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Tag: Homework Solution

  • [Solved] Gospel message perceptions

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    1. What are various beliefs regarding the gospel message in our culture? 2. What are some specific emotional reasons non-Christians do not accept Christ as Savior? 3. What are some specific moral reasons non-Christians do not accept Christ as Savior? 4. What are some specific intellectual reasons no…

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    Assignment Prompt & Instructions

    1. What are various beliefs regarding the gospel message in our culture?
    2. What are some specific emotional reasons non-Christians do not accept Christ as Savior?
    3. What are some specific moral reasons non-Christians do not accept Christ as Savior?
    4. What are some specific intellectual reasons non-Christians do not accept Christ as Savior?
    5. What are some apologetic methods Christians can share to address these reasons and better communicate the gospel message?

  • [Solved] Health Field Human Resource Management

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    Review the image below. Reflect on interviews you have a been a part of, whether as the interviewer or interviewee. Explain how the do’s and don’ts below have been involved in the interview. Describe how the do’s helped the interview and how the don’ts affected the interview. If you have not been a …

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    Assignment Prompt & Instructions

    Review the image below. Reflect on interviews you have a been a part of, whether as the interviewer or interviewee. Explain how the do’s and don’ts below have been involved in the interview. Describe how the do’s helped the interview and how the don’ts affected the interview.
    If you have not been a part of an interview, how would you utilize do’s in an interview and avoid or handle don’ts?
    ![](https://online.columbiasouthern.edu/bbcswebdav/pid-17475842-dt-asiobject-rid-156134666_1/xid-156134666_1)
    (Flynn et al., 2022)
    Your journal entry must be at least 200 words in length. No references or citations are necessary.

  • [Solved] Choose two topics from this week’s review (posted below). Answer ONE review topic PER post You will need TWO posts, so you will outline TWO review topics in total.3) Start each post with the topic number that you are answering..

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    1. Choose two topics from this week's review (posted below). 2. Answer ONE review topic PER post 3. You will need TWO posts, so you will outline TWO review topics in total.3) Start each post with the topic number that you are answering. For example: Topic 1. This will help students readily identify …

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    Assignment Prompt & Instructions

    1. Choose two topics from this week's review (posted below).
    2. Answer ONE review topic PER post
    3. You will need TWO posts, so you will outline TWO review topics in total.3) Start each post with the topic number that you are answering. For example: Topic 1. This will help students readily identify which topics remain unanswered.
    4. Each post must be a minimum of **100 words**.

  • [Solved] nursing

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    **Post** a response detailing the following: Construct one to two (1–2) questions for your colleagues detailing any questions or concerns you may have regarding the Personal Legislative Agenda. Your questions should clearly describe areas you may need clarification and/or guidance for the continuati…

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    Assignment Prompt & Instructions

    **Post** a response detailing the following:
    Construct one to two (1–2) questions for your colleagues detailing any questions or concerns you may have regarding the Personal Legislative Agenda. Your questions should clearly describe areas you may need clarification and/or guidance for the continuation of your work on the Personal Legislative Agenda.

  • [Solved] Discussion 7

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    \ IMG_2669.png](https://www.sweetstudy.com/files/img-2669-png-10412325 "IMG_2669.png")

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    \
    IMG_2669.png](https://www.sweetstudy.com/files/img-2669-png-10412325 "IMG_2669.png")

  • [Solved] nursing

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    ### **By Day 3 of Week 6** **Post** a cohesive scholarly response that addresses the following: – Describe your selected practice gap. – Explain how your treatment of this population/issue could be affected by having awareness of bias and confounding in epidemiologic literature. – Explain two strate…

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    ### **By Day 3 of Week 6**
    **Post** a cohesive scholarly response that addresses the following:
    – Describe your selected practice gap.
    – Explain how your treatment of this population/issue could be affected by having awareness of bias and confounding in epidemiologic literature.
    – Explain two strategies researchers can use to minimize these types of bias in studies, either through study design or analysis considerations.
    – Finally, explain the effects these biases could have on the interpretation of study results if not minimized.

