OSMOSIS And DIALYSIS Lab Essay

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The format is based on the format used in scientific journal articles where papers have an

introduction, materials and methods, results and discussion. It should be written in 12-point

font (Arial, Helvetica or Calibri), double-spaced and formatted using the APA style for in text

citations and references cited.

• Scientific papers are written in the third person.

o Avoid the use of first person: I, us, we, etc.

• Avoid direct quotes; rather paraphrase

o Inclusion of direct quotes will result in a point deduction.

• Include page numbers on all pages except the title page. The Introduction begins

with page 2. The References Cited page has a page number on it by is on its

own page.

• Include a running head (described below).

DIRECT QUOTES:

Direct quotes are rarely used in scientific writing. This means you must PARAPHRASE (rewrite

the information in your own words). Please consider seeking help at the Writing Center if you

need help with choosing sources, paraphrasing, use of in-text citations, or any other aspect of

writing. The only time direct quotes are used in scientific writing is when changing the quote

would change the meaning of the author’s words. In scientific writing there is a fair amount of

shared language. For example, how many ways can one describe, “add 500 microliters to the

reaction tube?” or “the sample dialyzed for 30 minutes.” Please be sure to include an in-text

citation and reference for all materials that you have to look up. When in doubt, include an intext

citation and reference on the References Cited page.

APA FORMATTING GUIDES:

•https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_styl

e_guide/general_format.html

REQUIRED SECTIONS OF LAB REPORT

• Title page

• Introduction

• (Overview of) Material and methods

• Results

• Discussion

• References cited

All sections should be labeled with their section (e.g. INTRODUCTION, RESULTS) except for the

title page. Each section will be described below:

TITLE PAGE:

The Title page is on separate page from the Introduction. Type your title in upper and

lowercase letters centered in the upper half of the page.

• Title should be centered and in the upper half of the page as

Title here in sentence case

For example,

The effects of body position on electrocardiogram

• The following information should be centered and in the bottom half of the page:

Your name

Date (the due date)

Professor’s name name

Course name/Semester

The title page should also contain a running head (abbreviated title). It is typed in upper case

letters and is located in the top header section of the page, aligned to the right side of the

paper. On the title page include the words, Running head: TITLE OF PAPER. Thereafter don’t

repeat the words Running head; just the running head in all caps. Please note that on the title

page, your page header/running head should look like this:

Running head: ABBREVIATED TITLE

Pages after the title page should have a running head that looks like this:

ABBREVIATED TITLE

APA recommends that your title be no more than 12 words in length and that it should not

contain abbreviations or words that serve no purpose. Your title may take up one or two lines.

All text on the title page, and throughout your paper, should be double-spaced.

INTRODUCTION:

• Briefly introduce the subject of physiology.

• Explain the significance of this project for you as a physiology student.

• Provides sufficient background, leading to main objectives and hypothesis/hypotheses.

METHODS:

• This section should NOT be a detailed narrative of every step in your experimental

process but rather an overview of the general materials and methods. Reference the specific Lab Exercise and provide an overview of the experiment. Professor Thomford is the author of the Lab Exercises. For example:

A solution of 0.5% starch, 10% glucose and 1.5% protein was placed inside a dialysis bag. The bag was placed in a dish of Lugol’s iodine (0.4% Iodine potassium iodide) solution for 30 minutes. After 30 minutes, the contents of the dialysis bag and the solution (environment) were observed for color changes (Lab exercise #, Author last name, year). A change in color to blue in the dialysis bag indicates that the Lugol’s iodine

solution for 30 minutes. After 30 minutes, the contents of the dialysis bag and the solution (environment) were observed for color changes (Lab exercise #, Author last name, year). A change in color to blue in the dialysis bag indicates that the Lugol’s iodine penetrated the dialysis bag and reacted with glucose. It shows the presence

of glucose in a solution. The negative control for the experiment was a dialysis bag

filed with 0.5% starch and 1.5% protein, and the positive control was a bag filed with

0.5% starch, 10% glucose and 1.5% protein. The experimental and control samples

were tested under the same conditions. …

• Summarize the purpose of the test, how it was done, and what a positive and negative

control result should look like. Reference the appropriate Lab Exercise, include in-text

citation(s) and reference(s) on References Cited page.

