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    – 2 years ago

    **files (3)**

    – ## FInalDradt.docx

    – ## HealthCareandWellnessProviderandFaithDiversity.docx

    – Rubric-HealthCareandWellnessProviderandFaithDiversityFinalDraft.pdf

    **## FInalDradt.docx**

    Implement feedback from the previous draft and revise the final draft based on insight from experience gained in the course.

    The practice of health care and wellness providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faiths.

    The purpose of this paper is to complete a comparative analysis of two faiths towards providing health care and wellness: the first being the Christian perspective, and the second a faith perspective that is unfamiliar to you.

    In 1,250-1,500 words, provide a comparative analysis of the two different faiths, reinforcing major themes with insights gained from your research.

    1. Answer the following basic worldview questions for Christianity
    **and** the faith you selected.

    1. What is prime reality?

    2. What is the nature of the world around us?

    3. What is a human being?

    4. What happens to a person at death?

    5. Why is it possible to know anything at all?

    6. How do we know what is right or wrong?

    7. What is the meaning of human history?

    2. Analyze the overall focus of the two different faith perspectives and their importance to the followers of that faith.

    3. What are critical common components of the other faith and Christian practices (such as prayer and worship) that are part of the healing process? Explain.

    4. For the person receiving care, explain the connection between each faith's spiritual perspectives in the overall experience of healing.

    5. Describe your own spiritual perspective on healing.

    6. How will your understanding of the diversity of faith expressions inform your philosophy of health care and wellness?

    Support your position with five to six references. Those references are to include the following:

    1. Primary source for each faith expression.

    2. Three academic resources (preferably from the GCU Library)

    **## HealthCareandWellnessProviderandFaithDiversity.docx**

    1

    **Health Care and Wellness Provider and Faith Diversity First Draft**

    Dominica Thomas

    Grand Canyon University

    February 9th,2025

    Christianity and Judaism traces their roots from similar historical events although their interpretations move in different directions. The fundamental worldview questions receive divergent answers between the two faiths which influence their interpretation of healing practices alongside standards of morality and human destiny. The study performs an in-depth comparison between Christianity and Judaism through examination of core worldview questions with an analysis of their health care and healing ramifications.

    **Worldview Questions**

    _Prime reality_

    In Christianity the prime reality consists of one sovereign God who reveals himself as three entities: Father, Son, and Holy Spirit. The divine nature emerges as personal while exhibiting love toward creation and acting flexibly in human realities. God exists beyond the universe while constantly present throughout all aspects of life since He created everything and His nature includes transcendent and immanent qualities.

    Judaism believes in one true God Yahweh as its prime reality. The principle of Trinity remains outside of Jewish religious belief. The divine worldview presents God as He seeks to interact with human beings through His holy commandments and sacred commitments while working as both Creator and Lawgiver and Sustainer (Tanakh, n.d). Human beings cannot understand God but His Torah together with prophetic texts show how God reveals parts of His being.

    _The nature of the word around us._

    According to Christian belief God made all creation but the world became corrupted because of human sin. A state that exists only for a time until it leads to everlasting existence with judgment. Human disobedience alongside natural beauty shows God's glory in the world. The world exists to be redeemed through Christ's salvation work and believers should use responsibility to care for it properly.

    The religious concept of Judaism explains that God made the world as His creation so humans must serve as its guardians. According to Jewish belief people must obey God’s commandments to preserve harmony in the world which remains good. According to Judaism humans hold responsibility to fix and enhance the world God created since physical reality exists as a good aspect of His creation (Tikkun Olam) while the emphasis lies on upholding justice through ethical conduct and charitable actions.

    _Human being_

    According to Christian belief humans carry God's image (Imago Dei) at creation yet they fell into sin. Every person requires salvation which comes through Jesus Christ. As creatures made in God's image humans possess natural worth through existence and their major life aim consists of worshiping God while developing fellowship with Him. The sacrifice of Jesus enables believers to find restoration with God after their separation caused by sin.

    According to Judaism the process of divine creation established humans with God's image although these beings possess free will that leads them to either good or evil choices. Moral beings have a duty under Jewish doctrine to obey divinely transmitted rules which guide them toward righteousness. According to Judaism the belief in original sin does not exist while human beings hold the power to choose righteousness through moral discipline combined with following God's laws.

    _Happenings to a person at death._

    According to Christian doctrine people will exist in heaven together with those who go to hell. Jesus Christ’s acceptance leads people to eternal life but rejection results in eternal separation from God. Being in an afterlife occupies a central position in Christian faith because believers promise resurrection leads to eternal communion with God.