  • [Solved] soap note week 4

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    Due in 10 hours. Follow template – ## TemplateFNPSOAPNoteweek4.docx **## TemplateFNPSOAPNoteweek4.docx** **FNP SOAP Note Template** Use this template for Comprehensive Notes (H&Ps) and Problem-Focused Notes (Episodic/progress notes). For the Problem-Focused Notes, _only_ include pertinent problem-fo…

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    Assignment Prompt & Instructions

    Due in 10 hours. Follow template

    – ## TemplateFNPSOAPNoteweek4.docx

    **## TemplateFNPSOAPNoteweek4.docx**

    **FNP SOAP Note Template**

    Use this template for Comprehensive Notes (H&Ps) and Problem-Focused Notes (Episodic/progress notes). For the Problem-Focused Notes,
    _only_ include pertinent problem-focused information related to the chief concern (CC).

    Tx; Sertraline 25mg PO daily for 3 months

    F/U in 4 weeks or PRN

    Patient provided with hotline number in case of suicidal ideations

    **Demographic Data**

    · Patient age and gender identity

    · MUST BE HIPAA compliant

    **Subjective**

    **Chief Complaint (CC)**

    · Place the complaint in Quotes

    · Brief description -only a few words and in the patient’s words … “My chest hurts,” “I cannot breath,” or “I passed out,” etc.

    **History of Present Illness (HPI)**– the
    **reason for the appointment today**

    · Use the OLD CARTS acronym to document the eight elements of a chief concern (CC): Onset, Location/radiation, Duration, Character, Aggravating factors, Relieving factors, Timing, and Severity)

    · Briefly describe the general state of health prior to the problem.

    · Are Activities of Daily Living (ADL) impacted by the current problem?

    **Past Medical History**:

    · List current and past medical diagnoses

    **Past Surgical History**:

    · List all past surgeries

    **FAMILY HISTORY:**

    · Include medical/psychiatric problems to include 3 generations (parents, grandparents, siblings, or
    direct relatives.

    **Current Medications:**

    · Include current prescription(s), over-the-counter medications, herbal/alternative medications as well as vitamin/supplement use.

    **ALLERGIES**: Include medications, foods, and chemicals such as latex.

    **Immunizations History:** list current immunization status and address deficiency

    **Preventative health History: (** See Table below – Appendix A)

    **SOCIAL HISTORY:**

    ·
    **Include** nutrition, exercise, substance use (details of use: caffeine, EtOH, illicit drug use), sexual history/preference, financial problems, legal issues, kids, and history of abuse, including sexual, emotional, or physical.

    ·
    **Employment/Education:** occupation (type), exposure to harmful agents, highest school achievement

    **REVIEW OF SYSTEMS:**

    · A ROS is a question-seeking inventory by body systems to identify signs and/or symptoms that the patient may be experiencing or has experienced that may or may not correlate with the CC.

    *If a + finding is found not related to the cc this may represent an additional problem that will need to be detailed in the HPI.

    · Must include any physical complaint(s) by the body system that is relevant to the treatment and management of the current concern(s).
    **List only the pertinent body systems specific to the CC.**

    ·
    Remember to include pertinent positive and negative findings when detailing the ROS related to a chief concern (cc).

    ·
    Do not repeat the information provided in HPI

    · Use the format below when detailing the ROS

    **ROS:**

    General:

    Eyes:

    Ears, nose, mouth & throat:

    Cardiovascular:

    Respiratory:

    Gastrointestinal:

    Skin & Breasts:

    Musculoskeletal:

    Allergic:

    Immunologic:

    Endocrine:

    Hematopoietic/Lymphatic:

    Genitourinary:

    Neurological:

    Psychiatric/Mental Status:

    **Objective**

    PHYSICAL EXAMINATION:

    VITAL SIGNS: Blood pressure. Heart rate (regular or irregular). Respirations. SaO2 (on room air or O2). Temperature. Weight. Height.

    *Document the presence of any internal/external devices (IV, Central lines, NGTs, G-tubes, Ostomies, urinary catheters) and dates of placement.

    General:

    Eyes:

    Ears, nose, mouth & throat:

    Cardiovascular:

    Respiratory:

    Gastrointestinal:

    Skin & Breasts:

    Musculoskeletal:

    Allergic:

    Immunologic:

    Endocrine:

    Hematopoietic/Lymphatic:

    Genitourinary:

    Neurological:

    Psychiatric/Mental Status:

    **Pertinent Diagnostic Test Results:**

    **Assessment (Diagnosis)**

    Differential Diagnosis (DDx)

    · Include two (2) differential diagnoses you considered but did not select as the final diagnosis. Why were these 2 diagnoses not selected? Support with pertinent positive and negative findings for each differential with an evidence-based guideline(s) (required).