RESULTS:

• In paragraph format, describe your results.

• Don’t interpret results; just state them.

• Include results for positive and negative controls.

• In addition to the written description of your results, present your data in table and

graph format.

o Tables: Include a descriptive title centered over the top of the table.

o Figures (this includes graphs): should have a title and figure caption below the

figure. The figure caption should very succinctly describe the results. Include a

legend if necessary (blue = group 1, red = group 2,..)

DISCUSSION:

The Discussion section is used to explain and describe the results (in this order please):

• The main goal of this experiment is to….

• All the key results and steps used in your experiment should be included.

• Next discuss the relevance of the experiment performed to an aspect of physiology. For

example, relate the dialysis experiment (Lab 2) to digestion or exchange in the kidneys.

• Follow the APA formatting for in text citations and the works cited page. See below.

REFERENCES CITED:

• Provide the complete in text citation and works cited for all sources referenced in the

paper in APA format. This includes the in text citations and references cited page at the

end of your report.

• References should appear in alphabetical order by the first author’s last name.

• Provide a reference for all facts discussed in the introduction, methods and discussion.

• Include reference to the appropriate Lab Exercise.

APA IN-TEXT CITATION BASICS

When using APA format, follow the author-date method of in-text citation. This means that the

author’s last name and the year of publication for the source should appear in the text, for

example, (Jones, 1998), and a complete reference should appear in the reference list at the end

of the paper.

 
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Phi 210 Assignment 2 Problem Solving

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When faced with a problem, what do you do to solve it? This assignment asks you to apply a six-step to problem solving process to a specific problem scenario. You will write a paper that presents a synthesis of your ideas about solving the problem using this systematic approach. As Voltaire said, “No problem can withstand the assault of sustained thinking.”

Choose one (1) of the problem scenarios as a topic choice for your paper (Note: Your professor must approve your topic choice before you begin work on the assignment.)

Scenario 1: You have worked at your company for eleven (11) years. You have returned to college to earn a Bachelor’s degree in order to increase your chances for a promotion. You are nearly finished with your degree, when a supervisor’s position in a competing company becomes available in another state. The start date is in two (2) weeks, during your final exam period for your courses. The position offers a $15,000 per year salary increase, a car allowance, and relocation expenses. Your former supervisor works for the company and is recommending you for the position based on your outstanding job performance; if you want the job, it’s yours. All of the other supervisors at this level in the company have Master’s degrees, so you know that you would be expected to earn your Bachelor’s degree and continue on to a Master’s degree. Your present company offers tuition reimbursement, but the new company does not.

Scenario 2: Your child comes home from school with an assignment sheet for a school project. He / she is very excited about the project and begins work immediately, doing research on the Internet and gathering materials. You read over the assignment sheet and notice that your child is not including all of the required items in the project, and you have some ideas for how to improve the quality of the presentation. You recently read an article in a parenting magazine about the importance of a child developing responsibility for his/ her own learning. You recall the many ways in which your parents took over your school projects. You, on the other hand, want to encourage your child’s confidence in his / her ability to complete a project independently. The next day, you are at the grocery store when you see a parent of a student in your child’s class. That parent has spent over $30 in supplies for the science project and is taking a day off of work to put the pieces of the project together.

Scenario 3: You have two jobs—one during the week from 9:00 am to 6:00 pm, and one on Saturday from 3:00 pm to 11:00 pm. You are taking two classes—one that meets from 6:00 to 10:00 pm, and one class online. You have two kids—one who plays soccer, and one who is in band. You have two elderly parents who no longer drive. You have two siblings—one who lives two (2) miles away, and one who lives in another state. You have two (2) papers due in your classes the same week that one (1) of your children has a soccer tournament, and the other child has a band concert. You are coaching the soccer team, and you are in charge of fundraising for the band. You have a goal to complete your degree in two (2) years. Your doctor tells you that your blood pressure, your cholesterol, and your weight are too high and recommends several medications that cost you nearly $200 per month after your insurance co-pay.

