Psychology homework help

Discussion—Assessment and Diagnosis

Assessment and diagnosis are the first, and most critical, parts of substance use disorder treatment. Without an accurate assessment, the client may not benefit from the treatment options selected.
Review the following scenario and address the questions that follow:
Julia got into a car accident at the end of her senior year of high school, which resulted in a broken leg and an injured knee, both of which needed surgery to repair. During her recovery, she was in a lot of pain, so her doctor prescribed OxyContin.
After several weeks, the prescribed dose of OxyContin was no longer sufficient to completely alleviate Julia’s pain. So, she decided to take more than the prescribed dosage. This not only alleviated Julia’s pain, but it also gave her a feeling of euphoria, which she enjoyed. When Julia ran out of OxyContin and was unable to take it, she experienced a great deal of pain, even in areas of her body that were not affected by the car accident. She also found herself more anxious and agitated on days when she could not take OxyContin than on days when she did take it.
Based on your analysis of the scenario and module readings, respond to the following:
Which assessment tool(s) would you use to help evaluate and diagnose Julia’s substance use? Explain why you made your choice.

  • Based on the current DSM diagnostic criteria, does Julia’s behavior fit into a substance use disorder? Explain the rationale for your diagnosis.

*Write your initial response in 300–400 words. Apply APA standards to citation of sources.
By the due date assigned, post your response to the appropriate Discussion Area. Though the end of the module, review and comment on at least two peers’ responses. In your responses, be sure that you comment on the assessment tool chosen as well as the rationale provided by them for the diagnosis.
Grading Criteria and Rubric
All discussion assignments in this course will be graded using a rubric. Download the discussion rubric and carefully read it to understand the expectations.
NOTES: Class,
Read the case study carefully.  It’s helpful to form a quick description of your client.  Check your assumptions against the case!  Sometimes we form mental images from what we read that are not totally accurate.
Feel free to ask questions in your discussion — of me or your fellow classmates.  This is meant to be a discussion!
You can find a nice summary of assessment types for adolescents at this Web site:

  • Winters, K. C. (2004). Assessment of alcohol and other drug use behaviors among adolescents. National Institute of Alcohol Abuse and Alcoholism (NIAAA). Retrieved from http://pubs.niaaa.nih.gov/publications/assesing%20alcohol/behaviors.htm

Another nice summary and list of assessment tools can be found here:

  • Julia got into a car accident at the end of her senior year of high school, which resulted in a broken leg and an injured knee, both of which needed surgery to repair. During her recovery, she was in a lot of pain, so her doctor prescribed

COMPARE WAYS IN WHICH THE CONCEPTS OF GOD PERSON ENVIRONMENT HEALTH AND NURSING

Read Colossians 1 in the Bible. Compare ways in which the concepts of God Person Environment Health and Nursing would be defined according to Colossians 1.Please write 6 substantial post based this discussion. Each indiviual post with minimum 4 sentences with proper citations.

Nursing Shortage and the Future of the Profession Essay
Theorists and researchers such as Florence Nightingale, Rosemary Rizzo Parse, and Hildegard Peplau have contributed to the advancements in nursing practice by adding to the knowledgebase. Professional nurses are now charged with ensuring the continuation of growth, development, and further advancement in the field. To advance in their career, professional nurses must be able to face the challenges that lie ahead. One of the major challenges faced in healthcare is the nursing shortage. Finkelman and Kenner (2016) highlighted that the shortage of nurses is negatively impacting healthcare outcomes and will require judicious leadership at both governmental and institutional levels to alleviate this gap. One of the areas highlighted by Finkelman and Kenner contributing to the nursing shortage is a negative work environment.
Utilize various strategies (IOM competency, QSEN, and others outlined in your readings) in an attempt to address the problem. Address the ANA’s role in the future of nursing, specifically as it relates to nursing shortage. Address the following key points:
• In one paragraph, summarize the problem of interest identified in your practice in Week One.
• Discuss whether or not the problem in your practice is impacted by the nursing shortage.
• If the problem is unrelated to the nursing shortage, be sure to address why unpleasant work environment is thought to be a catalyst for the shortage.
• Identify two-three strategies/incentives used to eliminate nursing shortage.
• Highlight the impact that nursing shortage have on quality of care.
• Indicate the impact that the IOM’s core competency of quality improvement has on the problem
• Review the QSEN competencies. Choose two QSEN competencies, then highlight and explain how your two chosen competencies could be applied to the problem identified in your practice.
• Highlight the role the American Nurses Association (ANA) plays in securing the future of professional nursing practice.
• Examine the literature on the future of professional nursing.
• Conclude with a summary of the key elements of your research findings and a possible resolution to your identified problem
Your Nursing Shortage and the Future of the Profession Essay paper;
• Must be six to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style.
• Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Must use at least six scholarly sources in addition to the course text.
• Must document all sources in APA style.
• Must include a separate references page that is formatted according to APA style.

Family Assignment – Community Nursing.