    Working or Final Diagnosis:

    · Final or working diagnosis (1) (including ICD-10 code)

    · Provide a rational explanation supported by evidenced-based guidelines (required). List the pertinent positive and negative symptoms/signs that support your final diagnosis.

    **Plan**

    Treatment (Tx) Plan: pharmacologic and/or nonpharmacologic

    · Pharmacologic -include full prescribing information for each medication(s) ordered

    · Refill Provided: Include full prescribing information for each medication(s) refilled and the correlating diagnosis related to the refill.

    Patient Education:

    · Include specific education related to each medication prescribed.

    · Was risk versus benefit of current treatment plan addressed for medication(s) and interventions? Was the patient included in the medical decision making and in agreement with the final plan

    · NPs should not be prescribing non-FDA approved medications or medications related to off-label use. If a physician prescribed a non-FDA-approved medication for working diagnosis or recommended off-label use was education provided and was the risk to benefit of the medication(s) addressed in the patient’s education?

    Prognosis Good, Fair, or Poor?

    · Indicate the patient’s prognosis: Good, Fair, Poor

    · Provide support for your selected prognosis

    Referral/Follow-up

    · Did you recommend follow-up with PCP, or other healthcare professionals?

    · When is the subsequent follow-up?

    Disposition:

    · Indicate the disposition of the patient.

    · Was the patient sent home, Emergency room via EMS, etc.

    · Include rationale for the follow-up recommendation or referral

    Reference(s)

    · Include APA formatted references for written assignments.

    · Minimum 2 references are required from evidence-based resources.

    · Oral assignments should include verbally articulated evidence-based guideline(s) used to prepare the oral presentation.

    APPENDIX A

    **PREVENTATIVE CARE SCHEDULE (Example – not all-inclusive)**

    | | | | |
    | — | — | — | — |
    | Preventive Care | Date | Result | Referrals Made |
    | Pap | | | |
    | Mammogram | | | |
    | A1C | | | |
    | Eye Exam | | | |
    | Monofilament Test | | | |
    | Urine<br>Microalbumin | | | |
    | Diet/Lifestyle Modifications | | | |
    | Digital Rectal Exam (DRE) | | | |
    | PSA | | | |
    | Colonoscopy or FOBT | | | |
    | Dexa Scan | | | |
    | CXR | | | |
    | BNP | | | |
    | ECG | | | |
    | Echo | | | |
    | Stress <br>Test | | | |
    | | | | |
    | Vaccines | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    **## TemplateFNPSOAPNoteweek4.docx**

    **FNP SOAP Note Template**

    Use this template for Comprehensive Notes (H&Ps) and Problem-Focused Notes (Episodic/progress notes). For the Problem-Focused Notes,
    _only_ include pertinent problem-focused information related to the chief concern (CC).

    Tx; Sertraline 25mg PO daily for 3 months

    F/U in 4 weeks or PRN

    Patient provided with hotline number in case of suicidal ideations

    **Demographic Data**

    · Patient age and gender identity

    · MUST BE HIPAA compliant

    **Subjective**

    **Chief Complaint (CC)**

    · Place the complaint in Quotes

    · Brief description -only a few words and in the patient’s words … “My chest hurts,” “I cannot breath,” or “I passed out,” etc.

    **History of Present Illness (HPI)**– the
    **reason for the appointment today**

    · Use the OLD CARTS acronym to document the eight elements of a chief concern (CC): Onset, Location/radiation, Duration, Character, Aggravating factors, Relieving factors, Timing, and Severity)

    · Briefly describe the general state of health prior to the problem.

    · Are Activities of Daily Living (ADL) impacted by the current problem?

    **Past Medical History**:

    · List current and past medical diagnoses

    **Past Surgical History**:

    · List all past surgeries

    **FAMILY HISTORY:**

    · Include medical/psychiatric problems to include 3 generations (parents, grandparents, siblings, or
    direct relatives.