Scenario 4: You are a sales representative for a company that encourages staff to log time in the field and away from the office. You are expected to begin and end your day at the office. You notice that each day when you arrive and return another co-worker is already there, and you wonder whether this person spends most of his / her time at the office. At your weekly sales meeting, you are informed of your co-workers’ outstanding sales performance. You suspect that this co-worker is spending more time flattering the boss instead of working leads in the field, and as a result is getting the best client referrals. Your own sales numbers have steadily decreased since this other sales representative was hired.

Scenario 5: Professor’s Choice – problem scenario presented by your professor.

Scenario 6: Student’s Choice – Problem scenario presented by you.

Review the six-step problem solving process outlined in the webtext, based on the article “The Problem Solving Process” located at http://www.gdrc.org/decision/problem-solve.html:

· Step One: Define the problem

· Step Two: Analyze the problem

· Step Three: Generate options

· Step Four: Evaluate options

· Step Five: Make your decision

· Step Six: Implement and reflect

Write a four to five (4-5) page paper in which you: 1. Define the problem in the scenario that you have chosen. 2. Analyze the problem in the scenario. 3. Generate options for solving the problem in the scenario. 4. Evaluate the options for solving the problem. 5. Decide on the best option for solving the problem. 6. Explain how you will implement the decision made and reflect on whether this option was the most effective.

The paper should follow guidelines for clear and organized writing:

· Include an introductory paragraph and concluding paragraph.

· Address main ideas in body paragraphs with a topic sentence and supporting sentences.

· Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.

· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

· Recognize the hindrances to the decision-making process in order to apply problem-solving skills to a variety of situations.

· Create written work utilizing the concepts of critical thinking.

· Use technology and information resources to research issues in critical thinking skills and informal logic.

 
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Descriptive Epidemiology

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Flag this Question

Question 20.5 pts

Which of these circumstances would increase prevalence?

Group of answer choices

 

If recovery of the disease is faster

 

If a more effective treatment is discovered

 

If survival time with the disease increases

 

If the incidence rate falls

 

Flag this Question

Question 30.5 pts

The prevalence of cancer in the population refers to how many

Group of answer choices

 

new cases can be attributed to a specific cause.

 

existing cases resulted in death.

 

new cases occur in a given time period.

 

existing cases are currently in the population.

 

Flag this Question

Question 40.5 pts

An example of an incidence rate is

Group of answer choices

 

2 new cases of a cholera in 2009 in southeast Florida.

 

2 existing cases of West Nile last year in Orange County.

 

4 people who reported ever having West Nile in Orange County as of last year.

 

50 previously diagnosed West Nile cases.

 

Flag this Question

Question 50.5 pts

Which measure of risk would indicate the transition from non-diseased to a diseased state?

Group of answer choices

 

Incidence rate.

 

Mortality rate.

 

Prevalence.

 

Proportion

 

Flag this Question

Question 60.5 pts

An example of an agent in the epidemiological triad is:

Group of answer choices

 

the sexual behavior of a young adult.

 

an 80 year old male living in an adult living facility.

 

The climate in the northeast.

 

an infectious microorganism.

 

Flag this Question

Question 70.5 pts

This image below depicts

 

Group of answer choices

 

the Chain of Infection.

 

the root cause of infection.

 

the Causal pie.

 

the Epidemiological triad.

 

Flag this Question

Question 80.5 pts

The best example of an event displaying the Natural History of disease is a (an):

Group of answer choices

 

individual with current immunizations.

 

An individual who receives surgery for an orthopedic injury.

 

untreated viral infection.

 

A bacterial infection that does not respond to treatment.

 

Flag this Question

Question 90.5 pts

Fungal Meningitis a rare disease and was detected in individuals as a result of contaminated steroids administered by injection. This mode of transmission is an example of,

Group of answer choices

 

indirect contact.

 

direct contact.

 

vector transmission.

 

droplet transmission

 

Flag this Question

Question 100.5 pts

An example of indirect transmission is:

Group of answer choices

 

kissing a child’s “boo boo”

 

Sexually transmitted infection.

 

Clostridium botulinum contracted from improperly canned food.

 

touching blood and body fluids while performing CPR.

 

Flag this Question

Question 110.5 pts

Morbidity data is useful for organizations to request funding for prevention.