Choose a family in your community and conduct a family health assessment using the following questions below.
TURNITIN ASSIGNMENT! PLEASE, NO PLAGIARISM.
1. Family composition.    Type of family, age, gender and racial/ethnic composition of the family.
2.  Roles of each family member.  Who is the leader in the family?  Who is the primary provider?  Is there any other provider?
3.  Do family members have any existing physical or psychological conditions that are affecting family function?
4.  Home (physical condition) and external environment; living situation (this must include financial information).  How the family support itself.         For example; working parents, children or any other member
5.  How adequately have individual family members accomplished age-appropriate developmental tasks?
6.   Do individual family member’s developmental states create stress in the family?
7.  What developmental stage is the family in?  How well has the family achieve the task of this and previous developmental stages?
8.  Any family history of genetic predisposition to disease?
9.  Immunization status of the family?
10.  Any child or adolescent experiencing problems
11.  Hospital admission of any family member and how it is handle by the other members?
12.  What are the typical modes of family communication?  It is affective?  Why? 13.  How are decision make in the family?
14.  Is there evidence of violence within the family?  What forms of discipline are use?
15.  How well the family deals with crisis?
16.  What cultural and religious factors influence the family health and social status?
17.  What are the family goals?
18.  Identify any external or internal sources of support that are available?
19.  Is there evidence of role conflict?  Role overload?
20.  Does the family have an emergency plan to deal with family crisis, disasters?
Identify 3 nursing diagnosis and develop a short plan of care using the nursing process.  Please present a summary of your assessment in an APA format on a 12 Arial font, word document attached to the forum in the discussion tab of the blackboard title “family assessment” Please use at least 3 scholarly evidence-based practice references to sustain your assessment.
A minimum of 1000 words are required, excluding the first and reference page (Websites can be used but will not count toward grading).