    **Current Medications:**

    · Include current prescription(s), over-the-counter medications, herbal/alternative medications as well as vitamin/supplement use.

    **ALLERGIES**: Include medications, foods, and chemicals such as latex.

    **Immunizations History:** list current immunization status and address deficiency

    **Preventative health History: (** See Table below – Appendix A)

    **SOCIAL HISTORY:**

    ·
    **Include** nutrition, exercise, substance use (details of use: caffeine, EtOH, illicit drug use), sexual history/preference, financial problems, legal issues, kids, and history of abuse, including sexual, emotional, or physical.

    ·
    **Employment/Education:** occupation (type), exposure to harmful agents, highest school achievement

    **REVIEW OF SYSTEMS:**

    · A ROS is a question-seeking inventory by body systems to identify signs and/or symptoms that the patient may be experiencing or has experienced that may or may not correlate with the CC.

    *If a + finding is found not related to the cc this may represent an additional problem that will need to be detailed in the HPI.

    · Must include any physical complaint(s) by the body system that is relevant to the treatment and management of the current concern(s).
    **List only the pertinent body systems specific to the CC.**

    ·
    Remember to include pertinent positive and negative findings when detailing the ROS related to a chief concern (cc).

    ·
    Do not repeat the information provided in HPI

    · Use the format below when detailing the ROS

    **ROS:**

    General:

    Eyes:

    Ears, nose, mouth & throat:

    Cardiovascular:

    Respiratory:

    Gastrointestinal:

    Skin & Breasts:

    Musculoskeletal:

    Allergic:

    Immunologic:

    Endocrine:

    Hematopoietic/Lymphatic:

    Genitourinary:

    Neurological:

    Psychiatric/Mental Status:

    **Objective**

    PHYSICAL EXAMINATION:

    VITAL SIGNS: Blood pressure. Heart rate (regular or irregular). Respirations. SaO2 (on room air or O2). Temperature. Weight. Height.

    *Document the presence of any internal/external devices (IV, Central lines, NGTs, G-tubes, Ostomies, urinary catheters) and dates of placement.

    General:

    Eyes:

    Ears, nose, mouth & throat:

    Cardiovascular:

    Respiratory:

    Gastrointestinal:

    Skin & Breasts:

    Musculoskeletal:

    Allergic:

    Immunologic:

    Endocrine:

    Hematopoietic/Lymphatic:

    Genitourinary:

    Neurological:

    Psychiatric/Mental Status:

    **Pertinent Diagnostic Test Results:**

    **Assessment (Diagnosis)**

    Differential Diagnosis (DDx)

    · Include two (2) differential diagnoses you considered but did not select as the final diagnosis. Why were these 2 diagnoses not selected? Support with pertinent positive and negative findings for each differential with an evidence-based guideline(s) (required).

    Working or Final Diagnosis:

    · Final or working diagnosis (1) (including ICD-10 code)

    · Provide a rational explanation supported by evidenced-based guidelines (required). List the pertinent positive and negative symptoms/signs that support your final diagnosis.

    **Plan**

    Treatment (Tx) Plan: pharmacologic and/or nonpharmacologic

    · Pharmacologic -include full prescribing information for each medication(s) ordered

    · Refill Provided: Include full prescribing information for each medication(s) refilled and the correlating diagnosis related to the refill.

    Patient Education:

    · Include specific education related to each medication prescribed.

    · Was risk versus benefit of current treatment plan addressed for medication(s) and interventions? Was the patient included in the medical decision making and in agreement with the final plan

    · NPs should not be prescribing non-FDA approved medications or medications related to off-label use. If a physician prescribed a non-FDA-approved medication for working diagnosis or recommended off-label use was education provided and was the risk to benefit of the medication(s) addressed in the patient’s education?

    Prognosis Good, Fair, or Poor?

    · Indicate the patient’s prognosis: Good, Fair, Poor

    · Provide support for your selected prognosis

    Referral/Follow-up

    · Did you recommend follow-up with PCP, or other healthcare professionals?

    · When is the subsequent follow-up?

    Disposition:

    · Indicate the disposition of the patient.

    · Was the patient sent home, Emergency room via EMS, etc.

    · Include rationale for the follow-up recommendation or referral

    Reference(s)

    · Include APA formatted references for written assignments.