Group of answer choices

 

True

 

False

 

Flag this Question

Question 120.5 pts

Questions about morbidity can be answered by using incidence.

Group of answer choices

 

True

 

False

 

Flag this Question

Question 130.5 pts

Proportions help epidemiologists focus on

Group of answer choices

 

comparison of two different groups

 

a part of the population compared to the whole

 

labeling a disease as endemic or epidemic

 

trends over time

 

Flag this Question

Question 140.5 pts

One thing proportions tell us is what fraction of the population is affected.

Group of answer choices

 

True

 

False

 

Flag this Question

Question 150.5 pts

Checking for cuts and/or blister on the foot of clients with diabetes is primary prevention.

Group of answer choices

 

True

 

False

 

Flag this Question

Question 160.5 pts

The community mental health NP provides information to a local school about suicide prevention.  This is an example of

Group of answer choices

 

secondary prevention

 

tertiary prevention

 

primary prevention

 

Flag this Question

Question 170.5 pts

When searching for health data, the best source of information would be

Group of answer choices

 

Reputable media outlets such as the Associated Press or Public Broadcasting System.

 

Literature search engines such as PubMed or CINAHL.

 

Professional organizations such as the American College of Nurse-Midwives or the American Association of Nurse Practitioners.

 

Government agencies such as the Centers for Disease Control and Prevention or the National Institutes of Health.

 

Flag this Question

Question 180.5 pts

 

Epidemiologists should never be involved in health policy decisions.

Group of answer choices

 

True

 

False

 

Flag this Question

Question 190.5 pts

A cross-sectional study allows the researcher to determine by chance the numbers of diseased or exposed subjects and the data on exposure and disease are gathered simultaneously.

Group of answer choices

 

False

 

True

 

Flag this Question

Question 201 pts

What differences do incidence and prevalence tell you when comparing populations?  For example, why would a population have higher incidence than another, or higher prevalence than another?

(<200 words, your original thought, be succinct!)

HTML Editor Keyboard Shortcuts

 

12pt

Paragraph

 

 
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Discussion: Classification of Young and Middle Adulthood

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Discussion – Week 2 Discussion 1

Top of Form

Discussion: Classification of Young and Middle Adulthood

When did you become an adult? Was it the day you turned 18, the day you graduated high school, or the day you moved out of your parents’ or caregivers’ home? The authors of your course text, Zastrow et al., use the term young adulthood for ages 18 to 30, and middle adulthood for ages 30 to 65. Are these young and middle adulthood classifications useful? How do they compare to your own unique experience at these life stages? Indeed, your description of what it means to be an adult and how and when an adolescent transitions into adulthood may differ from that of Zastrow et al.—and from your colleagues.

For this Discussion, you analyze the author’s classifications of young and middle adulthood and consider how diversity might influence the common experience.

By Day 12/10/2021

Respond to two colleagues by comparing your experience with theirs. Then, address the dangers of generalizing young/middle adulthood experiences across all clients.

My experience with theirs

Classification of Young and Middle Adulthood

Environmental influences, genetic variances, and some degree of stochasticity are thought to impact biological ageing significantly. The genetic makeup of a population does not vary considerably from year to year, so changes in the rate of ageing over a short period are unlikely, but environments and behaviors do (Zastrow et al., 2019). For example, I was already working in a complete house with my mother by 13, missing school two days a week to help my mother pay the bills. By the age of 21, I was on my own. My father and mother divorced, and my mother was left to raise us alone. This made me mature faster as my environment facilitated the activities I engaged in when I was young to ensure we survived. 

It is possible that, despite the apparent variety in young adults, biological age has improved more for older adults. Biological age estimations may not differentiate individuals to the same degree as more youthful generations, assuming that negative impacts of the environment and genes accrue throughout a lifetime (Zastrow et al., 2019). For example, it may be more challenging to discern disparities in health early in life in a heterogeneous community; nevertheless, as age and damage rise over time, the physiological profiles of weak (accelerated ageing) and strong (decelerated ageing) individuals may diverge more. In my identity years, that is, teenage years, I did not find time to engage in some of the behaviors highlighted by Zastrow et al.’s classification of young and middle adulthood, like smoking; therefore, it depends on the activities one participates in that determine one own development.