Chronic Obstructive Pulmonary Disease (COPD) Essay Assignment Paper
Order a custom written Chronic Obstructive Pulmonary Disease (COPD) Essay Assignment Paper or any other paper that you require. Our nursing writing experts will sort you out.
Introduction:
This assignment discusses the anticipatory and alternative approaches for long-term conditions from different aspects. It consists of five patches explaining the importance of COPD self-management plan, response to COPD deterioration, the role of telehealth in managing those patients as well as philosophy of anticipatory care relating it to nursing models.
ORDER A PLAGIARISM-FREE PAPER NOW
Patch one – learning outcome one: self-management strategies.
Approximately three million people are believed to have chronic obstructive pulmonary disease (COPD) in England, with around 30,000 lives lost as a result each year making it the fifth biggest cause of mortality and morbidity in the UK (Stewart et al., 2011; Wilson et al., 2015). Self-management can play a vital part in the management of COPD and can also give the patient a greater sense of autonomy, thereby improving their quality of life (Robbins et al., 2013; Sallnow, Kumar, & Kellehear, 2013). Self-management plan should be comprehensive, individualized and tailored to suit each patient as they have varying symptoms and needs that require individualized plan in order to achieve optimum health outcome. For that reason, there should be a great cooperation, education and person-centered support from specialized health professionals who are COPD knowledgeable and properly trained (Cornforth,2013  ). Based on that, clinician’s goal should be directed towards working with COPD patients collaboratively to discuss and negotiate their tolerated healthy behaviors, the disease nature, its management and encouragement of possible life style modifications, for instance, more exercise, healthy eating, correct inhaler technique and basically smoking cessation (Cornforth,2013).
Patients who have early-stage COPD may not display their symptoms in a way that they recognise (Robbins et al., 2013; Sallnow, Kumar, & Kellehear, 2013); but as COPD worsens there is an increase seen in wheezing, coughing, sputum production, and dyspnoea (Sharp, Moran, & Kuhn, 2013). In some patients these symptoms may become so severe that long-term oxygen therapy is needed (Sharp, Moran, & Kuhn, 2013). It is important that patients are able to recognise their own symptoms and thus any changes in them, which can be done by keeping a daily record (Stewart et al., 2011).
It is important that patients take their medications as prescribed, even during periods of feeling well (Robbins et al., 2013). Continuous use of medication can help prevent exacerbations; but it is important to check for any interactions that may occur with medicines which are available without prescription (Sallnow, Kumar, & Kellehear, 2013). In addition to regular medications, it is also important that patients receive annual vaccinations such as the flu jab and an anti-pneumococcal vaccination which protects against serious infections caused by pneumococcal bacteria (Sallnow, Kumar, & Kellehear, 2013).
Self-monitoring in COPD is a key tool in preventing exacerbations (Sharp, Moran, & Kuhn, 2013). Evidence suggests that there is an increase in COPD symptoms about 24 hours before the onset of a full exacerbation (Robbins et al., 2013; Sallnow, Kumar, & Kellehear, 2013). If antibiotics and/or steroids are started promptly this could prevent a hospital admission (Sallnow, Kumar, & Kellehear, 2013). Although there is some debate about which parameters patients should measure, there are a number of parameters which are usually monitored, including symptom score, peak flow/FEV1, and pulse oximetry (Sallnow, Kumar, & Kellehear, 2013). Chronic Obstructive Pulmonary Disease (COPD) Essay Assignment Paper.
The most important lifestyle modification a patient with COPD can make is to stop smoking, or reduce the amount they smoke if they cannot stop completely (Robbins et al., 2013). Stopping or reducing smoking can reduce symptoms of COPD, reduce the rate of decline in lung function, and improve quality of life (Robbins et al., 2013; Sallnow, Kumar, & Kellehear, 2013). Patients may also benefit from a pulmonary rehabilitation programme which is usually delivered by a team of specialists and may include breathing exercises, a nutritional programme, and give educational advice about the disease and strategies to manage it (Robbins et al., 2013).
Patch two – learning outcome two:  care providers response to a deterioration in COPD patients.
Patients with COPD who have deteriorated or are reaching the end of their life often have an increase in symptoms, particularly coughing, dyspnoea, and anxiety and/or depression (Townsend, 2014). In order to provide effective care for these patients the interventions and responses should be aimed at easing symptoms such as breathlessness and pain and psychological symptoms such as anxiety and depression (Townsend, 2014). Palliative care should be thought of as a series of actions, interventions, and responses to treat the whole patient, including psychological factors, not just physical manifestations of the disease (Badger et al., 2012;Liaw, 2016). The goal of palliative care should be to prevent and relieve suffering and to reach the best possible quality of life for the patient (Badger et al., 2012; Liaw, 2016). In order to be able to meet this goal, care will be provided by a multidisciplinary team including, but not limited to, doctors, nurses, physiotherapists, and nutritionists (Elliott, 2011; Baker et al., 2012).
Bronchodilators are often used to relieve bronchospasm and non-invasive ventilation (NIV) can be particularly helpful to alleviate signs and symptoms of respiratory distress (Elliott, 2011; Baker et al., 2012). Multi-centre randomised control trials have shown NIV to reduce dyspnoea and respiratory rate faster than the control group, and these patients also required less morphine (Badger et al.,2012; Liaw, 2016). Mechanical ventilation can also be used; but the failure to wean patients from mechanical ventilation before death occurs is well documented and the primary goal of easing respiratory distress should be to avoid endotracheal intubation where possible without causing unnecessary discomfort (Badger et al.,2012; Liaw, 2016). The decision to begin mechanical ventilation should be made in conjunction with the patient, and it is also clear that one of the key parts of patient education should be about disease progression and what treatment options are available and may be considered at each stage in order to facilitate advanced care planning (Townsend, 2014). Chronic Obstructive Pulmonary Disease (COPD) Essay Assignment Paper.
Patients with end-stage COPD often also require significant pain management. Opioids are the only class of drugs which have a proven effect on dyspnoea by inhibiting the respiratory drive (Baker et al., 2012;  Diaz-Lobato, Smyth, & Curtis, 2015). The Global Initiative for Chronic Lung Disease (GOLD) guidelines state that opioids are contraindicated in the management of COPD because of the potential for inhibition of the respiratory drive and thereby increasing hypercapnia; however the American Thoracic Society clinical policy statement on palliative care states that the use of opioids to relieve suffering is adequate justification for their use (Lanken et al., 2008). The dose of opioid should be titrated for each patient and reviewed regularly for its effect on relieving dyspnoea (Lanken et al., 2008; Diaz-Lobato, Smyth, & Curtis, 2015). Patients with end-stage COPD often also develop congestive heart failure and the use of diuretics can be particularly helpful in removing excess fluid which in turn reduces breathlessness (Diaz-Lobato, Smyth, & Curtis, 2015).
Patch three – learning outcome three: The role of telehealth in supporting COPD patients.
Digital Health is an emerging industry arising from the intersection of healthcare services, information technology and mobile technology (Monitor Deloitte, 2015), providing patients and their families with remote access to accurate information in order to make effective choices about their care (National Information Board, 2014).  Consequently, digital health services have the power to improve health, give patients more control over their health and wellbeing, empower carers, and reduce the administrative burden for care professionals (National Information Board, 2014).  Current provision of digital health services in the U.K. can be categorised as tele-healthcare (including both remote care and support using ICT and the exchange of clinical data between patient and clinician), mobile-health (mhealth) apps related to health and well-being, and patient centric educational/assisted decision making websites.
Telehealth has been used to deliver multi-faceted support to patients with COPD, including web-based self-management and exercise programs, automated feedback on patients’ daily exercise levels, and tele-consultation via a web portal (Tabak et al., 2014).  Additional benefits of tele-health to patients with COPD include early recognition of worsening symptoms through real-time monitoring, quick feedback, and access to information and support (Nguyen et al., 2013). However, a case manager is required to interpret monitoring data or determine patient feedback and this could slow the care process (Tabak et al., 2014).
The proportion of mobile phone users who use their phones to look up health information increased significantly from 17% in 2010 to 31% in 2012 (Monitor Deloitte, 2015), however only 7% of consumers aged 55-64 reported using mHealth apps (Monitor Deloitte, 2015).  A survey of mhealth engagement reported that 10% of UK responders had downloaded an app to track their health, 17% had used an app to monitor and manage fitness and health improvement goals, 15% had used an app to manage health issues, 8% had used mobile technology to receive medically related alerts or reminders, and 5% had used mobile technology to send or receive a picture related to a health problem.  For patients with COPD, apps can be utilised to report respiratory measures (including peak expiratory flow) that are flagged as at-risk by an algorithm should they deviate over a threshold from a baseline measure.  Such measures can be reviewed by health care practitioners and same day treatment provided (Cordova et al., 2016). Chronic Obstructive Pulmonary Disease (COPD) Essay Assignment Paper.
Internet based resources can play an important role in supporting patients, and their carers, living with a chronic condition.  Patients utilise the internet to conduct searches for condition related information, register to receive updates about their condition, and read/share experiences with other people with the same condition via blogs (Mahler et al., 2015).  Additionally, patients can access tailored information within online patient education programs (Farmer et al., 2014; Hewitt et al., 2015) and any online support groups (Kuijpers et al., 2013).  Jones et al (2014) reported that 85% of patients with a chronic condition had either direct or indirect (family member or carer) access to the internet.  In the U.K., patients have access to a number of large national health websites that are delivered using a mass media format and generalizable across a diverse population despite evidence that more effective e-communications are tailored to specific patient populations (Jones et al, 2014).
Patch four – learning outcome four (a and b): philosophy of anticipatory care in relation to nursing models.
With an increasing elderly population and an increase in the number of people living with long-term health conditions such as COPD, there must be a change in the models of care which are used to support these patients (Sharp, Moran, & Kuhn, 2013). To this extent, anticipatory care planning seeks to establish shared decision making through a collaborative process to support a self-management approach to personal health.  This process should encourage individuals with long term chronic conditions to be aware of potential changes in their health status and to prioritise their desired future healthcare, including planning of dignity and care in practice (Steel,2015; Stewart et al., 2011; Sharp, Moran, & Kuhn, 2013).  This process should allow effective communication of personal choice, practical need and sharing of key information to those who provide care (Steel, 2015; Stewart et al., 2011; Sharp, Moran, & Kuhn, 2013).
Anticipatory care is essentially patient-centered, patient-focused, and patient-led (Steel, 2015) as demonstrated in Patch 1 through exploration of self-management strategies, symptom recognition, self-monitoring, and lifestyle modifications.  This discussion showed that self-management can play a vital part in the management of COPD, including prevention or reducing exacerbations (Paradis et al., 2011; Wilson et al., 2015), and can also give the patient a greater sense of autonomy, thereby improving their quality of life (Paradis et al., 2011; Wilson et al., 2015). Chronic Obstructive Pulmonary Disease (COPD) Essay Assignment Paper.
Anticipatory care planning was also evident within Patch 2 that discussed the actions, interventions, and responses that should be made when patients with COPD have a deterioration in their illness or reach end of life care. This discussion explored the use of non-invasive ventilation, mechanical ventilation, and medications such as opioids. This discussion is important because anticipatory care will allow patients to consider and discuss options about their care in advance of any deterioration (Badger et al.,2012; Liaw, 2016). The discussion also highlighted the need for thorough holistic assessment of patients, as palliative care should be thought of as a series of actions, interventions, and responses to treat the whole patient, including psychological factors, not just physical manifestations of the disease (Badger et al.,2012; Liaw, 2016). The goal of palliative care should be to prevent and relieve suffering and to reach the best possible quality of life for the patient (Badger et al.,2012; Liaw, 2016).
The role and extent of digital health, including tele-healthcare, mobile apps, and internet resources for individuals with chronic conditions is key to both self-management and timely care intervention in the event of a deterioration in patient health.  This was discussed in Patch 3 and is fundamental to the patient-led philosophy of anticipatory care.  The utilisation of digital resources can allow patients with chronic conditions to remain autonomous within their own home, and yet receive time appropriate treatment through real-time monitoring by remote heath care practitioners. Chronic Obstructive Pulmonary Disease (COPD) Essay Assignment Paper.
Anticipatory care is fundamentally located within a humanistic philosophy that acknowledges the needs of the ‘whole person’.  This underlying principle has given rise to several models of nursing that identify the individual as a biopsychosocial being within an ever changing environment.  A nursing model has been defined as set of concepts which are formulated efficiently , inter-related in a logical manner and based on science that describe the main elements of nursing practice along with the theoretical basis behind those concepts as well as the required values for their practice by the health care provider (McCrae et al., 2012).  An example of such a model is Roy’s Adaptation model that challenges nursing to support both the individual’s biological needs and self-perception as they adapt to a changing environment.  Similarly, Rogers theory encouraged nursing to deal with patients as a whole unit in both care design and provision.  Therefore, it could be argued that nursing differentiates itself from a medical model by seeing a person’s health as more than their biological status or presence of disease.  Consequently, the nursing process needs to be multi-dimensional in order to address the biological, psychological, sexual, and spiritual needs of patients.  Roper, Logan & Tierney’s model of nursing is widely used in the U.K. and promotes maximum independence through complete assessment of activities of living that further support independence.  Such a framework supports nurses to fulfill their duties bestowed upon them by the Nursing and Midwifery Council (2015) that registered nurses are expected to be able to make holistic and systematic assessments of their patients, which includes physical, emotional, psychological, and other needs. Chronic Obstructive Pulmonary Disease (COPD) Essay Assignment Paper.
Roper’s holistic model of nursing sought to assess the biological, psychological, sociocultural, environmental, and politic economic aspects of care and how they influenced an individual’s independence.  In Patch 1, the psychological element of Roper’s model is demonstrated by increasing patient independence through self-management strategies.  Patch 2 referred to healthcare interventions required as a result of deterioration in health and can be referenced to the biological assessment noted in Roper’s model.  Patch 3 identified the role of digital health services to support patients and families and is closely associated with both biological and psychological elements of Roper’s model of nursing.  It could be argued that a lack of literacy, including IT skills, may inhibit patients from accessing the full benefits of digital health services, and additional interventions (or adaptations) to address independence may need to be considered. Chronic Obstructive Pulmonary Disease (COPD) Essay Assignment Paper.

