Tag: Model Answer

  • [Solved] NUR512

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    – 2 years ago **files (1)** – ## Discussion2Module2APNROLES.docx **## Discussion2Module2APNROLES.docx** Primary Care NP Role vs. APN Roles Compare the primary care NP role with other APN roles. What are the similarities among the roles, what are the differences, and how would you communicate the rol…

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    – 2 years ago

    **files (1)**

    – ## Discussion2Module2APNROLES.docx

    **## Discussion2Module2APNROLES.docx**

    Primary Care NP Role vs. APN Roles

    Compare the primary care NP role with other APN roles. What are the similarities among the roles, what are the differences, and how would you communicate the role to a healthcare provider and a consumer?

    **## Discussion2Module2APNROLES.docx**

    Primary Care NP Role vs. APN Roles

    Compare the primary care NP role with other APN roles. What are the similarities among the roles, what are the differences, and how would you communicate the role to a healthcare provider and a consumer?

  • [Solved] Discussion NT W3 Reply 2

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    The theory of self-efficacy, developed by Albert Bandura, is based on an individual's perception of his or her ability to perform and organize tasks in order to achieve a certain and specific objective, which is why this concept is essential in nursing. When we use this theory, it allows us to under…

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    The theory of self-efficacy, developed by Albert Bandura, is based on an individual's perception of his or her ability to perform and organize tasks in order to achieve a certain and specific objective, which is why this concept is essential in nursing. When we use this theory, it allows us to understand and enhance our ability to provide specialized care and correctly manage the health of patients, since we adopt suitable behaviors. Based on the aforementioned, this theory is elaborated from four different principles which are mastery experiences, vicarious experiences, social persuasion and physiological and emotional states.

          Mastery experiences are those described when a person manages to successfully perform a specific task, which leads to gaining confidence in his or her ability to perform similar tasks in the future, and is therefore considered the most important and influential factor in the so-called self-efficacy (Waddington, 2023). An example from practical life is when a patient with a diagnosis of type 2 diabetes mellitus manages to establish an exercise routine and a diet that provide him with improved well-being and control of blood glucose levels, this causes him to experience an increase in his confidence to manage his disease. This success reinforces his willingness to continue with healthy habits, as he has proven that his efforts generate positive results.

           Social persuasion involves the impact of positive verbal encouragement by others on an individual to reinforce beliefs in one's own capabilities, i.e. it will not depend on personal experience but on the criteria or indications of people who surround you or are linked to you in a certain way (Wong et al., 2021). For example, a nurse could tell an overweight patient: I am sure that you will be able to reach your goals if you follow this diet plan and do regular physical activity. This form of verbal reinforcement not only inspires the patient to persevere, but also helps him or her cultivate faith in his or her ability to make the necessary transformations.

           In contrast, vicarious experiences are based on the observation of individuals who have achieved success in performing a particular task. This fosters a sense of potentiality by observing that a person with similar characteristics can achieve the goal (Wong et al., 2021). In a clinical setting, a patient suffering from hypertension may participate in a support group where he or she observes how others have effectively reduced their blood pressure levels through simple lifestyle modifications, such as walking daily or minimizing salt intake. By seeing these examples, the patient may feel compelled to adopt similar lifestyle changes of his or her own.

           Last but not least, we have physiological and emotional states. These will depend on the personal perception of “How do I feel?”, and this concept is very important in the perception of self-efficacy. Feelings such as stress or anxiety can decrease self-confidence, while positive emotional states can increase it (Waddington, 2023). For example, before a minor surgical procedure, a nurse can help a worried patient by teaching deep breathing techniques and explaining each phase of the procedure in detail. This relieves their anxiety and increases their perception of control over the circumstances.

           Overall, these concepts of self-efficacy theory are valuable tools for implementing and directing interventions to empower patients with each of the above elements. These elements can be used strategically to promote healthy behaviors and thus achieve better positive clinical outcomes for patients. The practical application of this theory allows not only to address the physical needs of the patient, but also to strengthen their confidence to face the challenges associated with the management of their health.

    References

    Waddington, J. (2023). Self-efficacy. _ELT Journal_, _77_(2), 237–240. https://doi.org/10.1093/elt/ccac046

    Wong, M. S., Mou, H., & Chien, W. T. (2021). Effectiveness of educational and supportive intervention for primiparous women on breastfeeding related outcomes and breastfeeding self-efficacy: A systematic review and meta-analysis. _International Journal of Nursing Studies_, _117_, 103874. https://doi.org/10.1016/j.ijnurstu.2021.103874

    – 2 years ago

  • [Solved] Management of Development

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    List strategies that might be used by a pediatric primary care provider to incorporate developmental anticipatory guidance into the following sick visits: 1. An 18-month-old with an acute upper respiratory infection 2. A 4-year-old with stool withholding and constipation 3. A 9-year-old with chronic…

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    List strategies that might be used by a pediatric primary care provider to incorporate developmental anticipatory guidance into the following sick visits:

    1. An 18-month-old with an acute upper respiratory infection
    2. A 4-year-old with stool withholding and constipation
    3. A 9-year-old with chronic headaches
    4. A 15-year-old with dysmenorrhea.

    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    – 2 years ago

  • [Solved] Discussion NT W3 Reply 1

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    Self-efficacy theory (SET) was presented in 1977 as an ambitious attempt to provide a unifying theory of behavior change (Gallagher, 2012). SET is subset theory based on Bandura's 1986 social cognitive theory. The theory of self-efficacy is defined as the concepts that allows an individual to comple…

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    Self-efficacy theory (SET) was presented in 1977 as an ambitious attempt to provide a unifying theory of behavior change (Gallagher, 2012). SET is subset theory based on Bandura's 1986 social cognitive theory. The theory of self-efficacy is defined as the concepts that allows an individual to complete a task and goals based on beliefs and the ability to successful complete certain task. It is important to understand that the self- efficacy theory is not weather an individual can complete a task or not but rather if that individual believes he can complete it. It is through thoughts and perception the humans can fulfill such tasks in order to fulfill and reach specific goals. In other words, SET is one’s belief to succeed in a certain situation. In fact, one of the basic notions of this concept is that you are more likely to participate in activities and delve into tasks for which you possess high self-efficacy and less likely to take action for those you possess low self-efficacy (Lunenburg, 2011).

               Our lives are a perfect example of self-efficacy, this includes careers, parenting, education, fitness and health. Many of us have goals and dreams, for example take into consideration this class, I as a student have a goal to finish my masters setting the self-efficacy theory in motion. Self-efficacy was defined as the individual’s perception of one’s ability to perform particular behaviors through four processes including cognitive, motivational, affective and selection processes. The stronger their cognitive perception of self-efficacy, the higher they set their goals and commitment to achieve these goals (Shorey, 2021). SET can be improved by proper environment and patient exposure to proper learning. One highlight of SET is a patient that is sick has lost control of the situation by not being able to take care of himself or the problem, this demonstrates a cognitive, motivational and section process contributing to self-efficacy theory. In my scope of practice as a nephrology nurse SET is demonstrated by every patient, I treat that is unable to take care of themselves who rely on a machine to clean their blood in order to live, their cognitive level is low due to the toxins in their body. Their dependency and loss of freedom to the dialysis machine can be overwhelming. Nurses must also apply the Theory of Symptom Self-Management to optimize patient outcomes by increasing perceived self-efficacy. In trauma situations, comfort for the patient includes touch, talk, posturing, and availability (Shorey, 2021).