Colleagues 1: Irene Lien

RE: Discussion – Week 2

Top of Form

Zastrow et. al. classify young adulthood to be from ages 18-30 (2019). During this period, individuals are seen to be in their physical prime, in excellent health, and have relatively positive health habits (Zastrow et. al., 2019). According to Zastrow et. al., young adults attain maximum muscular strength between ages 25-30 and decline thereafter (2019). Additionally, young adults have high levels of manual agility and have keep sight, hearing, and other senses (Zastrow et. al., 2019). I just turned 25, and personally, I feel as if I was physically stronger in my teen years because of the extracurricular activities, such as sports, that I maintained throughout high school. However, once I went to college and started working, I found less and less time to remain active, especially now working a more sedentary job. I do believe I have a high-performance speed with completing fast tasks and with manual agility, such as typing.

In terms of health status, young adults are generally healthier than in their childhood due to easier access to health insurance, an increased interest in measures that promote health, and an increase in using complementary medicine approaches (Zastrow et. al., 2019). Personally, this can be true in some aspects. I don’t get acute illnesses as often, such as the cold or flu, but I have started developing other health concerns, such as anxiety, hypertension, and more muscle aches and pain. Young adults are prone to similar health concerns due to increases in stress levels, lack of sleep, smoking, and alcohol use (Zastrow et. al., 2019).

Reference:

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

Colleagues 2: Brianna Swopes

RE: Discussion

Zastrow et al explains that young/middle adulthood as a struggle to define, but ultimately defines it as a period of time between the ages of fifteen and twenty-five where people “focus on establishing their identities and idealistically trying to make their dreams come true”. From my own experience this classification doesn’t completely align with my development during this time. I struggled with establishing my identity in my younger years because I often couldn’t be myself around my family and after my high school graduation my parents went through a rather terrible divorce, from that day on I focused on survival in terms of money, where to live during school breaks while I had lived on campus and focused on what I wanted to do with my life.

I worked through some rather tumultuous friendships and at one point had to pack all my belongings into my car and drive to another state so that I could have a roof over my head. After that year I moved back to where I felt I belonged and found a job, my focus becoming work and school and even now, about five years later, I’m in a similar predicament. I’m focused on surviving, being able to afford living on my own while juggling school and other responsibilities. In these years I did go out and have fun, but to find myself I had to do a lot of soul searching and self-reflection.

Zastrow et al’s description almost seems whimsical to me and my years weren’t much like that, though there were moments that were similar in terms of becoming myself. Once on my own I was able to become the person I wanted to be, though my dreams and any hope of achieving them have become more realistic in terms of what I can actually accomplish. What impact my experience the most was my parents divorce, it forced me to grow up fast, I didn’t have a home to fall back on so my survival was based on my individual decisions and consequences that could only affect me, which did add a lot of stress in this time of my life but I am ultimately thankful for now, since I have become a very independent person.Bottom of Form

Reference

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=1e62a3ca-6320-4404-8ced-60224b163987%40redis

FOLLOW RUBRIC 

Initial Posting: Content

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.

Discussion – Week 2 Discussion 1

Top of Form

Discussion: Classification of Young and Middle Adulthood

When did you become an adult? Was it the day you turned 18, the day you graduated high school, or the day you moved out of your parents’ or caregivers’ home? The authors of your course text, Zastrow et al., use the term young adulthood for ages 18 to 30, and middle adulthood for ages 30 to 65. Are these young and middle adulthood classifications useful? How do they compare to your own unique experience at these life stages? Indeed, your description of what it means to be an adult and how and when an adolescent transitions into adulthood may differ from that of Zastrow et al.—and from your colleagues.

For this Discussion, you analyze the author’s classifications of young and middle adulthood and consider how diversity might influence the common experience.

By Day 12/10/2021

Respond to two colleagues by comparing your experience with theirs. Then, address the dangers of generalizing young/middle adulthood experiences across all clients.