    Judaism maintains different perspectives about what happens after physical death. According to religious beliefs within Judaism the state of Olam Ha-Ba remnants uncertain and some follow a belief in resurrection or divine judgment or prefer to focus on obeying religious commandments in their current life rather than future life (Oxhandler et al., 2021). Jewish teachings prioritize present-day ethical conduct primarily because eternal life receives minimal attention in their doctrine.

    _The possibility of knowing anything._

    Within Christianity knowledge remains possible because God provides human beings with the capability to reason through Holy Scripture and the divine work of the Holy Spirit. According to Christian understanding faith and reason work together as divine wisdom comes directly from God.

    Judaism derives knowledge from God through three sources including Torah and rabbinic tradition alongside human intellectual capacity. Both humans and gods bless us with wisdom so we can lead ethically and morally in life. The Hebrew faith considers scholarship alongside intellectual examination as essential elements because religious study acts as the foundation of typical Jewish practice.

    _Knowing right and wrong._

    Moral knowledge in Christianity originates from divine revelation which appears through Bible scriptures along with Jesus' teachings and Holy Spirit divine intervention. Religious principles gain their foundations from the nature and divine character of God. Christian teachings establish that moral truths persist eternally because they derive from God who remains constant. The two key commands which Jesus taught to love God and one's neighbor supply Christianity with a guiding code of moral behavior (Bowie, 2021). Believers receive ethical decision-making guidance through the personal work of the Holy Spirit thereby demonstrating how spiritual wisdom develops dynamically in each person's life.

    Throughout Judaism moral knowledge emerges from the Torah which presents both divine commandments together with ethical teachings. Jewish traditions together with rabbinic exegesis lead Jews toward making ethical decisions in their daily lives. Judaism considers the Torah as the absolute moral guidance that consists of both ceremonial obligations alongside ethical instructions. The oral tradition together with the rabbinical interpretations enable Jews to adapt their religious teachings to modern situations. Justice with compassion combined with community values characterizes Jewish ethical philosophy because it integrates the whole of Jewish ethics.

    _The meaning of human history._

    For Christianity history progresses linearly toward a moment when God will return Christ to establish his eternal kingdom (King James Bible, n.d). Throughout human history God guides the redemption plan which will lead to complete restoration of creation.

    According to Jewish teaching history represents the divine covenant between God and Israel through which obedience brings divine intervention. People gain redemption by following the laws God has given him. Through all of history the Jewish people demonstrate survival along with their unwavering devotion to keep God's commandments.

    **Focus and significance of each Faith.**

    Within Christianity salvation enables believers to achieve salvation by following Jesus Christ and by accepting God's grace and sharing the Gospel message. The religious teaching asserts that divine schemes comprise both human agony and therapeutic recovery leading to ultimate eternal redemption. Judaism presents itself through activities that follow divine commandments alongside communal accountability as well as ethical guidelines. A community takes an active role in healing through religious devotions such as prayers and spiritual deeds.

    **Crucial components of Christianity and Judaism in healing process**

    Healing practices between these divergent faiths are connected through community ministry prayer and religious devotion. Christians perform healing through prayer as well as faith-based healing and the Catholic sacraments of the anointing of the sick. To practice healing Jews, utilize the Mi Sheberach and receive communal assistance together with following rules and dietary prescriptions which support well-being. Through illness both beliefs system helps their members gain strength alongside hope and increased resilience.

    **Faith and the Healing Experience**

    The healing process of patients significantly depends on their spiritual beliefs and approaches to healing. Christian patients often look for pastoral assistance as well as membership in prayer gatherings and religious counseling. Jewish patients receive comfort through their connection with rabbis and religious ceremonies as well as support from their community members. These religious systems recognize healing as a complete process that touches every part of a person including physical self-bodies in addition to mental and spiritual elements.

    **My Spiritual Viewpoint on Healing**

    The healing process is majorly composed of three aspects which includes emotional, spiritual and physical aspects. Faith provides patients with hope and fortifies them against illness while bringing spiritual peace. The healing process benefits from spirituality through its effect on mental health together with better coping methods and stronger sense of purpose.

    **The impact of understanding diversity of faith in philosophy of healthcare.**

    Proficient care of patients requires complete understanding between the different faith traditions. The practice of recognizing and honoring religious needs within patients creates a platform for better compassionate care and ethical treatment while supporting healing on every level (Balboni et al., 2022). Medical care that addresses cultural needs protects patients' faith beliefs which both benefits their health together with their entire well-being. Healthcare practitioners need to accept religious healing practices in medical care by building environments that integrate spiritual support with clinical therapies.