    Reference

    Gallagher, M. W. (2012). Self-efficacy theory. Self-Efficacy Theory – an overview | ScienceDirect Topics. https://www.sciencedirect.com/topics/psychology/self-efficacy-theory

    Yilmaz, E. (n.d.). Self-efficacy: Theory, examples, and tips. The Berkeley Well-Being Institute. [https://www.berkeleywellbeing.com/self-efficacy.html](https://www.berkeleywellbeing.com/self-efficacy.html)

    Tkacs, N. C., & Herrmann, L. L. (2025). Advanced Physiology and Pathophysiology: Essentials for Clinical Practice. Springer Publishing Company, LLC.

    Lunenburg, F. C. (2011). Self-efficacy in the workplace: Implications for motivation and performance. International journal of management, business, and administration, 14(1), 1-6.

    Shorey, S. (2021, March 12). Self-efficacy in a nursing context. Health Promotion in Health Care – Vital Theories and Research [Internet]. [https://www.ncbi.nlm.nih.gov/books/NBK585659/#ch12.Sec1](https://www.ncbi.nlm.nih.gov/books/NBK585659/#ch12.Sec1)

    – 2 years ago

  • [Solved] man6100 Deliverable 3 – Conference Proposal

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) #### **Competency** Determine the technology and tools used in the innovation process. #### **Student Success Criteria** View the grading rubric for this deliverable by selecting the “This item is graded with …

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    #### **Competency**

    Determine the technology and tools used in the innovation process.

    #### **Student Success Criteria**

    View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the _Details & Information_ pane.

    #### **Scenario**

    You are the change agent of your current organization, and you have recently come across a call for proposals for the upcoming ACMP (Association of Change Management Professionals) annual conference. You have been successful in focusing on the innovation and change process in your organization and you want to share with other change management professionals. You must submit your proposal. This year’s focus is on Technology and Tools for Innovation. All submissions will be selected by a committee based on the following criteria:

    01. Thoroughness – Completed each section for committee review
    02. Content –
    03. Topic title
    04. Topic related to technology and innovation for change managers
    05. Topic related to tools used by change mangers for innovation
    06. How to be an effective change management practitioner
    07. Summary
    08. Speaker – Demonstration of knowledge and experience, presence, and professionalism.
    09. Brief speaker bio
    10. Presentation Style/Format- Will the session be interactive and engaging?

    – What type of session will it be?

    1. Participatory Lecture – one or two presenters sharing information to audience
    2. Workshop – Interactive session with attendees working through exercises
    3. Round Table Discussion – interaction amongst attendees – presenter is more of a facilitator
    4. Case Study – Presenter leads discussion on a real-life business issue
    5. Ted-Talk Style – Short, fast presentation

    #### **Instructions**

    Create a proposal addressing all of the following areas:

    01. Title of Proposal
    02. Abstract (100-word count)
    03. Explain what type of presentation it will be and why
    04. Content:
    05. topic Title
    06. Topic related to technology and innovation for change managers
    07. Topic related to tools used by change mangers for innovation
    08. How to be an effective change management practitioner
    09. Summary
    10. Supporting research
    11. Speaker Bio
    12. What your background is
    13. What makes you an expert on the presented topic

    Rubric:

    **A – 4 – Mastery**

    Detailed proposal title and comprehensive abstract.

    **A – 4 – Mastery**

    Comprehensive explanation of type of presentation and why that type was selected

    **A – 4 – Mastery**

    Comprehensive description of topic and supporting research.

    **A – 4 – Mastery**

    Comprehensive description of speaker’s background and expertise.

    – [\
    \
    Screenshot2025-01-227.22.00PM.png](https://www.sweetstudy.com/files/screenshot2025-01-227-22-00pm-png "Screenshot2025-01-227.22.00PM.png")

    – 2 years ago

  • [Solved] Literature Help 1

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    See Attachments – 2 years ago **files (2)** – ## AnnotationsofBeowulfInstructions.docx – BritishLiteratureAnthologyVolumeI1.pdf **## AnnotationsofBeowulfInstructions.docx** Assignment: Annotations of Beowulf Read Beowulf on pages 13-77 of the attachment and complete the 6 annotations listed below. A…

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    See Attachments

    – 2 years ago

    **files (2)**

    – ## AnnotationsofBeowulfInstructions.docx

    – BritishLiteratureAnthologyVolumeI1.pdf

    **## AnnotationsofBeowulfInstructions.docx**

    Assignment: Annotations of Beowulf

    Read Beowulf on pages 13-77 of the attachment and complete the 6 annotations listed below.

    Annotations should be phrased in complete sentences but do not have to be strictly formal in tone.
    **_Note: You are only looking at Parts XXIII and XXIV for this assignment. You do NOT need to annotate Part XXV. There will a total of SIX (6) annotations for this assignment._**

    ·
    **Questions:** Ask two questions about the work. Both questions could focus on either Part XXIII only or on Part XXIV only; alternatively, you could create one question in each part. These questions should be more than reading comprehension or definition questions.

    ·
    **Comments:** Post two comments about the work. Both comments could focus on either Part XXIII only or on Part XXIV only; alternatively, you could create one comment in each part. Comments should focus on your response to the passage. What does the passage make you think or feel?

    ·
    **Clarifications:** Identify two confusing words or phrases in the work and create clarifications of that language/those passages in the work. Both clarifications could focus on either Part XXIII only or on Part XXIV only; alternatively, you could create one clarification in each part. Don't just repeat the dictionary definition for the language. Discuss what you think the author wants us think or feel based on the language being used. You want to focus on connotation as well as denotation here.

    **BritishLiteratureAnthologyVolumeI1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/britishliteratureanthologyvolumei1-pdf)

    **BritishLiteratureAnthologyVolumeI1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/britishliteratureanthologyvolumei1-pdf)

    **## AnnotationsofBeowulfInstructions.docx**

    Assignment: Annotations of Beowulf

    Read Beowulf on pages 13-77 of the attachment and complete the 6 annotations listed below.

    Annotations should be phrased in complete sentences but do not have to be strictly formal in tone.
    **_Note: You are only looking at Parts XXIII and XXIV for this assignment. You do NOT need to annotate Part XXV. There will a total of SIX (6) annotations for this assignment._**

    ·
    **Questions:** Ask two questions about the work. Both questions could focus on either Part XXIII only or on Part XXIV only; alternatively, you could create one question in each part. These questions should be more than reading comprehension or definition questions.

    ·
    **Comments:** Post two comments about the work. Both comments could focus on either Part XXIII only or on Part XXIV only; alternatively, you could create one comment in each part. Comments should focus on your response to the passage. What does the passage make you think or feel?

    ·
    **Clarifications:** Identify two confusing words or phrases in the work and create clarifications of that language/those passages in the work. Both clarifications could focus on either Part XXIII only or on Part XXIV only; alternatively, you could create one clarification in each part. Don't just repeat the dictionary definition for the language. Discuss what you think the author wants us think or feel based on the language being used. You want to focus on connotation as well as denotation here.

    **BritishLiteratureAnthologyVolumeI1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/britishliteratureanthologyvolumei1-pdf)

    **## AnnotationsofBeowulfInstructions.docx**

    Assignment: Annotations of Beowulf

    Read Beowulf on pages 13-77 of the attachment and complete the 6 annotations listed below.

    Annotations should be phrased in complete sentences but do not have to be strictly formal in tone.
    **_Note: You are only looking at Parts XXIII and XXIV for this assignment. You do NOT need to annotate Part XXV. There will a total of SIX (6) annotations for this assignment._**

    ·
    **Questions:** Ask two questions about the work. Both questions could focus on either Part XXIII only or on Part XXIV only; alternatively, you could create one question in each part. These questions should be more than reading comprehension or definition questions.

    ·
    **Comments:** Post two comments about the work. Both comments could focus on either Part XXIII only or on Part XXIV only; alternatively, you could create one comment in each part. Comments should focus on your response to the passage. What does the passage make you think or feel?