Socialization process for the new nurse essay
What is the socialization process for the new nurse – is their lived experienced what you expected to find?
Where are you in your socialization process?
After completing your required readings, consider the socialization processes you experienced as a student nurse and as a new graduate. Using one of the models for socialization that Black describes, identify where you think you are today in your socialization process and what that means in your professional growth. You are now ‘set’ for discovery! Socialization process for the new nurse essay.
Interview a new nurse:
Since many of you have been nurses for quite some time, it’s important for us to also know the reality of the socialization process for our new nurses. Your Socialization process for the new nurse essay assignment this week is to interview a new nurse (someone who graduated less than 2 years ago) about their socialization process to nursing.)
APA citation and references required! Socialization process for the new nurse essay

HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers 
This module will explore communication within groups and the development of confidence in working as part of a team. You will consider the interpersonal and team working skills essential to health and social care. The importance of team roles, hierarchy and leadership will be considered.
please refer to the learning outcomes as required in the module guide and this is a 1500 word of working in health services
BSc Health & Social Care
HSO5000
Group Dynamics and
Working in Teams
MODULE GUIDE
ORDER A PLAGIARISM-FREE PAPER NOW

Semester 2

Level HE6
Contents

  1. Module Overview.. 2
  2. Learning and Teaching Strategy. 2
  3. Module Communications. 2
  4. Module Description. 2
  5. Learning Outcomes and Assessments. 3
  6. Assessment Deadlines. 3
  7. Assessment Feedback. 3
  8. Module Calendar. 4
  9. Formative Assessment 5
  10. Indicative Reading. 6
  11. Guidelines for the Preparation and Submission of Written Assessments. Error! Bookmark not defined.
  12. Academic Misconduct 9
  13. Assessments. 10
  14. General Assessment Criteria for Written Assessments. Error! Bookmark not defined.