    **Conclusion**

    The teachings of Christianity and Judaism give deep understanding about human existence together with moral principles and therapeutic processes. Though they maintain similar foundational values the healing systems and spiritual approaches of these belief systems remain separate from one another. Diverse faith perspectives recognized and integrated into healthcare operations lead to more beneficiary-based and beneficial patient treatment systems. Healthcare providers who accept different cultures alongside religious beliefs improve their capacity to offer complete patient-focused healthcare thus establishing an effective whole-person healing approach.

    **References**

    Balboni, T. A., VanderWeele, T. J., Doan-Soares, S. D., Long, K. N., Ferrell, B. R., Fitchett, G., … & Koh, H. K. (2022). Spirituality in serious illness and health.
    _Jama_,
    _328_(2), 184-197.

    Bowie, F. (2021). Anthropology of religion.
    _The wiley blackwell companion to the study of religion_, 1-24.

    King James Bible (n.d). Retrieved from: https://thekingsbible.com/

    Oxhandler, H. K., Pargament, K. I., Pearce, M. J., Vieten, C., & Moffatt, K. M. (2021). The relevance of religion and spirituality to mental health: A national survey of current clients’ views.
    _Social Work_,
    _66_(3), 254-264.

    Tanakh. (n.d.). Retrieved from https://www.sefaria.org

    **Rubric-HealthCareandWellnessProviderandFaithDiversityFinalDraft.pdf**

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

    **Rubric-HealthCareandWellnessProviderandFaithDiversityFinalDraft.pdf**

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

    **## FInalDradt.docx**

    Implement feedback from the previous draft and revise the final draft based on insight from experience gained in the course.

    The practice of health care and wellness providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faiths.

    The purpose of this paper is to complete a comparative analysis of two faiths towards providing health care and wellness: the first being the Christian perspective, and the second a faith perspective that is unfamiliar to you.

    In 1,250-1,500 words, provide a comparative analysis of the two different faiths, reinforcing major themes with insights gained from your research.

    1. Answer the following basic worldview questions for Christianity
    **and** the faith you selected.

    1. What is prime reality?

    2. What is the nature of the world around us?

    3. What is a human being?

    4. What happens to a person at death?

    5. Why is it possible to know anything at all?

    6. How do we know what is right or wrong?

    7. What is the meaning of human history?

    2. Analyze the overall focus of the two different faith perspectives and their importance to the followers of that faith.

    3. What are critical common components of the other faith and Christian practices (such as prayer and worship) that are part of the healing process? Explain.

    4. For the person receiving care, explain the connection between each faith's spiritual perspectives in the overall experience of healing.

    5. Describe your own spiritual perspective on healing.

    6. How will your understanding of the diversity of faith expressions inform your philosophy of health care and wellness?

    Support your position with five to six references. Those references are to include the following:

    1. Primary source for each faith expression.

    2. Three academic resources (preferably from the GCU Library)

    **## HealthCareandWellnessProviderandFaithDiversity.docx**

    1

    **Health Care and Wellness Provider and Faith Diversity First Draft**

    Dominica Thomas

    Grand Canyon University

    February 9th,2025

    Christianity and Judaism traces their roots from similar historical events although their interpretations move in different directions. The fundamental worldview questions receive divergent answers between the two faiths which influence their interpretation of healing practices alongside standards of morality and human destiny. The study performs an in-depth comparison between Christianity and Judaism through examination of core worldview questions with an analysis of their health care and healing ramifications.

    **Worldview Questions**

    _Prime reality_

    In Christianity the prime reality consists of one sovereign God who reveals himself as three entities: Father, Son, and Holy Spirit. The divine nature emerges as personal while exhibiting love toward creation and acting flexibly in human realities. God exists beyond the universe while constantly present throughout all aspects of life since He created everything and His nature includes transcendent and immanent qualities.

    Judaism believes in one true God Yahweh as its prime reality. The principle of Trinity remains outside of Jewish religious belief. The divine worldview presents God as He seeks to interact with human beings through His holy commandments and sacred commitments while working as both Creator and Lawgiver and Sustainer (Tanakh, n.d). Human beings cannot understand God but His Torah together with prophetic texts show how God reveals parts of His being.

    _The nature of the word around us._

    According to Christian belief God made all creation but the world became corrupted because of human sin. A state that exists only for a time until it leads to everlasting existence with judgment. Human disobedience alongside natural beauty shows God's glory in the world. The world exists to be redeemed through Christ's salvation work and believers should use responsibility to care for it properly.