    ·
    **Clarifications:** Identify two confusing words or phrases in the work and create clarifications of that language/those passages in the work. Both clarifications could focus on either Part XXIII only or on Part XXIV only; alternatively, you could create one clarification in each part. Don't just repeat the dictionary definition for the language. Discuss what you think the author wants us think or feel based on the language being used. You want to focus on connotation as well as denotation here.

    **BritishLiteratureAnthologyVolumeI1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/britishliteratureanthologyvolumei1-pdf)

  • [Solved] Chart 3

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    L **esson plan may be in any other Core EC-6 Content Area.** Any grade level is fine. – 2 years ago **files (2)** – ## 700.3PSAMPLE-12.pdf – ## 700.3PTEMPLATE-112.docx **## 700.3PSAMPLE-12.pdf** SAMPLE TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P NAME: Your name here CONTENT AREA: En…

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    L **esson plan may be in any other Core EC-6 Content Area.** Any grade level is fine.

    – 2 years ago

    **files (2)**

    – ## 700.3PSAMPLE-12.pdf

    – ## 700.3PTEMPLATE-112.docx

    **## 700.3PSAMPLE-12.pdf**

    SAMPLE TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P

    NAME: Your name here CONTENT AREA: English Language Arts

    GRADE LEVEL: Grade Level Here SUBMISSION # 1 or 2

    REQUIREMENT RESPONSE

    TEXAS ESSENTIAL KNOWLEDGE AND
    SKILLS:
    Using the TEKS for your grade level and
    content area, copy the TEKS word for
    word. This must include the grade level,
    number and letter of competency. For
    example, (Grade 6) 5.B.

    (Grade 6) (5) Comprehension skills: listening, speaking, reading,
    writing, and thinking using multiple texts. The student uses
    metacognitive skills to both develop and deepen comprehension
    of increasingly complex texts. The student is expected to:

    (B) generate questions about text before, during, and
    after reading to deepen understanding and gain
    information

    PERFORMANCE
    MEASURE/ASSESSMENT
    After the lesson, how will you know if they
    have learned the content to the level of
    rigor required? How will you measure
    their performance?

    Students will complete a T-chart with 10 questions generated
    before, during, and after reading Lesson 2 in The Call of the Wild.
    Students must include lesson/page numbers and/or passages that
    sparked the questions. Students must also reflect on why the
    questions were chosen. Students will be scored with a rubric that
    includes this criteria.

    LEARNING OBJECTIVE(S):
    Copy the TEKS word for word beginning
    with “the student is expected to. . .” and
    the text of the student expectation. Then
    end your learning objective by stating the
    performance measure.

    The student is expected to generate questions about The Call of
    the Wild, Lesson 2, before, during, and after reading to deepen
    understanding and gain information, by completing a 10 question
    T-chart that includes questions, passages, and reflection.

    OBJECTIVE STATEMENT (must
    include performance measure)
    This is what the teacher says to students
    about what students will learn today, and
    how they will show they have learned the
    content (that is the performance
    measure)

    Students, today we’ll be learning about how asking questions
    before, during, and after reading can help us deepen our
    understanding of the story. We’re reading Lesson 2 of Call of the
    Wild, and you’ll complete a T-Chart of 10 questions that you
    generate during reading this passage. You’ll also reflect on why
    you had those questions. You’ll turn this T-chart and reflection into
    me at the end of the class and I’ll score it using this rubric.

    PURPOSE OF LEARNING
    Why do students need to learn this today?
    This should be written in what you will
    say to students and should both why it is
    important to the content area
    (knowledge and skills statement) and
    why it is relevant in their lives.

    This is important for you to know how to do. Learning to think
    about what you are reading helps you understand the story better.
    This is also important when you are reading other texts, like those
    in your science textbook, or even the newspaper.

    EXPLICIT CONNECTION TO PRIOR
    LEARNING
    This is what you say to students about
    what they have already learned and how
    it prepares them for what they are about
    to learn; review what they have learned
    to prepare them for the upcoming lesson.

    Students, we’ve worked with T-charts before, and yesterday, we
    read Lesson 1 and I modeled how to think-aloud about questions I
    had while reading. Today, you’ll be completing that first on your
    own, and then in groups so you can have a full discussion of what
    the reading is telling you.

    **## 700.3PTEMPLATE-112.docx**

    **TEACHERS OF TOMORROW LESSON PLAN FORMAT**

    | | |
    | — | — |
    | **NAME:** | **SUBJECT/GRADE:** |
    | **CERTIFICATION AREA:** | **SUBMISSION #** |

    **TNT 700.3P – PLANNING LESSONS, PART 1**

    | | |
    | — | — |
    | **TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:**<br>_Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B._ | |
    | **PERFORMANCE MEASURE/ASSESSMENT**<br>_After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?_ | |
    | **LEARNING OBJECTIVE(S):**<br>_Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure._ | |
    | **OBJECTIVE STATEMENT (must include performance measure)**<br>_This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)_ | |
    | **PURPOSE OF LEARNING**<br>_Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives._ | |
    | **EXPLICIT CONNECTION TO PRIOR LEARNING**<br>_This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson._ | |

    **## 700.3PTEMPLATE-112.docx**

    **TEACHERS OF TOMORROW LESSON PLAN FORMAT**

    | | |
    | — | — |
    | **NAME:** | **SUBJECT/GRADE:** |
    | **CERTIFICATION AREA:** | **SUBMISSION #** |

    **TNT 700.3P – PLANNING LESSONS, PART 1**

    | | |
    | — | — |
    | **TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:**<br>_Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B._ | |
    | **PERFORMANCE MEASURE/ASSESSMENT**<br>_After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?_ | |
    | **LEARNING OBJECTIVE(S):**<br>_Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure._ | |
    | **OBJECTIVE STATEMENT (must include performance measure)**<br>_This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)_ | |
    | **PURPOSE OF LEARNING**<br>_Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives._ | |
    | **EXPLICIT CONNECTION TO PRIOR LEARNING**<br>_This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson._ | |

    **## 700.3PSAMPLE-12.pdf**

    SAMPLE TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P

    NAME: Your name here CONTENT AREA: English Language Arts

    GRADE LEVEL: Grade Level Here SUBMISSION # 1 or 2

    REQUIREMENT RESPONSE

    TEXAS ESSENTIAL KNOWLEDGE AND
    SKILLS:
    Using the TEKS for your grade level and
    content area, copy the TEKS word for
    word. This must include the grade level,
    number and letter of competency. For
    example, (Grade 6) 5.B.

    (Grade 6) (5) Comprehension skills: listening, speaking, reading,
    writing, and thinking using multiple texts. The student uses
    metacognitive skills to both develop and deepen comprehension
    of increasingly complex texts. The student is expected to:

    (B) generate questions about text before, during, and
    after reading to deepen understanding and gain
    information

    PERFORMANCE
    MEASURE/ASSESSMENT
    After the lesson, how will you know if they
    have learned the content to the level of
    rigor required? How will you measure
    their performance?

    Students will complete a T-chart with 10 questions generated
    before, during, and after reading Lesson 2 in The Call of the Wild.
    Students must include lesson/page numbers and/or passages that
    sparked the questions. Students must also reflect on why the
    questions were chosen. Students will be scored with a rubric that
    includes this criteria.

    LEARNING OBJECTIVE(S):
    Copy the TEKS word for word beginning
    with “the student is expected to. . .” and
    the text of the student expectation. Then
    end your learning objective by stating the
    performance measure.

    The student is expected to generate questions about The Call of
    the Wild, Lesson 2, before, during, and after reading to deepen
    understanding and gain information, by completing a 10 question
    T-chart that includes questions, passages, and reflection.