 

1. Module Overview

 

Module Tutor Paula Connaughton
Tel. no. 01204 903764
Email P.Connaughton@bolton.ac.uk
Office Location T3-46
Drop-in Availability Email for an appointment
Web link to Moodle Class https://modules.bolton.ac.uk/HSO5000
Web link to Module Specification http://moodle2.bolton.ac.uk/course/view.php?id=7865

2. Learning and Teaching Strategy

A combination of lectures, individual and small group tutorials, alongside group based activities will be used to develop knowledge and understanding. Theory will be linked with examples from health and social care through the use of numerous case studies, role plays and workshops. This is aimed at enabling you to develop a clear understanding, considering how the theory and academic knowledge will link into health and social care practice. You will have considerable one to one support from your tutors at the University. There will also be some practical and skills session, related to areas such as self-reflection and group communications. Distance and online resources will also be used to complement the learning process. Academic skills development will be embedded within the modules, with the inclusion of study skills appropriate to the stage of study. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

3. Module Communications

 The Module Tutor’s contact details are provided at the top of this page.  You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media.
ORDER A CUSTOM-WRITTEN PAPER
Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt; however responses will be longer in holiday periods.

4. Module Description

This module will explore communication within groups and the development of confidence in working as part of a team. You will consider the interpersonal and team working skills essential to health and social care. The importance of team roles, hierarchy and leadership will be considered. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

5. Learning Outcomes and Assessments

 

 Learning Outcomes
 
 Assessment
LO1: Identify the meaning of ‘groups’ and apply these toworkplace settings Assessment 1Essay
LO2:  Analyse roles adopted within groups and how thesecontribute to group dynamics  Assessment 2Reflective Account
LO3:  Identify constraints to group working and contribute      team working within different settings Assessment 1Essay
LO4: Explore different leadership styles and relate to health and social care settings. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers Assessment 1Essay
LO5: Identify your personal attributes and relate these to teamworking/group participation
 
Assessment 2Reflective Account

 

6. Assessment Deadlines

 

 Assessment item
 
 Due Date  Weight
 1
 
Essay1500 words Friday4th May 2018
9PM
60%
2 Reflective Account1000 words
 
Friday4th May 2018
9PM
40%

 

7. Assessment Feedback

 
Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment and examination work to be marked and feedback provided not more than 15 working days from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.
Please take time you read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.

8. Module Calendar (Check Moodle on a Regular Basis)

 

Session Date or Week Commencing Topics Covered  
1 29/1/2018 Introduction to the ModuleAssessment Criteria
Definition of Groups
2 5/2/2018 Relating to others (Neuro Linguistic Programming)Self-Awareness & Communication Theory
Personality Activity
3 12/2/2018  Transactional Analysis & Academic Misconduct HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers
4 19/2/2018 Conflict ResolutionGiving and Receiving Feedback &
Assertive Behaviour
Friday 23/02/18 room:T2.269.30 – 12.00
Study Skills  (Paula)
5 26/2/2018  Belbin TheoryRoles within Groups
 
6 5/3/2018 TIRI Global Learning Week – EmployabilityStudents to identify their chosen session content relating to employability (guest speaker/visit etc.)
Formative feedback on any assignment plans
 
7 12/3/2018 Team Development: TuckmanHierarchy within groups
Reflective Practice
Friday 23/3/2018 room: T2.26Study Skills (Paula)
8 19/3/2018 Leadership 
 
Spring Break 
Spring Break 
9 9/4/2018 Reflective Models / Assessment 
10 16/4/2018 Assignment Revision & Critical ThinkingAssessment 1 Guidance – Essay
Assessment 2 Guidance – Reflection
 
HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers
11 23/4/2018 Essay & Reflection Tutorials& Directed Study
No formal lecture You must come & sign the register (9am – 9.20 am) & work in the library before & after your appointment time.
You must book Appointment via Moodle Link
 
12 30/4/2018 Essay & Reflection Tutorials& Directed Study
No formal lecture You must come & sign the register (9am – 9.20 am) & work in the library before & after your appointment time.
You must book Appointment via Moodle Link
Friday 4th May 9.30 – 12pm  Room: T2-26Study Skills (Paula)
13 7/5/2018 No Class session (Bank Holiday)Email if Support Tutorial Required Assessment 1 & 2 Submission Tuesday 8th May 2018: 9pm 
14 14/5/2018 Tutorial Drop in SupportNo Class Session
Email if Support Tutorial Required
 
15 21/5/2018 Exam Week (not for this module)Email if Support Tutorial Required
 
16 28/5.2018 No Class SessionTIRI Transitional / support week
 
HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers

 

9. Formative Assessment

 
Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms including verbal; written (via email feedback) and does not contribute to the final module mark. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers
You will be asked to submit the introduction to your assignment along with evidence of your work towards learning outcome one for formative assessment. OR a draft plan indicating the overall structure of your essay.
Formative assessment is systematic and planned assessment that you are expected to undertake and to receive feedback on, but is not considered at an assessment board and is not subject to internal or external moderation.
 

10. Indicative Reading (Further reading is located on Moodle)

 

Adair, J. and Thomas, N. (2002) John Adair’s 100 Greatest Ideas for Effective Leadership and Management. Oxford: Capstone Publishing Ltd. 
Adair, J. and Reed, P. (2003) Not Bosses But Leaders: How to Lead the Way to Success, 3rd Ed. London: Kogan Page Ltd.
 
Adams, R. (2007) Foundations of Health and Social Care. Basingstoke: Palgrave Macmillan.
 