    The religious concept of Judaism explains that God made the world as His creation so humans must serve as its guardians. According to Jewish belief people must obey God’s commandments to preserve harmony in the world which remains good. According to Judaism humans hold responsibility to fix and enhance the world God created since physical reality exists as a good aspect of His creation (Tikkun Olam) while the emphasis lies on upholding justice through ethical conduct and charitable actions.

    _Human being_

    According to Christian belief humans carry God's image (Imago Dei) at creation yet they fell into sin. Every person requires salvation which comes through Jesus Christ. As creatures made in God's image humans possess natural worth through existence and their major life aim consists of worshiping God while developing fellowship with Him. The sacrifice of Jesus enables believers to find restoration with God after their separation caused by sin.

    According to Judaism the process of divine creation established humans with God's image although these beings possess free will that leads them to either good or evil choices. Moral beings have a duty under Jewish doctrine to obey divinely transmitted rules which guide them toward righteousness. According to Judaism the belief in original sin does not exist while human beings hold the power to choose righteousness through moral discipline combined with following God's laws.

    _Happenings to a person at death._

    According to Christian doctrine people will exist in heaven together with those who go to hell. Jesus Christ’s acceptance leads people to eternal life but rejection results in eternal separation from God. Being in an afterlife occupies a central position in Christian faith because believers promise resurrection leads to eternal communion with God.

    Judaism maintains different perspectives about what happens after physical death. According to religious beliefs within Judaism the state of Olam Ha-Ba remnants uncertain and some follow a belief in resurrection or divine judgment or prefer to focus on obeying religious commandments in their current life rather than future life (Oxhandler et al., 2021). Jewish teachings prioritize present-day ethical conduct primarily because eternal life receives minimal attention in their doctrine.

    _The possibility of knowing anything._

    Within Christianity knowledge remains possible because God provides human beings with the capability to reason through Holy Scripture and the divine work of the Holy Spirit. According to Christian understanding faith and reason work together as divine wisdom comes directly from God.

    Judaism derives knowledge from God through three sources including Torah and rabbinic tradition alongside human intellectual capacity. Both humans and gods bless us with wisdom so we can lead ethically and morally in life. The Hebrew faith considers scholarship alongside intellectual examination as essential elements because religious study acts as the foundation of typical Jewish practice.

    _Knowing right and wrong._

    Moral knowledge in Christianity originates from divine revelation which appears through Bible scriptures along with Jesus' teachings and Holy Spirit divine intervention. Religious principles gain their foundations from the nature and divine character of God. Christian teachings establish that moral truths persist eternally because they derive from God who remains constant. The two key commands which Jesus taught to love God and one's neighbor supply Christianity with a guiding code of moral behavior (Bowie, 2021). Believers receive ethical decision-making guidance through the personal work of the Holy Spirit thereby demonstrating how spiritual wisdom develops dynamically in each person's life.

    Throughout Judaism moral knowledge emerges from the Torah which presents both divine commandments together with ethical teachings. Jewish traditions together with rabbinic exegesis lead Jews toward making ethical decisions in their daily lives. Judaism considers the Torah as the absolute moral guidance that consists of both ceremonial obligations alongside ethical instructions. The oral tradition together with the rabbinical interpretations enable Jews to adapt their religious teachings to modern situations. Justice with compassion combined with community values characterizes Jewish ethical philosophy because it integrates the whole of Jewish ethics.

    _The meaning of human history._

    For Christianity history progresses linearly toward a moment when God will return Christ to establish his eternal kingdom (King James Bible, n.d). Throughout human history God guides the redemption plan which will lead to complete restoration of creation.

    According to Jewish teaching history represents the divine covenant between God and Israel through which obedience brings divine intervention. People gain redemption by following the laws God has given him. Through all of history the Jewish people demonstrate survival along with their unwavering devotion to keep God's commandments.

    **Focus and significance of each Faith.**

    Within Christianity salvation enables believers to achieve salvation by following Jesus Christ and by accepting God's grace and sharing the Gospel message. The religious teaching asserts that divine schemes comprise both human agony and therapeutic recovery leading to ultimate eternal redemption. Judaism presents itself through activities that follow divine commandments alongside communal accountability as well as ethical guidelines. A community takes an active role in healing through religious devotions such as prayers and spiritual deeds.

    **Crucial components of Christianity and Judaism in healing process**

    Healing practices between these divergent faiths are connected through community ministry prayer and religious devotion. Christians perform healing through prayer as well as faith-based healing and the Catholic sacraments of the anointing of the sick. To practice healing Jews, utilize the Mi Sheberach and receive communal assistance together with following rules and dietary prescriptions which support well-being. Through illness both beliefs system helps their members gain strength alongside hope and increased resilience.