    OBJECTIVE STATEMENT (must
    include performance measure)
    This is what the teacher says to students
    about what students will learn today, and
    how they will show they have learned the
    content (that is the performance
    measure)

    Students, today we’ll be learning about how asking questions
    before, during, and after reading can help us deepen our
    understanding of the story. We’re reading Lesson 2 of Call of the
    Wild, and you’ll complete a T-Chart of 10 questions that you
    generate during reading this passage. You’ll also reflect on why
    you had those questions. You’ll turn this T-chart and reflection into
    me at the end of the class and I’ll score it using this rubric.

    PURPOSE OF LEARNING
    Why do students need to learn this today?
    This should be written in what you will
    say to students and should both why it is
    important to the content area
    (knowledge and skills statement) and
    why it is relevant in their lives.

    This is important for you to know how to do. Learning to think
    about what you are reading helps you understand the story better.
    This is also important when you are reading other texts, like those
    in your science textbook, or even the newspaper.

    EXPLICIT CONNECTION TO PRIOR
    LEARNING
    This is what you say to students about
    what they have already learned and how
    it prepares them for what they are about
    to learn; review what they have learned
    to prepare them for the upcoming lesson.

    Students, we’ve worked with T-charts before, and yesterday, we
    read Lesson 1 and I modeled how to think-aloud about questions I
    had while reading. Today, you’ll be completing that first on your
    own, and then in groups so you can have a full discussion of what
    the reading is telling you.

    **## 700.3PTEMPLATE-112.docx**

    **TEACHERS OF TOMORROW LESSON PLAN FORMAT**

    | | |
    | — | — |
    | **NAME:** | **SUBJECT/GRADE:** |
    | **CERTIFICATION AREA:** | **SUBMISSION #** |

    **TNT 700.3P – PLANNING LESSONS, PART 1**

    | | |
    | — | — |
    | **TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:**<br>_Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B._ | |
    | **PERFORMANCE MEASURE/ASSESSMENT**<br>_After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?_ | |
    | **LEARNING OBJECTIVE(S):**<br>_Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure._ | |
    | **OBJECTIVE STATEMENT (must include performance measure)**<br>_This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)_ | |
    | **PURPOSE OF LEARNING**<br>_Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives._ | |
    | **EXPLICIT CONNECTION TO PRIOR LEARNING**<br>_This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson._ | |

    **## 700.3PSAMPLE-12.pdf**

    SAMPLE TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P

    NAME: Your name here CONTENT AREA: English Language Arts

    GRADE LEVEL: Grade Level Here SUBMISSION # 1 or 2

    REQUIREMENT RESPONSE

    TEXAS ESSENTIAL KNOWLEDGE AND
    SKILLS:
    Using the TEKS for your grade level and
    content area, copy the TEKS word for
    word. This must include the grade level,
    number and letter of competency. For
    example, (Grade 6) 5.B.

    (Grade 6) (5) Comprehension skills: listening, speaking, reading,
    writing, and thinking using multiple texts. The student uses
    metacognitive skills to both develop and deepen comprehension
    of increasingly complex texts. The student is expected to:

    (B) generate questions about text before, during, and
    after reading to deepen understanding and gain
    information

    PERFORMANCE
    MEASURE/ASSESSMENT
    After the lesson, how will you know if they
    have learned the content to the level of
    rigor required? How will you measure
    their performance?

    Students will complete a T-chart with 10 questions generated
    before, during, and after reading Lesson 2 in The Call of the Wild.
    Students must include lesson/page numbers and/or passages that
    sparked the questions. Students must also reflect on why the
    questions were chosen. Students will be scored with a rubric that
    includes this criteria.

    LEARNING OBJECTIVE(S):
    Copy the TEKS word for word beginning
    with “the student is expected to. . .” and
    the text of the student expectation. Then
    end your learning objective by stating the
    performance measure.

    The student is expected to generate questions about The Call of
    the Wild, Lesson 2, before, during, and after reading to deepen
    understanding and gain information, by completing a 10 question
    T-chart that includes questions, passages, and reflection.

    OBJECTIVE STATEMENT (must
    include performance measure)
    This is what the teacher says to students
    about what students will learn today, and
    how they will show they have learned the
    content (that is the performance
    measure)

    Students, today we’ll be learning about how asking questions
    before, during, and after reading can help us deepen our
    understanding of the story. We’re reading Lesson 2 of Call of the
    Wild, and you’ll complete a T-Chart of 10 questions that you
    generate during reading this passage. You’ll also reflect on why
    you had those questions. You’ll turn this T-chart and reflection into
    me at the end of the class and I’ll score it using this rubric.

    PURPOSE OF LEARNING
    Why do students need to learn this today?
    This should be written in what you will
    say to students and should both why it is
    important to the content area
    (knowledge and skills statement) and
    why it is relevant in their lives.

    This is important for you to know how to do. Learning to think
    about what you are reading helps you understand the story better.
    This is also important when you are reading other texts, like those
    in your science textbook, or even the newspaper.

    EXPLICIT CONNECTION TO PRIOR
    LEARNING
    This is what you say to students about
    what they have already learned and how
    it prepares them for what they are about
    to learn; review what they have learned
    to prepare them for the upcoming lesson.

    Students, we’ve worked with T-charts before, and yesterday, we
    read Lesson 1 and I modeled how to think-aloud about questions I
    had while reading. Today, you’ll be completing that first on your
    own, and then in groups so you can have a full discussion of what
    the reading is telling you.

    **## 700.3PTEMPLATE-112.docx**

    **TEACHERS OF TOMORROW LESSON PLAN FORMAT**

    | | |
    | — | — |
    | **NAME:** | **SUBJECT/GRADE:** |
    | **CERTIFICATION AREA:** | **SUBMISSION #** |

    **TNT 700.3P – PLANNING LESSONS, PART 1**

    | | |
    | — | — |
    | **TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:**<br>_Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B._ | |
    | **PERFORMANCE MEASURE/ASSESSMENT**<br>_After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?_ | |
    | **LEARNING OBJECTIVE(S):**<br>_Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure._ | |
    | **OBJECTIVE STATEMENT (must include performance measure)**<br>_This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)_ | |
    | **PURPOSE OF LEARNING**<br>_Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives._ | |
    | **EXPLICIT CONNECTION TO PRIOR LEARNING**<br>_This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson._ | |

  • [Solved] Research Paper: Features and Functions of a Biometric ID management System

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attached file it includes the paper outline and cited reference 1. Research and prepare a report on your selection made in Week 2 on the current trend in the area of Biometrics. 2. Prepare a 6-8 page paper in Microsoft Word using approved APA format. 3. The minimum page count cannot not i…

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    Assignment Prompt & Instructions

    Please see attached file it includes the paper outline and cited reference

    1. Research and prepare a report on your selection made in Week 2 on the current trend in the area of Biometrics.
    2. Prepare a 6-8 page paper in Microsoft Word using approved APA format.
    3. The minimum page count cannot not include your Title page and Reference list.
    4. Include a Title page, Abstract/Introduction, Body of your paper, Conclusion/Findings and a Reference list.
    5. Include a detailed description of the technologies and future trends involved in your selected area of research.
    6. References (minimum 10 peer reviewed sources).
    7. Use correct spelling and grammar.
    8. APA formatting: Make sure that your references are cited in the body of your paper as well as in the Reference list.

    – [\
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    ISSC325PaperOutline.docx](https://www.sweetstudy.com/files/issc325paperoutline-docx "ISSC325PaperOutline.docx")

    – 2 years ago

  • [Solved] Research Assistance Part I

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) See two attachments. – 2 years ago **files (2)** – ## ProjectPrepPartIInstructions.docx – ## EldertopiaArticle.pdf **## ProjectPrepPartIInstructions.docx** Project Prep Part I: Read the article Edertopia attached….

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    See two attachments.