Belbin, M. (2010) Team Roles at Work, 2nd Ed. London: Butterworth-Heinemann
 
Borrill, C. S., West, M. A., Dawson, J. F., Shapiro, D., Rees, A., Richards, A.,
 
Garrod, S., Carletta, J., and Carter, A. J. (1999) The Effectiveness of Health Care Team in the National Health Service. Available at: http://homepages.inf.ed.ac.uk/jeanc/DOH-final-report.pdf
 
Borrill, C. S., West, M. A., Dawson, J. F., Shapiro, D., Rees, A., Richards, A., Garrod, S., Carletta, J., and Carter, A. J. (2003) Team Working and Effectiveness in Health Care. Available at: http://homepages.inf.ed.ac.uk/jeanc/DOH-glossy-brochure.pdf
 
Brotherton, G. and Parker, S. (2013) Your Foundation in Health & Social Care. Los Angeles: SAGE Publications.
 
Davies, C., Finlay, L. and Bullman, A. (2000) Changing Practice in Health and Social Care. London: SAGE Publications.
 
Elwyn, G., Greenhalgh, T. and Macfarlane, F. (2001) Groups: A Guide to Small Group work. Abingdon: Radcliffe Medical Press. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
 
Jelphs, K. and Dickinson, H. (2016) Working in Teams (2nd ed) Bristol: Policy.
 
Johnson, D. W. and Johnson, F. P. (2014) Joining Together: Group Theory and Group Skills. Harlow, Essex: Pearson.
 
Johns, C. (2013) Becoming a Reflective Practitioner. Oxford: Wiley-Blackwell
 
Levi, D. (2014) Group Dynamics for Teams. London: SAGE Publications.
 
Martin, V. and Rogers, A. (2004) Leading Inter-professional Teams in Health and Social Care. London: Routledge.
 
Payne, M. (2000) Teamwork in Multi-professional Care. Basingstoke: Palgrave.
 
Phillips, K. and McKimm, J. (2009) Leadership and Management in Integrated Services Exeter: Learning Matters. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
 
Thompson, N. (2015) People Skills. Basingstoke: Palgrave Macmillan

 

11. Guidelines for the Preparation and Submission of Written AssessmentsAdapt for other formats

  1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing and each page should be numbered. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
  1. There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.
  2. You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices).

Where a word limit is specified, the following penalty systems applies:
·         Up to 10% over the specified word length = no penalty
·         10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).
·         More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will capped at the pass mark for the assessment.

  1. All written  work should be referenced using the standard University of Bolton referencing style– see: http://www.bolton.ac.uk/bissto/Finding-Information/Referencing/Home.aspx

 

  1. Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.

6.      Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).

  1. Late work will be subject to the penalties:
  2. Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.
  3. More than 7 calendar days late = 1 mark awarded
  4. In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion the Module Tutor.  You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

 Requests for extensions for periods longer than 14 calendar days must be made using the Mitigating Circumstances procedures.
Requests for extensions which take a submission date past the end of the module (normally week 15) must also be made using the Mitigating Circumstances procedures.
See: http://www.bolton.ac.uk/Everything/StudentInfoPolicyZone/2017-18-Documents/MItigating-Circumstances-Regulations-and-Procedures-2017-18.pdf
 
Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
 

12. Procedures for Examinations (NOT APPLICABLE)

 

13. Academic Misconduct

Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers. 
Please note that penalties apply if academic misconduct is proven. See the following link for further details:
http://www.bolton.ac.uk/Everything/StudentInfoPolicyZone/2017-18-Documents/Academic-Misconduct-Regulations-and-Procedures-2017-18.pdf
 
 

14. Assessments

 

Assessment Number         1
Assessment Type (and weighting) Essay (60%)
Assessment Name “Identify the meaning of groups and he constraints to group & team working within different settings which include application of leadership styles in a health & social care setting”
Assessment Submission Date Friday4th May 2018: 9pm

 
Learning Outcomes Assessed:
 
LO1:  Identify the meaning of ‘groups’ and apply these to workplace settings
LO3:  Identify constraints to group working and contribute team working within
different settings
LO4:  Explore different leadership styles and relate to health and social care
settings
 
Assessment Brief
Assignment 1: 
Produce an essay of 1500 words in which you demonstrate your understanding of group dynamics and working in teams in health and social care settings, you are required to identify the meaning of ‘groups’ in a workplace setting, how groups work and constraints of team working and leadership in relation to health and social care.
You will be required to produce a plan of your essay to discuss at your tutorial.
 

Assessment Number         2
Assessment Type (and weighting) Reflective Account (40%)
Assessment Name “Analysis of roles adopted within groups and how these contribute to group dynamics and applied to personal attributes during team working”
Assessment Submission Date Friday4th May 2018: 9pm

 
Learning Outcomes Assessed:
 
LO2:  Analyse roles adopted within groups and how these contribute to group dynamics
LO5:  Identify your personal attributes and relate these to team working/group participation
 
Assessment Brief
Assignment 2:
Using a reflective model as a guiding framework, complete a reflective account. The reflective account may be based on a specific scenario which might have occurred when working in a group, either during study or during placement in the workplace.
This should allow you to reflect upon, analyse and evaluate the event in terms of the following:

  • What are your strengths and weaknesses in relation to teamwork skills?
  • In terms of communicating with others, consider how you manage conflict, apply assertive behaviour technique and respond in terms of giving and receiving feedback. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

 Specific Assessment Criteria:
(Please note that the General Assessment Criteria will also apply. Please see section 15)
 
First class (70% and above):
Students will provide an in-depth appraisal of the effectiveness of a sustainable tourism plan, demonstrating excellent critical reasoning skills. Focused and justified recommendations will be made as to how problems/weaknesses identified in the plan may be overcome, and sustainability improved.  Extensive research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be excellent.
 