 

My experience with theirs

Classification of Young and Middle Adulthood

Environmental influences, genetic variances, and some degree of stochasticity are thought to impact biological ageing significantly. The genetic makeup of a population does not vary considerably from year to year, so changes in the rate of ageing over a short period are unlikely, but environments and behaviors do (Zastrow et al., 2019). For example, I was already working in a complete house with my mother by 13, missing school two days a week to help my mother pay the bills. By the age of 21, I was on my own. My father and mother divorced, and my mother was left to raise us alone. This made me mature faster as my environment facilitated the activities I engaged in when I was young to ensure we survived.

It is possible that, despite the apparent variety in young adults, biological age has improved more for older adults. Biological age estimations may not differentiate individuals to the same degree as more youthful generations, assuming that negative impacts of the environment and genes accrue throughout a lifetime (Zastrow et al., 2019). For example, it may be more challenging to discern disparities in health early in life in a heterogeneous community; nevertheless, as age and damage rise over time, the physiological profiles of weak (accelerated ageing) and strong (decelerated ageing) individuals may diverge more. In my identity years, that is, teenage years, I did not find time to engage in some of the behaviors highlighted by Zastrow et al.’s classification of young and middle adulthood, like smoking; therefore, it depends on the activities one participates in that determine one own development.

 

Colleagues 1: Irene Lien 

RE: Discussion – Week 2

Top of Form

Zastrow et. al. classify young adulthood to be from ages 18-30 (2019). During this period, individuals are seen to be in their physical prime, in excellent health, and have relatively positive health habits (Zastrow et. al., 2019). According to Zastrow et. al., young adults attain maximum muscular strength between ages 25-30 and decline thereafter (2019). Additionally, young adults have high levels of manual agility and have keep sight, hearing, and other senses (Zastrow et. al., 2019). I just turned 25, and personally, I feel as if I was physically stronger in my teen years because of the extracurricular activities, such as sports, that I maintained throughout high school. However, once I went to college and started working, I found less and less time to remain active, especially now working a more sedentary job. I do believe I have a high-performance speed with completing fast tasks and with manual agility, such as typing.

In terms of health status, young adults are generally healthier than in their childhood due to easier access to health insurance, an increased interest in measures that promote health, and an increase in using complementary medicine approaches (Zastrow et. al., 2019). Personally, this can be true in some aspects. I don’t get acute illnesses as often, such as the cold or flu, but I have started developing other health concerns, such as anxiety, hypertension, and more muscle aches and pain. Young adults are prone to similar health concerns due to increases in stress levels, lack of sleep, smoking, and alcohol use (Zastrow et. al., 2019).

Reference:

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

 

Colleagues 2: Brianna Swopes

RE: Discussion

Zastrow et al explains that young/middle adulthood as a struggle to define, but ultimately defines it as a period of time between the ages of fifteen and twenty-five where people “focus on establishing their identities and idealistically trying to make their dreams come true”. From my own experience this classification doesn’t completely align with my development during this time. I struggled with establishing my identity in my younger years because I often couldn’t be myself around my family and after my high school graduation my parents went through a rather terrible divorce, from that day on I focused on survival in terms of money, where to live during school breaks while I had lived on campus and focused on what I wanted to do with my life.

I worked through some rather tumultuous friendships and at one point had to pack all my belongings into my car and drive to another state so that I could have a roof over my head. After that year I moved back to where I felt I belonged and found a job, my focus becoming work and school and even now, about five years later, I’m in a similar predicament. I’m focused on surviving, being able to afford living on my own while juggling school and other responsibilities. In these years I did go out and have fun, but to find myself I had to do a lot of soul searching and self-reflection.

 

Zastrow et al’s description almost seems whimsical to me and my years weren’t much like that, though there were moments that were similar in terms of becoming myself. Once on my own I was able to become the person I wanted to be, though my dreams and any hope of achieving them have become more realistic in terms of what I can actually accomplish. What impact my experience the most was my parents divorce, it forced me to grow up fast, I didn’t have a home to fall back on so my survival was based on my individual decisions and consequences that could only affect me, which did add a lot of stress in this time of my life but I am ultimately thankful for now, since I have become a very independent person.Bottom of Form

 

Reference

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=1e62a3ca-6320-4404-8ced-60224b163987%40redis

 

 

FOLLOW RUBRIC

Initial Posting: Content

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

 

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

 

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.

 
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