    – 2 years ago

    **files (2)**

    – ## ProjectPrepPartIInstructions.docx

    – ## EldertopiaArticle.pdf

    **## ProjectPrepPartIInstructions.docx**

    Project Prep Part I:

    Read the article Edertopia attached. In order for us to create an ideal Eldertopia for the aging population, it is essential to first identify the broader societal issues that they face. In this Module I assignment, you will be expected to conduct research and identify the key issues that need to be addressed in order to create an Eldertopia. When conducting your research, it is important to prioritize academic sources such as peer-reviewed articles from reputable journals and established organizations. To find academic sources, you can start by searching the library databases and consult with the librarians for assistance. Additionally, when selecting sources, make sure they are credible and recently published to ensure they are relevant to the current issues facing the aging population. Avoid using sources from opinion-based websites or those that lack proper scientific evidence.

    **ASSIGNMENT INSTRUCTIONS: In this assignment, you will identify at least**
    **four issues that are a challenge for the elderly in the United States. You will discuss each of these issues (minimum of 200 words addressing each issue), and then discuss how and where you will look for academic sources to further explore these issues. Include databases you will use, and key search terms to use.**

    You will submit this as a Microsoft Word document on Canvas.

    | | | |
    | — | — | — |
    | **Criteria** | **If yes:** | **If no:** |
    | Issue 1 briefly explained and discussed in at least 200 words: | 10 points | 0 points |
    | Issue 2 briefly explained and discussed in at least 200 words: | 10 points | 0 points |
    | Issue 3 briefly explained and discussed in at least 200 words: | 10 points | 0 points |
    | Issue 4 briefly explained and discussed in at least 200 words: | 10 points | 0 points |
    | Discussion of how/where to find academic sources | 10 points | 0 points |

    **## EldertopiaArticle.pdf**

    Longevity Rules: Editor: Stuart Greenbaum; PLiblisher: Eskaton 2010

    -,

    ELDERTOPIA
    1—- William H. Thomas, M.D.

    O
    ur longevity is an ancient thing. It came into being long before

    the beginning of recorded history and it is intrinsic to the ex-

    perience of being human. Longevity is also a matter of urgent
    contemporary concern. We live in world where influential voices

    claim that humanity's flourishing longevity is actually a disaster in
    the making. A string of aging- related economic and cultural catastro-

    phes are forecast to descend upon us all.
    I do not tremble before the "Senior Tsunami:' It is much more fun

    (and useful) to celebrate the fact that we are entering into history's

    most elder-rich era. From the beginning, human elderhood has been
    protected, sustained and nurtured because it serves vital human

    interests. Old age exists today only because thousands of generations
    of our ancestors found it to be useful. Our unique pattern of

    longevity – we are the only creature capable of living so far beyond the
    period ofreproductive maturity – now lies at the core of our humanity.
    Alone among all other creatures, we benefit from a stage of life that
    extends beyond adulthood. For millennia, our ancestors have

    William H. Thomas, M.D. is the grandson of Olive, Durwood, Vivian and William. He is also
    a farmer, novelist, teamster, musician and geriatrician. An innovator in the aging field,
    he is the founder of the Eden Alternative and the Green House Project; and author of
    numerous books including What Are Old People For? How Elders Will Save the World.
    He currently serves a professor of the practice of aging studies at the University of
    Maryland's Erickson School. His approach to the new culture of aging can be followed on
    his blog at www.changingaging.org.

    Longevity Rules: Editor: Stuart Greenbaum; Publisher: Eskaton 2010
    150 WILLIAM H. THOMAS, M.D.

    understood elderhood to be as distinct from adulthood as adulthood

    is from childhood.
    Life in a modern industrial society makes it difficult to embrace, or

    even imagine, our own elderhood. We liveunder the sway ofa ravenous
    worldwide addiction to the virtues of adulthood, which, not

    coincidentally, also reinforces the idea of old age as tired, worn and
    uniformly undesirable. Old people as individuals may be laudable,
    but as a group they have been redefined as useless appendages to

    human society.
    Advocates for the aged work to promote the vision of a society

    wherein the aged are elevated to a status equal to that accorded to the
    young, forgetting that the strength of elderhood lies in how radically
    different from adulthood it is. This dismissal of elderhood is an epic

    error on par 'with a rejection of fire-making and the wheel.

    Adulthood~

    Birth Death

    This figure depicts the intergenerational transmission of culture

    and assistance.
    A. Support provided to elders by adults
    B. Assistance elders give to adults
    C. Gentling and acculturation of children by elders
    D. Assistance and affection given to elders by children

    E. Participation in work of adults by children
    F. Food, shelter, clothing and affection provided to children by adults

    ELDERTOPIA 15'

    The diagram offers a schematic representation of the engine thai
    has powered human cultural advancement for tens of thousands ol

    years. It has shaped us, served us, blunted our worst tendencies and
    magnified our best. Given the terrible might of modern industrial
    society, it would seem that we need this engine more than ever before.
    Instead, we are witness to the rise ofan "anti-aging" movement – which
    continues to claim, despite all evidence to the contrary, that technology
    will soon make old age a thing of the past. Deep down, most people

    understand that aging is an inevitable part of life.What confounds us
    is the question, "What are old people for?"

    Former Colorado Governor Richard Lamm adopted the classic

    "aging is a disaster" (for the young) perspective in his essay, "The
    Moral Imperative of Limiting Elderly Entitlements:' He writes, "One of
    the great challenges in America's future is to retire the Baby Boomers
    without bankrupting the country or unduly burdening future

    generations … Age could well be as divisive in the next forty years:'

    What is missing here is an accounting. of what elderhood
    contributes to society. This side of the ledger is regularly ignored by
    those who believe an Iron Curtain exists between the wealth and vigor
    of adults and the ruinous burden that age imposes on the young.

    Lamm goes on to declare, "We are a compassionate society and we
    can afford a lot, but we cannot afford everything. No publicly financed
    health system can ignore the law of diminishing returns … It is
    necessary to find, among the myriad of things that we can do, what
    practically in a budget we ought to do:'

    Old people become expensive accessories and, while we may be a
    "compassionate society:' there is a limit to what we can do for them.
    What we need is a radical interpretation of longevity that properly

    values elders (and their needs) as being essential to our collective
    pursuit of happiness and well-being. It should not come as a surprise

    Longevity Rules: Editor: Stuart Greenbaum; Publisher: Eskaton 2010

    152 WILLIAM H. THOMAS, M.D.

    that our language lacks a word that describes the interdependence
    that joins young and old. The wisdom of living in a multigenerational
    social structure is ancient, undeniable and deserving of a word of its

    own. I like "Eldertopia"

    Eldertopia / ell-der-TOli-pee-uh / noun -A community that
    improves the quality of life for people of all ages by strengthening
    and improving the means by which (1) the community protects,

    sustains, and nurtures its elders, and (2) the elders contribute to
    the well- being and foresight of the community. An Eldertopia that
    is blessed with a large number of older people is acknowledged to

    be "elder-rich" and uses this richness to the advantage of all.

    Our longevity exists, has meaning and creates value because it
    provides human beings with a mechanism for improving the lives of

    people of all ages. Far from being society's expensive leftovers, elders
    and the elderhood they inhabit are crucial to the functioning ofhealthy
    human societies. vVetabulate the money spent serving the elderly to

    the penny but fail to appreciate the vital contributions that our
    longevity makes to society as a whole. We need a new and much more

    accurate system of accounting.
    The pursuit of Elder topia can lead us with a better understanding

    ofhow 1ongevity completes us. tor a start, it can illuminate the complex
    and easily overlooked intergenerational transfers that are essential to
    people of all ages. The "greedy geezer" stereotype can be seen as the
    inevitable product of a society that measures only the assistance the

    young grant to the old. Giving proper due to the contributions elders
    make to the young undermines anti-old age prejudice. Understood in

    their proper context, elders and elderhood can be seen as the best
    investment human beings have ever made.