Second class (50-69%):
Students will provide a comprehensive appraisal of the effectiveness of a sustainable tourism plan, demonstrating critical reasoning skills. Justified recommendations will be made as to how problems/weaknesses identified in the plan may be overcome, and sustainability improved. Research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be good. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
Third class (40-49%):
Students will provide a satisfactory appraisal of the effectiveness of a sustainable tourism plan, demonstrating critical reasoning skills. Considered recommendations will be made as to how problems/weaknesses identified in the plan may be overcome, and sustainability improved. Research demonstrating use of a range of current secondary research sources will be evident. Academic style and referencing will be fair.
 
Fail (39% and below): Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity.
Minimum Secondary Research Source Requirements:
 Level HE5 – It is expected that the Reference List will contain between ten and fifteen sources. As a MINIMUM the Reference List should include two refereed academic journals and four academic books. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
 General Assessment Guidelines for Written Assessments Level HE5

  Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing
Class I
(ExceptionalQuality)
85-100% 
 
 
 
Directly relevant to title. 
Expertly addresses the assumptions of the title and/or the requirements of the brief.
Demonstrates an exceptional knowledge/understanding of theory and practice for this level through the identification and critical analysis of the most important issues and themes. Makes exceptional use of appropriate arguments and/or theoretical models.Demonstrates some distinctive or independent thinking.
Presents an exceptional critical analysis of the material resulting in clear, logical and original conclusions.
Coherently articulated and logically structured. 
An appropriate format is used.
The presentational style & layout is correct for the type of assignment. 
Effective inclusion of figures, tables, plates (FTP).
An exceptionally well written answer with standard spelling and grammar.Style is clear, resourceful and academic.
 
Sources accurately cited in the text. 
A wide range of contemporary and relevant references cited in the reference list in the correct style.
Class I
(ExcellentQuality)
70-84% 
 
 
Directly relevant to title. 
Addresses the assumptions of the title and/or the requirements of the brief.
Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and analysis of the most important issues and themes. Makes creative use of appropriate arguments and/or theoretical models.Presents an excellent analysis of the material resulting in clear, logical conclusions. Coherently articulated and logically structured. 
An appropriate format is used.
The presentational style & layout is correct for the type of assignment. 
Effective inclusion of figures, tables, plates (FTP).
An excellently written
answer with standard spelling and grammar.Style is clear, resourceful and academic. 
Sources accurately cited in the text.A range of contemporary and relevant references cited in the reference list in the correct style.
Class II/i
(Very Good Quality)
60-69% Directly relevant to title.Addresses most of the assumptions of the title and/or the requirements of the brief. Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and analysis of key issues. Uses sound arguments or theoretical models.Presents a clear and valid analysis of the material in the main with clear, logical conclusions. Logically constructed in the main. 
An appropriate format is used.
The presentational style & layout is correct for the type of assignment. 
Effective inclusion of FTP.
A very well written answer with standard spelling and grammar. Style is clear and academic.  Sources accurately cited in the text and a range of appropriate references cited in reference list in the correct style.
Class II/ii
(Good Quality)
50-59% Generally addresses the title/brief, but sometimes considers irrelevant issues. Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and analysis of some key issues. Presents largely coherent arguments. Evidence of attempted analysis, with some descriptive or narrative passages.Conclusions are fairly clear and logical. For the most part coherently articulated and logically structured.An acceptable format is used. The presentational style & layout is correct for the type of assignment.Inclusion of FTP but lacks selectivity. Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.  Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.
Class III
(Satisfactory Quality)
40-49% Some degree of irrelevance to the title/brief. 
Superficial consideration of the issues.
Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to analyse key issues. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers Presents basic arguments, but focus and consistency lacking in places.
Issues are vaguely stated.Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical.
Adequate attempt at articulation and logical structure.An acceptable format is used. The presentational style & layout is largely correct for the type of assignment.Inappropriate use of FTP or not used where clearly needed to aid understanding. Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader.Style limits communication and is non-academic in a number of places. Some relevant sources cited. 
Some weaknesses in referencing technique.
BorderlineFail 35-39%

Significant degree of irrelevance to the title/brief.Only the most obvious issues are addressed at a superficial level and in unchallenging terms. Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues. Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical. Poorly structured. 
Lack of articulation.
Format deficient.
For the type of assignment the presentational style &/or layout is lacking.FTP ignored in text or not used where clearly needed. Deficiencies in spelling and grammar makes reading difficult.Simplistic or repetitious style impairs clarity.
 
Style is non-academic.
Limited sources and weak referencing.
Fail <34%

Relevance to the title/brief is intermittent or missing. 
The topic is reduced to its vaguest and least challenging terms.
Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding. Inadequate arguments and no analysis.Conclusions are sparse. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers Unstructured. 
Lack of articulation. Format deficient
For the type of assignment the presentational style &/or layout is lacking.FTP as above. Poorly written with numerous deficiencies in grammar, spelling and expression.Style is non-academic. An absence of academic sources and poor referencing technique.

HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers

Use datafile “webhealth.sav” for this report and use reading number 3 to get guidelines on how to write a research report. This dataset contains survey information on the use of the Internet as a source for health information.

1. Select not more than 10 variables that you think can be used to examine the sources of health information from the sample. Include variables indicated in the table to provide a demographic profile of the patients. You can collapse variables as you wish to prepare/create variables for your study.

2. Select a title for your report.

3. Using relevant variables, describe the data using graphs, frequencies, and descriptives. Use the output from these analytical methods to discuss issues related to the use of the Internet for health information.

4. Include a minimum of 4 scholarly references to support your arguments. Use APA style.

5. Be innovative! Do all you can using SPSS and your research skills to create an informative report on the subject.

6. Your report should be between 4 and 5 pages in length. Include only relevant SPSS output.

7. The deadline is by 11:59pm, Sunday, April 29th, 2018.

 

Here is a sample outline

Introduction:

Technology and health in modern society

Purpose of your analysis/Report

Background/Literature Review: 

What role does internet access, use of cell phones have in health care, health care access, and health information seeking?