    · Minimum 2 references are required from evidence-based resources.

    · Oral assignments should include verbally articulated evidence-based guideline(s) used to prepare the oral presentation.

    APPENDIX A

    **PREVENTATIVE CARE SCHEDULE (Example – not all-inclusive)**

    | | | | |
    | — | — | — | — |
    | Preventive Care | Date | Result | Referrals Made |
    | Pap | | | |
    | Mammogram | | | |
    | A1C | | | |
    | Eye Exam | | | |
    | Monofilament Test | | | |
    | Urine<br>Microalbumin | | | |
    | Diet/Lifestyle Modifications | | | |
    | Digital Rectal Exam (DRE) | | | |
    | PSA | | | |
    | Colonoscopy or FOBT | | | |
    | Dexa Scan | | | |
    | CXR | | | |
    | BNP | | | |
    | ECG | | | |
    | Echo | | | |
    | Stress <br>Test | | | |
    | | | | |
    | Vaccines | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

  • [Solved] help asap due tonight!!!!! 3-4 pages

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering help asap due tonight!!!!! 3-4 pages.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Psychology WEEK 5 ASSIGNMENT

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    Executive Solution Overview

    – ## MichelleLImmersonproject1.docx – ## WEEK5.docx **## MichelleLImmersonproject1.docx** 2 **Immersion Project—Observing Deaf Culture** Michelle Lynn Walden University HUMN 5162 Instructor Langston September 21,2025 Immersion Project—Observation of a Deaf Community Activity A local culture center h…

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    Assignment Prompt & Instructions

    – ## MichelleLImmersonproject1.docx

    – ## WEEK5.docx

    **## MichelleLImmersonproject1.docx**

    2

    **Immersion Project—Observing Deaf Culture**

    Michelle Lynn

    Walden University

    HUMN 5162

    Instructor Langston

    September 21,2025

    Immersion Project—Observation of a Deaf Community Activity

    A local culture center hosted a Deaf community social for my observation. A informal evening social brought Deaf and hard-of-hearing people together to celebrate Deaf Awareness Month. Food, stories, games, and ASL-only conversation were exchanged at the meeting. Hearing allies and interpreters attended, but the event was Deaf-centered to promote inclusivity, cultural pride, and connection.

    Visual communication's importance in inclusive environments was a huge revelation. Besides communicating, ASL was a cultural anchor that united individuals. I saw how eye contact, space, and expression affect interactions. The society used visual cues in group games and storytelling, making the engagement very interactive. This contradicted my belief that communication limitations would make socializing harder. It was evident that shared language and culture strengthened friendships more than I imagined.

    The second insight was how much Deaf culture values community and support. This event was focused on group inclusivity, unlike many popular events I've attended. Many people joined conversations, making sure newcomers could follow. Collective spirit showed Deaf resilience and solidarity. This confirmed my earlier studies that Deaf culture emphasizes clarity, patience, and involvement, but witnessing it personally showed how this manifests in real life.

    Community definitions of “disability” were a third observation. The mood was empowerment and pride. Participants viewed Deaf identity as positive, linked to language and culture. I had been influenced by popular depictions of deafness as a disability that needed accommodation. The event showed that Deaf people view themselves as successful members of their cultural community.

    These findings confirmed and expanded my understanding of Deaf culture. I knew from my preliminary study that Deaf culture is determined by language and community, but watching the activity helped me understand how this emerges. The celebration showed the Deaf community's endurance, richness, and pride, demonstrating cultural traits I had only heard about.

    .

    References

    Golos, D., Moses, A., Gale, E., & Berke, M. (2021). Building allies and sharing best practices: Cultural perspectives of Deaf people and ASL can benefit all.
    _Journal of Multicultural Education_,
    _15_(2), 1–15. https://files.eric.ed.gov/fulltext/EJ1304976.pdf

    Hands & Voices. (n.d.). Deaf culture & community.
    _Communication Considerations A to Z_. https://handsandvoices.org/comcon/articles/deafculture.htm

    Deaf Vibes. (n.d.). The role of ASL in Deaf identity. https://deafvibes.com/ai-and-accessibility-technologies/asl-identity/

    **## WEEK5.docx**

    Immersion Project—Dialogue Plan

    For this Assignment, you will create a plan to conduct a virtual or face-to-face dialogue for your Immersion Project. You will need to gather information about the lived experience of a person from the culture you selected. This is called a dialogue (not an interview) because it is not simply a one-sided gathering of information. The dialogue should be a two-sided conversation that results in the exchange of information about cultural experience. This dialogue can happen virtually or in person. It can also happen over time or in a one-time sitting.