    ELDERTOPIA 153

    So,what are old people for?They are the glue that binds us together
    as human beings. We need elders because we need families,
    congregations, neighborhoods and communities. Weneed Eldertopia

    because old age is a precious gift, one honed over the centuries. It
    exists to connect us with our past, and to our future. !@J

    **## EldertopiaArticle.pdf**

    Longevity Rules: Editor: Stuart Greenbaum; PLiblisher: Eskaton 2010

    -,

    ELDERTOPIA
    1—- William H. Thomas, M.D.

    O
    ur longevity is an ancient thing. It came into being long before

    the beginning of recorded history and it is intrinsic to the ex-

    perience of being human. Longevity is also a matter of urgent
    contemporary concern. We live in world where influential voices

    claim that humanity's flourishing longevity is actually a disaster in
    the making. A string of aging- related economic and cultural catastro-

    phes are forecast to descend upon us all.
    I do not tremble before the "Senior Tsunami:' It is much more fun

    (and useful) to celebrate the fact that we are entering into history's

    most elder-rich era. From the beginning, human elderhood has been
    protected, sustained and nurtured because it serves vital human

    interests. Old age exists today only because thousands of generations
    of our ancestors found it to be useful. Our unique pattern of

    longevity – we are the only creature capable of living so far beyond the
    period ofreproductive maturity – now lies at the core of our humanity.
    Alone among all other creatures, we benefit from a stage of life that
    extends beyond adulthood. For millennia, our ancestors have

    William H. Thomas, M.D. is the grandson of Olive, Durwood, Vivian and William. He is also
    a farmer, novelist, teamster, musician and geriatrician. An innovator in the aging field,
    he is the founder of the Eden Alternative and the Green House Project; and author of
    numerous books including What Are Old People For? How Elders Will Save the World.
    He currently serves a professor of the practice of aging studies at the University of
    Maryland's Erickson School. His approach to the new culture of aging can be followed on
    his blog at www.changingaging.org.

    Longevity Rules: Editor: Stuart Greenbaum; Publisher: Eskaton 2010
    150 WILLIAM H. THOMAS, M.D.

    understood elderhood to be as distinct from adulthood as adulthood

    is from childhood.
    Life in a modern industrial society makes it difficult to embrace, or

    even imagine, our own elderhood. We liveunder the sway ofa ravenous
    worldwide addiction to the virtues of adulthood, which, not

    coincidentally, also reinforces the idea of old age as tired, worn and
    uniformly undesirable. Old people as individuals may be laudable,
    but as a group they have been redefined as useless appendages to

    human society.
    Advocates for the aged work to promote the vision of a society

    wherein the aged are elevated to a status equal to that accorded to the
    young, forgetting that the strength of elderhood lies in how radically
    different from adulthood it is. This dismissal of elderhood is an epic

    error on par 'with a rejection of fire-making and the wheel.

    Adulthood~

    Birth Death

    This figure depicts the intergenerational transmission of culture

    and assistance.
    A. Support provided to elders by adults
    B. Assistance elders give to adults
    C. Gentling and acculturation of children by elders
    D. Assistance and affection given to elders by children

    E. Participation in work of adults by children
    F. Food, shelter, clothing and affection provided to children by adults

    ELDERTOPIA 15'

    The diagram offers a schematic representation of the engine thai
    has powered human cultural advancement for tens of thousands ol

    years. It has shaped us, served us, blunted our worst tendencies and
    magnified our best. Given the terrible might of modern industrial
    society, it would seem that we need this engine more than ever before.
    Instead, we are witness to the rise ofan "anti-aging" movement – which
    continues to claim, despite all evidence to the contrary, that technology
    will soon make old age a thing of the past. Deep down, most people

    understand that aging is an inevitable part of life.What confounds us
    is the question, "What are old people for?"

    Former Colorado Governor Richard Lamm adopted the classic

    "aging is a disaster" (for the young) perspective in his essay, "The
    Moral Imperative of Limiting Elderly Entitlements:' He writes, "One of
    the great challenges in America's future is to retire the Baby Boomers
    without bankrupting the country or unduly burdening future

    generations … Age could well be as divisive in the next forty years:'

    What is missing here is an accounting. of what elderhood
    contributes to society. This side of the ledger is regularly ignored by
    those who believe an Iron Curtain exists between the wealth and vigor
    of adults and the ruinous burden that age imposes on the young.

    Lamm goes on to declare, "We are a compassionate society and we
    can afford a lot, but we cannot afford everything. No publicly financed
    health system can ignore the law of diminishing returns … It is
    necessary to find, among the myriad of things that we can do, what
    practically in a budget we ought to do:'

    Old people become expensive accessories and, while we may be a
    "compassionate society:' there is a limit to what we can do for them.
    What we need is a radical interpretation of longevity that properly

    values elders (and their needs) as being essential to our collective
    pursuit of happiness and well-being. It should not come as a surprise

    Longevity Rules: Editor: Stuart Greenbaum; Publisher: Eskaton 2010

    152 WILLIAM H. THOMAS, M.D.

    that our language lacks a word that describes the interdependence
    that joins young and old. The wisdom of living in a multigenerational
    social structure is ancient, undeniable and deserving of a word of its

    own. I like "Eldertopia"

    Eldertopia / ell-der-TOli-pee-uh / noun -A community that
    improves the quality of life for people of all ages by strengthening
    and improving the means by which (1) the community protects,

    sustains, and nurtures its elders, and (2) the elders contribute to
    the well- being and foresight of the community. An Eldertopia that
    is blessed with a large number of older people is acknowledged to

    be "elder-rich" and uses this richness to the advantage of all.

    Our longevity exists, has meaning and creates value because it
    provides human beings with a mechanism for improving the lives of

    people of all ages. Far from being society's expensive leftovers, elders
    and the elderhood they inhabit are crucial to the functioning ofhealthy
    human societies. vVetabulate the money spent serving the elderly to

    the penny but fail to appreciate the vital contributions that our
    longevity makes to society as a whole. We need a new and much more

    accurate system of accounting.
    The pursuit of Elder topia can lead us with a better understanding

    ofhow 1ongevity completes us. tor a start, it can illuminate the complex
    and easily overlooked intergenerational transfers that are essential to
    people of all ages. The "greedy geezer" stereotype can be seen as the
    inevitable product of a society that measures only the assistance the

    young grant to the old. Giving proper due to the contributions elders
    make to the young undermines anti-old age prejudice. Understood in

    their proper context, elders and elderhood can be seen as the best
    investment human beings have ever made.

    ELDERTOPIA 153

    So,what are old people for?They are the glue that binds us together
    as human beings. We need elders because we need families,
    congregations, neighborhoods and communities. Weneed Eldertopia

    because old age is a precious gift, one honed over the centuries. It
    exists to connect us with our past, and to our future. !@J

    **## ProjectPrepPartIInstructions.docx**

    Project Prep Part I:

    Read the article Edertopia attached. In order for us to create an ideal Eldertopia for the aging population, it is essential to first identify the broader societal issues that they face. In this Module I assignment, you will be expected to conduct research and identify the key issues that need to be addressed in order to create an Eldertopia. When conducting your research, it is important to prioritize academic sources such as peer-reviewed articles from reputable journals and established organizations. To find academic sources, you can start by searching the library databases and consult with the librarians for assistance. Additionally, when selecting sources, make sure they are credible and recently published to ensure they are relevant to the current issues facing the aging population. Avoid using sources from opinion-based websites or those that lack proper scientific evidence.