What type of health information do adults seek online?

Are there age differences in health information seeking?

Are there gender differences in health information seeking?

Method:

Describe the methods for developing your report as a secondary data analysis.  Look up what is meant by secondary data analysis and provide that description in the context of your report. Make sure you cite your sources.

Include here what variables you will be analyzing for your report.  For example, some people may look at variables Q20 through Q22o for ideas on what to analyze.

Results:

Report the descriptive characteristics of your sample in a single table (e.g. breakdown by gender, age, etc. Report the characteristics using the table provided. Of course, you need to fill in the data. To run the frequencies to get the information to complete the table, assign missing values first, then you can run all the frequencies at once by including all the variables you need in the frequency analysis.

 

Table 1. DescriptiveCharacteristics of Sample

Variables Total Sample N=
n Valid %
Gender (sex)
Male
Female
Age Categories (agegrp)
18-24 years
25-34 years
35-44 years
45-54 years
55-64 years
65 years and older
Marital Status(mar)
Single/Never Married
Married/Living With Partner
Separated/Divorced/Widowed
Level of Education (educ)
Less than High School
High School/GED
Technical School/Some College
College Graduate &/ Higher degree
RACE (race)
White
Black
Hispanic
Other
Community Type (usr)
Rural
Suburban
Urban
Health Status (q16)
Excellent
Good
Only Fair
Poor


 

Write up a summary of your results.

What did the other variables that you used to examine health information seeking show?

 

Discussion/Conclusion:

What did you find out from your study?

Genetic Disorders Brocure

Genetic Disorders Extra Credit Project
Select a genetic disorder from the list provided to research and prepare a project to present required information. The project may be a tri-fold brochure, or a poster. A fact worksheet must be completed and turned in with the finished project. All work must be in the student’s own words. Copying and pasting are not allowed. A list of references must he included with the project.
Genetic Disorders List

Cystic Fibrosis Phenylketonuria
Duchcnnc Muscular Dystrophy Prader-Willi Syndrome
Fragile X Syndrome Sickle Cell Disease
Huntington’s Disease Tay-Sachs
Hemophilia “I’urner Syndrome
Marfan Syndrome Wilson Disease

Instructions
l. Select a disorder from the list above.
2. Start with the list of reputable Web sites below and complete the tact worksheet provided. Other references may be used. Foundations and other organizations devoted to working with a particular disorder are typically good sources of information. Google or other search engine may be used to find a site but should not be listed as a reference.
3. Prepare a project to present the information in a creative way. Options include  tri-fold brochure, or poster. Other options must be approved by the teacher prior to the due date.
4. Be sure to include a reference list. References may be listed with the title of’ [he Organization and the Web address. Books need to include the title, author, and copyright date. A minimum of 4 sources must be used.
5. Follow any directions specific to the project chosen.
Suggested Sources for Reputable Information
Human Genome Project http://www.ornl.gov/sci/techresources/Human_Genome/medicine/assist.shtmt
National Human Genome Research Institute http://www.genome.gov/10001204
New York Online Access to Health http://www.noah-health.org/en/genetic/
National Library of Medicine/National Institutes of Health http://www.nlm.nih.gov/mediineplus/geneticdisorders.html
Mayo Clinic- Diseases and Infections
http://www.mayoclinic.com/health/DiseasesIndexDiseasesIndex
Genetic and Rare Conditions Site http://www.kumc.edu/gec/support/
NORD National Organization for Rare Disorders http://www.rarediseases.org/rare-disease-information/rare-diseases/
Specifics for Individual Projects
All of the categories of information on the fact sheet must be included for each project. There must be a minimum of 2 visuals (pictures, drawings, charts, etc.) related to the chosen condition. The information
Tri-fold brochure: Include information on each section and incorporate pictures as noted above. References and student name and period should go on the back-center section.
Poster: ‘lhis will require more creativity as all the information will be seen at once. Neatness is especially important. The different sections of need to be arranged in a creative way with the visuals to ensure that Lhe poster is informative and interesting rather than busy and distracting. Name, period. and references should be placed on the back of the poster.

Genetic Disorder Fact Sheet

General information: What other names are there for this disorder? (Example: Down
Syndrome is also Trisomy 21) How frequently does it occur? (Example: 1 in 350 births) Who is at risk? What population is affected? What is the life expectancy of individuals with this disorder? Can they have children as adults? Will those children be affected?
Symptoms: Does it affect muscle tone, appearance, mental ability, digestion, etc.?
Diagnosis: Are there prenatal tests for this disorder? Is there a screening test for newborns? Is it diagnosed later in life?
Inheritance: What is the cause and how is it inherited? Is it caused by a mutation? A nondisjuncture (extra chromosome)? Is it sex-linked, recessive, and/or dominant? What gene or chromosome is involved? (Examples: X, Y, 21)
Treatment: What kind of medical assistance will the affected child need? Will further assistance be needed, as the child grows older? Are there any treatments or cures? Medicines? Dietary restrictions? Behavioral treatment? Gene therapy?
Other interesting facts: Are there any famous people who have had this disorder? Any other interesting information?
Foundations or Support Groups:

Diet Trends And The Digestive System Discussion

hello this is a pathophysiology class discussion post please read instruction below and please list the references also. and no plagiarism. this assignment is due   march 30, 2018 before 11:59 pm central time
Good  morning. Recently there is a lot of new approaches to weight loss: low  carb, high fiber. paleo, vegan , intermittent fasting, just to name a  few.
I want to know, in your opinion, witch one would be the healthiest  way to loose extra pounds, and why. You will need to include the article  you used to base your opinion.