    Submit a 1- to 2-page paper that addresses the following:

    · How do you plan on conducting the dialogue, over multiple sessions or in a one-time sitting?

    · When do you expect to complete the dialogue?

    · How does the person you intend to have the dialogue with fit the characteristics of the culture you are studying?

    · REFERENCES/RESOURCES

    · Walden University, LLC. (2020a).
    [_Hart City_\
    _Links to an external site._](https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/W5/index.html) [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

    · Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 6, “Working With Culturally Diverse Parents and Families” (pp. 120–145)

    · Chapter 7, “Culturally Sensitive Treatment with Children” (pp. 146-173)

    · Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 17, “Working With White Ethnic Clients: An Interview with the Author” (pp. 403-418)

    · Cardona, B., Bedi, R. P., & Crookston, B. J. (2019).
    [Choosing love over tradition: Lived experiences of Asian Indian marriagesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F1066480719852994).
    _Family Journal, 27_ (3), 278–286.
    [Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F1066480719852994)

    · Lane, M. (2019).
    [Understanding cultural humility through the lens of a military cultureLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=139481448&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Reflections: Narratives of Professional Helping, 25_ (1), 90–100.

    · National Organization for Human Services. (2015).
    [Ethical standards for human services professionals\
    Links to an external site.](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals). https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

    · Amenta, E., & Polletta, F. (2019).
    [The cultural impacts of social movements\
    Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342).
    _Annual Review of Sociology, 45_ ,
    279–299. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342

    ·

    **## WEEK5.docx**

    Immersion Project—Dialogue Plan

    For this Assignment, you will create a plan to conduct a virtual or face-to-face dialogue for your Immersion Project. You will need to gather information about the lived experience of a person from the culture you selected. This is called a dialogue (not an interview) because it is not simply a one-sided gathering of information. The dialogue should be a two-sided conversation that results in the exchange of information about cultural experience. This dialogue can happen virtually or in person. It can also happen over time or in a one-time sitting.

    Submit a 1- to 2-page paper that addresses the following:

    · How do you plan on conducting the dialogue, over multiple sessions or in a one-time sitting?

    · When do you expect to complete the dialogue?

    · How does the person you intend to have the dialogue with fit the characteristics of the culture you are studying?

    · REFERENCES/RESOURCES

    · Walden University, LLC. (2020a).
    [_Hart City_\
    _Links to an external site._](https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/W5/index.html) [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

    · Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 6, “Working With Culturally Diverse Parents and Families” (pp. 120–145)

    · Chapter 7, “Culturally Sensitive Treatment with Children” (pp. 146-173)

    · Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 17, “Working With White Ethnic Clients: An Interview with the Author” (pp. 403-418)

    · Cardona, B., Bedi, R. P., & Crookston, B. J. (2019).
    [Choosing love over tradition: Lived experiences of Asian Indian marriagesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F1066480719852994).
    _Family Journal, 27_ (3), 278–286.
    [Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F1066480719852994)

    · Lane, M. (2019).
    [Understanding cultural humility through the lens of a military cultureLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=139481448&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Reflections: Narratives of Professional Helping, 25_ (1), 90–100.

    · National Organization for Human Services. (2015).
    [Ethical standards for human services professionals\
    Links to an external site.](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals). https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

    · Amenta, E., & Polletta, F. (2019).
    [The cultural impacts of social movements\
    Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342).
    _Annual Review of Sociology, 45_ ,
    279–299. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342

    ·

    **## MichelleLImmersonproject1.docx**

    2

    **Immersion Project—Observing Deaf Culture**

    Michelle Lynn

    Walden University

    HUMN 5162

    Instructor Langston

    September 21,2025

    Immersion Project—Observation of a Deaf Community Activity

    A local culture center hosted a Deaf community social for my observation. A informal evening social brought Deaf and hard-of-hearing people together to celebrate Deaf Awareness Month. Food, stories, games, and ASL-only conversation were exchanged at the meeting. Hearing allies and interpreters attended, but the event was Deaf-centered to promote inclusivity, cultural pride, and connection.

