programs or organizations are in your area? How could this knowledge benefit treatment that is provided to the client?

This discussion question meets the following NASAC Standards:

6) Appreciate the importance of family, social networks, and community systems in the treatment and recovery process.

10) Describe a variety of helping strategies for reducing the negative effects of substance abuse and dependency.

 

NASAC Standards Discussion

NASAC Standards Discussion

27) Help the client identify the role of substance use in his/her current life problems.

77) Facilitate the client’s engagement in the treatment/recovery process.

78) Work with the client to establish realistic, achievable goals consistent with achieving and maintaining recovery.

79) Encourage and reinforce all client actions that are determined to be beneficial in progressing toward treatment goals.

80) Work appropriately with the client to recognize and discourage all behaviors inconsistent with progress toward treatment goals.

Check Tips on How to Do Your Nursing Research Assignment.  

NASAC Standards Discussion

This week’s Discussion Question contains two parts.

Part 1: Support groups are separate from clinical therapy groups. Why is it important for substance use addiction counselors to know what happens in nonclinical support groups? How can the addiction counselor assist the client with assessing progression towards recovery goals in both clinical and nonclinical groups?

Part 2: What faith-based programs or organizations are in your area? How could this knowledge benefit treatment that is provided to the client?

This discussion question meets the following NASAC Standards:

6) Appreciate the importance of family, social networks, and community systems in the treatment and recovery process.

10) Describe a variety of helping strategies for reducing the negative effects of substance abuse and dependency.

February 13, 2025
February 13, 2025

A Reflection on Social Change

Consider how becoming a systems thinker can help you promote social change.

Reflect on what you learned in this course about social change and prevention, advocacy, and consultation.

Consider how you will use what you learned in your current or future role in the human services profession to effect positive social change.

How do I post a response to the following questions?

  • What have you learned about social change as a result of completing this course?
  • How do you plan on using what you learned in your current or future role in the human services profession to effect positive social change? In your response, be sure to address how you would use prevention, advocacy, and consultation in your work.

A Reflection on Social Change

References (Please use references provided)

  • Walden University. (n.d.). 6 ways social change agents influence others.Links to an external site.https://www.waldenu.edu/programs/resource/six-ways-social-change-agents-influence-others
  • Stroh, D. P. (2015). Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results.Chelsea Green Publishing.

Check Tips on How to Do Your Social Work Assignment.

A Reflection on Social Change

Consider how becoming a systems thinker can help you promote social change.

Reflect on what you learned in this course about social change and prevention, advocacy, and consultation.

Consider how you will use what you learned in your current or future role in the human services profession to effect positive social change.

How do I post a response to the following questions?

  • What have you learned about social change as a result of completing this course?
  • How do you plan on using what you learned in your current or future role in the human services profession to effect positive social change? In your response, be sure to address how you would use prevention, advocacy, and consultation in your work.

References (Please use references provided)

  • Walden University. (n.d.). 6 ways social change agents influence others.Links to an external site.https://www.waldenu.edu/programs/resource/six-ways-social-change-agents-influence-others
  • Stroh, D. P. (2015). Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results.Chelsea Green Publishing.