    **ASSIGNMENT INSTRUCTIONS: In this assignment, you will identify at least**
    **four issues that are a challenge for the elderly in the United States. You will discuss each of these issues (minimum of 200 words addressing each issue), and then discuss how and where you will look for academic sources to further explore these issues. Include databases you will use, and key search terms to use.**

    You will submit this as a Microsoft Word document on Canvas.

    | | | |
    | — | — | — |
    | **Criteria** | **If yes:** | **If no:** |
    | Issue 1 briefly explained and discussed in at least 200 words: | 10 points | 0 points |
    | Issue 2 briefly explained and discussed in at least 200 words: | 10 points | 0 points |
    | Issue 3 briefly explained and discussed in at least 200 words: | 10 points | 0 points |
    | Issue 4 briefly explained and discussed in at least 200 words: | 10 points | 0 points |
    | Discussion of how/where to find academic sources | 10 points | 0 points |

    **## EldertopiaArticle.pdf**

    Longevity Rules: Editor: Stuart Greenbaum; PLiblisher: Eskaton 2010

    -,

    ELDERTOPIA
    1—- William H. Thomas, M.D.

    O
    ur longevity is an ancient thing. It came into being long before

    the beginning of recorded history and it is intrinsic to the ex-

    perience of being human. Longevity is also a matter of urgent
    contemporary concern. We live in world where influential voices

    claim that humanity's flourishing longevity is actually a disaster in
    the making. A string of aging- related economic and cultural catastro-

    phes are forecast to descend upon us all.
    I do not tremble before the "Senior Tsunami:' It is much more fun

    (and useful) to celebrate the fact that we are entering into history's

    most elder-rich era. From the beginning, human elderhood has been
    protected, sustained and nurtured because it serves vital human

    interests. Old age exists today only because thousands of generations
    of our ancestors found it to be useful. Our unique pattern of

    longevity – we are the only creature capable of living so far beyond the
    period ofreproductive maturity – now lies at the core of our humanity.
    Alone among all other creatures, we benefit from a stage of life that
    extends beyond adulthood. For millennia, our ancestors have

    William H. Thomas, M.D. is the grandson of Olive, Durwood, Vivian and William. He is also
    a farmer, novelist, teamster, musician and geriatrician. An innovator in the aging field,
    he is the founder of the Eden Alternative and the Green House Project; and author of
    numerous books including What Are Old People For? How Elders Will Save the World.
    He currently serves a professor of the practice of aging studies at the University of
    Maryland's Erickson School. His approach to the new culture of aging can be followed on
    his blog at www.changingaging.org.

    Longevity Rules: Editor: Stuart Greenbaum; Publisher: Eskaton 2010
    150 WILLIAM H. THOMAS, M.D.

    understood elderhood to be as distinct from adulthood as adulthood

    is from childhood.
    Life in a modern industrial society makes it difficult to embrace, or

    even imagine, our own elderhood. We liveunder the sway ofa ravenous
    worldwide addiction to the virtues of adulthood, which, not

    coincidentally, also reinforces the idea of old age as tired, worn and
    uniformly undesirable. Old people as individuals may be laudable,
    but as a group they have been redefined as useless appendages to

    human society.
    Advocates for the aged work to promote the vision of a society

    wherein the aged are elevated to a status equal to that accorded to the
    young, forgetting that the strength of elderhood lies in how radically
    different from adulthood it is. This dismissal of elderhood is an epic

    error on par 'with a rejection of fire-making and the wheel.

    Adulthood~

    Birth Death

    This figure depicts the intergenerational transmission of culture

    and assistance.
    A. Support provided to elders by adults
    B. Assistance elders give to adults
    C. Gentling and acculturation of children by elders
    D. Assistance and affection given to elders by children

    E. Participation in work of adults by children
    F. Food, shelter, clothing and affection provided to children by adults

    ELDERTOPIA 15'

    The diagram offers a schematic representation of the engine thai
    has powered human cultural advancement for tens of thousands ol

    years. It has shaped us, served us, blunted our worst tendencies and
    magnified our best. Given the terrible might of modern industrial
    society, it would seem that we need this engine more than ever before.
    Instead, we are witness to the rise ofan "anti-aging" movement – which
    continues to claim, despite all evidence to the contrary, that technology
    will soon make old age a thing of the past. Deep down, most people

    understand that aging is an inevitable part of life.What confounds us
    is the question, "What are old people for?"

    Former Colorado Governor Richard Lamm adopted the classic

    "aging is a disaster" (for the young) perspective in his essay, "The
    Moral Imperative of Limiting Elderly Entitlements:' He writes, "One of
    the great challenges in America's future is to retire the Baby Boomers
    without bankrupting the country or unduly burdening future

    generations … Age could well be as divisive in the next forty years:'

    What is missing here is an accounting. of what elderhood
    contributes to society. This side of the ledger is regularly ignored by
    those who believe an Iron Curtain exists between the wealth and vigor
    of adults and the ruinous burden that age imposes on the young.

    Lamm goes on to declare, "We are a compassionate society and we
    can afford a lot, but we cannot afford everything. No publicly financed
    health system can ignore the law of diminishing returns … It is
    necessary to find, among the myriad of things that we can do, what
    practically in a budget we ought to do:'

    Old people become expensive accessories and, while we may be a
    "compassionate society:' there is a limit to what we can do for them.
    What we need is a radical interpretation of longevity that properly

    values elders (and their needs) as being essential to our collective
    pursuit of happiness and well-being. It should not come as a surprise

    Longevity Rules: Editor: Stuart Greenbaum; Publisher: Eskaton 2010

    152 WILLIAM H. THOMAS, M.D.

    that our language lacks a word that describes the interdependence
    that joins young and old. The wisdom of living in a multigenerational
    social structure is ancient, undeniable and deserving of a word of its

    own. I like "Eldertopia"

    Eldertopia / ell-der-TOli-pee-uh / noun -A community that
    improves the quality of life for people of all ages by strengthening
    and improving the means by which (1) the community protects,

    sustains, and nurtures its elders, and (2) the elders contribute to
    the well- being and foresight of the community. An Eldertopia that
    is blessed with a large number of older people is acknowledged to

    be "elder-rich" and uses this richness to the advantage of all.

    Our longevity exists, has meaning and creates value because it
    provides human beings with a mechanism for improving the lives of

    people of all ages. Far from being society's expensive leftovers, elders
    and the elderhood they inhabit are crucial to the functioning ofhealthy
    human societies. vVetabulate the money spent serving the elderly to

    the penny but fail to appreciate the vital contributions that our
    longevity makes to society as a whole. We need a new and much more

    accurate system of accounting.
    The pursuit of Elder topia can lead us with a better understanding

    ofhow 1ongevity completes us. tor a start, it can illuminate the complex
    and easily overlooked intergenerational transfers that are essential to
    people of all ages. The "greedy geezer" stereotype can be seen as the
    inevitable product of a society that measures only the assistance the

    young grant to the old. Giving proper due to the contributions elders
    make to the young undermines anti-old age prejudice. Understood in

    their proper context, elders and elderhood can be seen as the best
    investment human beings have ever made.

    ELDERTOPIA 153

    So,what are old people for?They are the glue that binds us together
    as human beings. We need elders because we need families,
    congregations, neighborhoods and communities. Weneed Eldertopia

    because old age is a precious gift, one honed over the centuries. It
    exists to connect us with our past, and to our future. !@J

    **## ProjectPrepPartIInstructions.docx**

    Project Prep Part I:

    Read the article Edertopia attached. In order for us to create an ideal Eldertopia for the aging population, it is essential to first identify the broader societal issues that they face. In this Module I assignment, you will be expected to conduct research and identify the key issues that need to be addressed in order to create an Eldertopia. When conducting your research, it is important to prioritize academic sources such as peer-reviewed articles from reputable journals and established organizations. To find academic sources, you can start by searching the library databases and consult with the librarians for assistance. Additionally, when selecting sources, make sure they are credible and recently published to ensure they are relevant to the current issues facing the aging population. Avoid using sources from opinion-based websites or those that lack proper scientific evidence.