    Visual communication's importance in inclusive environments was a huge revelation. Besides communicating, ASL was a cultural anchor that united individuals. I saw how eye contact, space, and expression affect interactions. The society used visual cues in group games and storytelling, making the engagement very interactive. This contradicted my belief that communication limitations would make socializing harder. It was evident that shared language and culture strengthened friendships more than I imagined.

    The second insight was how much Deaf culture values community and support. This event was focused on group inclusivity, unlike many popular events I've attended. Many people joined conversations, making sure newcomers could follow. Collective spirit showed Deaf resilience and solidarity. This confirmed my earlier studies that Deaf culture emphasizes clarity, patience, and involvement, but witnessing it personally showed how this manifests in real life.

    Community definitions of “disability” were a third observation. The mood was empowerment and pride. Participants viewed Deaf identity as positive, linked to language and culture. I had been influenced by popular depictions of deafness as a disability that needed accommodation. The event showed that Deaf people view themselves as successful members of their cultural community.

    These findings confirmed and expanded my understanding of Deaf culture. I knew from my preliminary study that Deaf culture is determined by language and community, but watching the activity helped me understand how this emerges. The celebration showed the Deaf community's endurance, richness, and pride, demonstrating cultural traits I had only heard about.

    .

    References

    Golos, D., Moses, A., Gale, E., & Berke, M. (2021). Building allies and sharing best practices: Cultural perspectives of Deaf people and ASL can benefit all.
    _Journal of Multicultural Education_,
    _15_(2), 1–15. https://files.eric.ed.gov/fulltext/EJ1304976.pdf

    Hands & Voices. (n.d.). Deaf culture & community.
    _Communication Considerations A to Z_. https://handsandvoices.org/comcon/articles/deafculture.htm

    Deaf Vibes. (n.d.). The role of ASL in Deaf identity. https://deafvibes.com/ai-and-accessibility-technologies/asl-identity/

    **## WEEK5.docx**

    Immersion Project—Dialogue Plan

    For this Assignment, you will create a plan to conduct a virtual or face-to-face dialogue for your Immersion Project. You will need to gather information about the lived experience of a person from the culture you selected. This is called a dialogue (not an interview) because it is not simply a one-sided gathering of information. The dialogue should be a two-sided conversation that results in the exchange of information about cultural experience. This dialogue can happen virtually or in person. It can also happen over time or in a one-time sitting.

    Submit a 1- to 2-page paper that addresses the following:

    · How do you plan on conducting the dialogue, over multiple sessions or in a one-time sitting?

    · When do you expect to complete the dialogue?

    · How does the person you intend to have the dialogue with fit the characteristics of the culture you are studying?

    · REFERENCES/RESOURCES

    · Walden University, LLC. (2020a).
    [_Hart City_\
    _Links to an external site._](https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/W5/index.html) [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

    · Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 6, “Working With Culturally Diverse Parents and Families” (pp. 120–145)

    · Chapter 7, “Culturally Sensitive Treatment with Children” (pp. 146-173)

    · Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 17, “Working With White Ethnic Clients: An Interview with the Author” (pp. 403-418)

    · Cardona, B., Bedi, R. P., & Crookston, B. J. (2019).
    [Choosing love over tradition: Lived experiences of Asian Indian marriagesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F1066480719852994).
    _Family Journal, 27_ (3), 278–286.
    [Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F1066480719852994)

    · Lane, M. (2019).
    [Understanding cultural humility through the lens of a military cultureLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=139481448&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Reflections: Narratives of Professional Helping, 25_ (1), 90–100.

    · National Organization for Human Services. (2015).
    [Ethical standards for human services professionals\
    Links to an external site.](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals). https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

    · Amenta, E., & Polletta, F. (2019).
    [The cultural impacts of social movements\
    Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342).
    _Annual Review of Sociology, 45_ ,
    279–299. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342

    ·

    **## MichelleLImmersonproject1.docx**

    2

    **Immersion Project—Observing Deaf Culture**

    Michelle Lynn

    Walden University

    HUMN 5162

    Instructor Langston

    September 21,2025

    Immersion Project—Observation of a Deaf Community Activity

    A local culture center hosted a Deaf community social for my observation. A informal evening social brought Deaf and hard-of-hearing people together to celebrate Deaf Awareness Month. Food, stories, games, and ASL-only conversation were exchanged at the meeting. Hearing allies and interpreters attended, but the event was Deaf-centered to promote inclusivity, cultural pride, and connection.

