How Chiropractice Practitioners View Health and Illness solution

How Chiropractice Practitioners View Health and Illness

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How Chiropractice Practitioners View Health and Illness

How Chiropractice Practitioners View Health and Illness

How Chiropractice Practitioners View Health and Illness

DQ#2: How can you incorporate pressure point therapies into nursing practice for pain management. Give examples.

DQ#3:  case study

Suppose a 17-year-old male was in a sexual relationship with a female in her thirties. This is a willing relationship on both sides, perhaps even a relationship begun by the male. Now, if the genders were reversed and the male was the older member of the couple, the relationship would be considered sexual assault, pure and simple. But, in a situation with an older woman/younger man:

1. what do you think could or should be done? Anything?

2.Should the woman be prosecuted in this case? Should the young man (a willing participant) be considered as an adult, or as still under-aged?

Think again about the scenario as it stands, and then as it would be with reversed gender roles.

Did your opinions change from one to the other, and if so, how? Is this a double standard?

DQ#4: case study:

Joyce is a 34-year-old woman who has been married 10 years. She has three children, all less than 10 years old: Sheena (age 9), Jack (age 6), and Beth (age 2). Her husband is a prominent attorney. They present an ideal picture of an upper-middle-class family. They live in a fashionable suburb. The husband has been successful to the extent that he has been made a full partner in a large law firm. The family is very active in church, the country club, and various other social organizations. Joyce is an active member of several charitable, civic, and social groups. Joyce’s initial call to the abuse center was vague and guarded. She expressed an interest in inquiring for “another woman” in regard to the purpose of the center. After she had received information and an invitation to call back, a number of weeks elapsed. Joyce’s second call occurred after receiving a severe beating from her husband.

Joyce tells the crisis worker in the phone:”Well, last night he beat me worse than ever. I thought he was really going to kill me this time. It had been building up for the past few weeks. His fuse was getting shorter and shorter, both with me and the kids. It’s his work, I guess. Finally he came home late last night. Dinner was cold. We were supposed to go out, and I guess it was my fault . . . I complained about his being late, and he blew up. Started yelling that he was gonna teach me a lesson. He started hitting me with his fists . . .knocked me down . . . and then started kicking me. I got up and ran into the bathroom. The kids were yelling for him to stop and he cuffed Sheena . . . God, it was horrible! (Wracked with sobs for more than a minute. CW waits.) I’m sorry, I just can’t seem to keep control.”

How Chiropractice Practitioners View Health and Illness

How Chiropractice Practitioners View Health and Illness

As the crisis worker:

1-What typical dynamics did you see occurring—denial, guilt, fear, rationalization, withdrawal, and so on—in the victim? How would you as the crisis worker handle them?

What are some of the domestic violence intervention strategies? Pick one and how would you apply it to the scenario

DEBNIUON OF ONLINE I EARNING MODAU([IES

All onltne learning modes offered at SPCCD will be considered in the plan. Currently, these indude

the following: online, hybrid, television and tele-web.

OML[NE COURS[: An online course is a course that is offered over the Internet. Typically, content is

presented through web pages and class discussions using a combination of email, mailing li sts,

bulletin boards, chat rooms, or newsgroups. All class meebngs, assignments, lectltres and

assessments are onltne (with the exception of mientation meetings or other face- to-face

examinations as determined by the professor).

HYBRID COURSE: A hybrid course is a course that is taught online using similar web-based to ols and

activities as an onltne class. Some portion of the course meeting time is conducted online, and the

remaining percentage of the class is conducted in a traditional classroom manner.

TELEVISION ORTELE-WtB COURSE: This type of course uses cable TV to deliver some or all of the

course content. A tele-web course merges onli ne and TV delivery. Typically, only a limited number

of face-t-0-face meetings are held and the remaind er of the com-se is conducted using televi sion

delivery of content and web-based activities, communication and discussion.

WEB-ENHANCED COURSE: This type of course is taught face -to-face for 100% of the cou1-se meeting

time, but classroom assignments and materials are supplemented with web-based activities.

Examples are: online projects, hand outs and materials, online discussion. or online testing (Not;e,

this is a definition of a non -online learning course which uses on!ine learning tools).

USING MICROSOFT WORD 2016 Guided Project 1-2 (Mac)

1-90 Word 1-2 completed

Word 2016 Chapter 1 Creating and Editing Documents Last Updated: 7/24/18 Page 5

Downloaded by Charlotte Sanders-White (csanderswhite@yahoo.com)

lOMoARcPSD|12829882

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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How Chiropractice Practitioners View Health and Illness

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