    **ASSIGNMENT INSTRUCTIONS: In this assignment, you will identify at least**
    **four issues that are a challenge for the elderly in the United States. You will discuss each of these issues (minimum of 200 words addressing each issue), and then discuss how and where you will look for academic sources to further explore these issues. Include databases you will use, and key search terms to use.**

    You will submit this as a Microsoft Word document on Canvas.

    | | | |
    | — | — | — |
    | **Criteria** | **If yes:** | **If no:** |
    | Issue 1 briefly explained and discussed in at least 200 words: | 10 points | 0 points |
    | Issue 2 briefly explained and discussed in at least 200 words: | 10 points | 0 points |
    | Issue 3 briefly explained and discussed in at least 200 words: | 10 points | 0 points |
    | Issue 4 briefly explained and discussed in at least 200 words: | 10 points | 0 points |
    | Discussion of how/where to find academic sources | 10 points | 0 points |

    **## EldertopiaArticle.pdf**

    Longevity Rules: Editor: Stuart Greenbaum; PLiblisher: Eskaton 2010

    -,

    ELDERTOPIA
    1—- William H. Thomas, M.D.

    O
    ur longevity is an ancient thing. It came into being long before

    the beginning of recorded history and it is intrinsic to the ex-

    perience of being human. Longevity is also a matter of urgent
    contemporary concern. We live in world where influential voices

    claim that humanity's flourishing longevity is actually a disaster in
    the making. A string of aging- related economic and cultural catastro-

    phes are forecast to descend upon us all.
    I do not tremble before the "Senior Tsunami:' It is much more fun

    (and useful) to celebrate the fact that we are entering into history's

    most elder-rich era. From the beginning, human elderhood has been
    protected, sustained and nurtured because it serves vital human

    interests. Old age exists today only because thousands of generations
    of our ancestors found it to be useful. Our unique pattern of

    longevity – we are the only creature capable of living so far beyond the
    period ofreproductive maturity – now lies at the core of our humanity.
    Alone among all other creatures, we benefit from a stage of life that
    extends beyond adulthood. For millennia, our ancestors have

    William H. Thomas, M.D. is the grandson of Olive, Durwood, Vivian and William. He is also
    a farmer, novelist, teamster, musician and geriatrician. An innovator in the aging field,
    he is the founder of the Eden Alternative and the Green House Project; and author of
    numerous books including What Are Old People For? How Elders Will Save the World.
    He currently serves a professor of the practice of aging studies at the University of
    Maryland's Erickson School. His approach to the new culture of aging can be followed on
    his blog at www.changingaging.org.

    Longevity Rules: Editor: Stuart Greenbaum; Publisher: Eskaton 2010
    150 WILLIAM H. THOMAS, M.D.

    understood elderhood to be as distinct from adulthood as adulthood

    is from childhood.
    Life in a modern industrial society makes it difficult to embrace, or

    even imagine, our own elderhood. We liveunder the sway ofa ravenous
    worldwide addiction to the virtues of adulthood, which, not

    coincidentally, also reinforces the idea of old age as tired, worn and
    uniformly undesirable. Old people as individuals may be laudable,
    but as a group they have been redefined as useless appendages to

    human society.
    Advocates for the aged work to promote the vision of a society

    wherein the aged are elevated to a status equal to that accorded to the
    young, forgetting that the strength of elderhood lies in how radically
    different from adulthood it is. This dismissal of elderhood is an epic

    error on par 'with a rejection of fire-making and the wheel.

    Adulthood~

    Birth Death

    This figure depicts the intergenerational transmission of culture

    and assistance.
    A. Support provided to elders by adults
    B. Assistance elders give to adults
    C. Gentling and acculturation of children by elders
    D. Assistance and affection given to elders by children

    E. Participation in work of adults by children
    F. Food, shelter, clothing and affection provided to children by adults

    ELDERTOPIA 15'

    The diagram offers a schematic representation of the engine thai
    has powered human cultural advancement for tens of thousands ol

    years. It has shaped us, served us, blunted our worst tendencies and
    magnified our best. Given the terrible might of modern industrial
    society, it would seem that we need this engine more than ever before.
    Instead, we are witness to the rise ofan "anti-aging" movement – which
    continues to claim, despite all evidence to the contrary, that technology
    will soon make old age a thing of the past. Deep down, most people

    understand that aging is an inevitable part of life.What confounds us
    is the question, "What are old people for?"

    Former Colorado Governor Richard Lamm adopted the classic

    "aging is a disaster" (for the young) perspective in his essay, "The
    Moral Imperative of Limiting Elderly Entitlements:' He writes, "One of
    the great challenges in America's future is to retire the Baby Boomers
    without bankrupting the country or unduly burdening future

    generations … Age could well be as divisive in the next forty years:'

    What is missing here is an accounting. of what elderhood
    contributes to society. This side of the ledger is regularly ignored by
    those who believe an Iron Curtain exists between the wealth and vigor
    of adults and the ruinous burden that age imposes on the young.

    Lamm goes on to declare, "We are a compassionate society and we
    can afford a lot, but we cannot afford everything. No publicly financed
    health system can ignore the law of diminishing returns … It is
    necessary to find, among the myriad of things that we can do, what
    practically in a budget we ought to do:'

    Old people become expensive accessories and, while we may be a
    "compassionate society:' there is a limit to what we can do for them.
    What we need is a radical interpretation of longevity that properly

    values elders (and their needs) as being essential to our collective
    pursuit of happiness and well-being. It should not come as a surprise

    Longevity Rules: Editor: Stuart Greenbaum; Publisher: Eskaton 2010

    152 WILLIAM H. THOMAS, M.D.

    that our language lacks a word that describes the interdependence
    that joins young and old. The wisdom of living in a multigenerational
    social structure is ancient, undeniable and deserving of a word of its

    own. I like "Eldertopia"

    Eldertopia / ell-der-TOli-pee-uh / noun -A community that
    improves the quality of life for people of all ages by strengthening
    and improving the means by which (1) the community protects,

    sustains, and nurtures its elders, and (2) the elders contribute to
    the well- being and foresight of the community. An Eldertopia that
    is blessed with a large number of older people is acknowledged to

    be "elder-rich" and uses this richness to the advantage of all.

    Our longevity exists, has meaning and creates value because it
    provides human beings with a mechanism for improving the lives of

    people of all ages. Far from being society's expensive leftovers, elders
    and the elderhood they inhabit are crucial to the functioning ofhealthy
    human societies. vVetabulate the money spent serving the elderly to

    the penny but fail to appreciate the vital contributions that our
    longevity makes to society as a whole. We need a new and much more

    accurate system of accounting.
    The pursuit of Elder topia can lead us with a better understanding

    ofhow 1ongevity completes us. tor a start, it can illuminate the complex
    and easily overlooked intergenerational transfers that are essential to
    people of all ages. The "greedy geezer" stereotype can be seen as the
    inevitable product of a society that measures only the assistance the

    young grant to the old. Giving proper due to the contributions elders
    make to the young undermines anti-old age prejudice. Understood in

    their proper context, elders and elderhood can be seen as the best
    investment human beings have ever made.

    ELDERTOPIA 153

    So,what are old people for?They are the glue that binds us together
    as human beings. We need elders because we need families,
    congregations, neighborhoods and communities. Weneed Eldertopia

    because old age is a precious gift, one honed over the centuries. It
    exists to connect us with our past, and to our future. !@J

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