    Visual communication's importance in inclusive environments was a huge revelation. Besides communicating, ASL was a cultural anchor that united individuals. I saw how eye contact, space, and expression affect interactions. The society used visual cues in group games and storytelling, making the engagement very interactive. This contradicted my belief that communication limitations would make socializing harder. It was evident that shared language and culture strengthened friendships more than I imagined.

    The second insight was how much Deaf culture values community and support. This event was focused on group inclusivity, unlike many popular events I've attended. Many people joined conversations, making sure newcomers could follow. Collective spirit showed Deaf resilience and solidarity. This confirmed my earlier studies that Deaf culture emphasizes clarity, patience, and involvement, but witnessing it personally showed how this manifests in real life.

    Community definitions of “disability” were a third observation. The mood was empowerment and pride. Participants viewed Deaf identity as positive, linked to language and culture. I had been influenced by popular depictions of deafness as a disability that needed accommodation. The event showed that Deaf people view themselves as successful members of their cultural community.

    These findings confirmed and expanded my understanding of Deaf culture. I knew from my preliminary study that Deaf culture is determined by language and community, but watching the activity helped me understand how this emerges. The celebration showed the Deaf community's endurance, richness, and pride, demonstrating cultural traits I had only heard about.

    .

    References

    Golos, D., Moses, A., Gale, E., & Berke, M. (2021). Building allies and sharing best practices: Cultural perspectives of Deaf people and ASL can benefit all.
    _Journal of Multicultural Education_,
    _15_(2), 1–15. https://files.eric.ed.gov/fulltext/EJ1304976.pdf

    Hands & Voices. (n.d.). Deaf culture & community.
    _Communication Considerations A to Z_. https://handsandvoices.org/comcon/articles/deafculture.htm

    Deaf Vibes. (n.d.). The role of ASL in Deaf identity. https://deafvibes.com/ai-and-accessibility-technologies/asl-identity/

    **## WEEK5.docx**

    Immersion Project—Dialogue Plan

    For this Assignment, you will create a plan to conduct a virtual or face-to-face dialogue for your Immersion Project. You will need to gather information about the lived experience of a person from the culture you selected. This is called a dialogue (not an interview) because it is not simply a one-sided gathering of information. The dialogue should be a two-sided conversation that results in the exchange of information about cultural experience. This dialogue can happen virtually or in person. It can also happen over time or in a one-time sitting.

    Submit a 1- to 2-page paper that addresses the following:

    · How do you plan on conducting the dialogue, over multiple sessions or in a one-time sitting?

    · When do you expect to complete the dialogue?

    · How does the person you intend to have the dialogue with fit the characteristics of the culture you are studying?

    · REFERENCES/RESOURCES

    · Walden University, LLC. (2020a).
    [_Hart City_\
    _Links to an external site._](https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/W5/index.html) [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

    · Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 6, “Working With Culturally Diverse Parents and Families” (pp. 120–145)

    · Chapter 7, “Culturally Sensitive Treatment with Children” (pp. 146-173)

    · Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 17, “Working With White Ethnic Clients: An Interview with the Author” (pp. 403-418)

    · Cardona, B., Bedi, R. P., & Crookston, B. J. (2019).
    [Choosing love over tradition: Lived experiences of Asian Indian marriagesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F1066480719852994).
    _Family Journal, 27_ (3), 278–286.
    [Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F1066480719852994)

    · Lane, M. (2019).
    [Understanding cultural humility through the lens of a military cultureLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=139481448&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Reflections: Narratives of Professional Helping, 25_ (1), 90–100.

    · National Organization for Human Services. (2015).
    [Ethical standards for human services professionals\
    Links to an external site.](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals). https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

    · Amenta, E., & Polletta, F. (2019).
    [The cultural impacts of social movements\
    Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342).
    _Annual Review of Sociology, 45_ ,
    279–299. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342

    ·

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