    **Faith and the Healing Experience**

    The healing process of patients significantly depends on their spiritual beliefs and approaches to healing. Christian patients often look for pastoral assistance as well as membership in prayer gatherings and religious counseling. Jewish patients receive comfort through their connection with rabbis and religious ceremonies as well as support from their community members. These religious systems recognize healing as a complete process that touches every part of a person including physical self-bodies in addition to mental and spiritual elements.

    **My Spiritual Viewpoint on Healing**

    The healing process is majorly composed of three aspects which includes emotional, spiritual and physical aspects. Faith provides patients with hope and fortifies them against illness while bringing spiritual peace. The healing process benefits from spirituality through its effect on mental health together with better coping methods and stronger sense of purpose.

    **The impact of understanding diversity of faith in philosophy of healthcare.**

    Proficient care of patients requires complete understanding between the different faith traditions. The practice of recognizing and honoring religious needs within patients creates a platform for better compassionate care and ethical treatment while supporting healing on every level (Balboni et al., 2022). Medical care that addresses cultural needs protects patients' faith beliefs which both benefits their health together with their entire well-being. Healthcare practitioners need to accept religious healing practices in medical care by building environments that integrate spiritual support with clinical therapies.

    **Conclusion**

    The teachings of Christianity and Judaism give deep understanding about human existence together with moral principles and therapeutic processes. Though they maintain similar foundational values the healing systems and spiritual approaches of these belief systems remain separate from one another. Diverse faith perspectives recognized and integrated into healthcare operations lead to more beneficiary-based and beneficial patient treatment systems. Healthcare providers who accept different cultures alongside religious beliefs improve their capacity to offer complete patient-focused healthcare thus establishing an effective whole-person healing approach.

    **References**

    Balboni, T. A., VanderWeele, T. J., Doan-Soares, S. D., Long, K. N., Ferrell, B. R., Fitchett, G., … & Koh, H. K. (2022). Spirituality in serious illness and health.
    _Jama_,
    _328_(2), 184-197.

    Bowie, F. (2021). Anthropology of religion.
    _The wiley blackwell companion to the study of religion_, 1-24.

    King James Bible (n.d). Retrieved from: https://thekingsbible.com/

    Oxhandler, H. K., Pargament, K. I., Pearce, M. J., Vieten, C., & Moffatt, K. M. (2021). The relevance of religion and spirituality to mental health: A national survey of current clients’ views.
    _Social Work_,
    _66_(3), 254-264.

    Tanakh. (n.d.). Retrieved from https://www.sefaria.org

    **Rubric-HealthCareandWellnessProviderandFaithDiversityFinalDraft.pdf**

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

    **## FInalDradt.docx**

    Implement feedback from the previous draft and revise the final draft based on insight from experience gained in the course.

    The practice of health care and wellness providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faiths.

    The purpose of this paper is to complete a comparative analysis of two faiths towards providing health care and wellness: the first being the Christian perspective, and the second a faith perspective that is unfamiliar to you.

    In 1,250-1,500 words, provide a comparative analysis of the two different faiths, reinforcing major themes with insights gained from your research.

    1. Answer the following basic worldview questions for Christianity
    **and** the faith you selected.

    1. What is prime reality?

    2. What is the nature of the world around us?

    3. What is a human being?

    4. What happens to a person at death?

    5. Why is it possible to know anything at all?

    6. How do we know what is right or wrong?

    7. What is the meaning of human history?

    2. Analyze the overall focus of the two different faith perspectives and their importance to the followers of that faith.

    3. What are critical common components of the other faith and Christian practices (such as prayer and worship) that are part of the healing process? Explain.

    4. For the person receiving care, explain the connection between each faith's spiritual perspectives in the overall experience of healing.

    5. Describe your own spiritual perspective on healing.

    6. How will your understanding of the diversity of faith expressions inform your philosophy of health care and wellness?

    Support your position with five to six references. Those references are to include the following:

    1. Primary source for each faith expression.

    2. Three academic resources (preferably from the GCU Library)

    **## HealthCareandWellnessProviderandFaithDiversity.docx**

    1

    **Health Care and Wellness Provider and Faith Diversity First Draft**

    Dominica Thomas

    Grand Canyon University

    February 9th,2025

    Christianity and Judaism traces their roots from similar historical events although their interpretations move in different directions. The fundamental worldview questions receive divergent answers between the two faiths which influence their interpretation of healing practices alongside standards of morality and human destiny. The study performs an in-depth comparison between Christianity and Judaism through examination of core worldview questions with an analysis of their health care and healing ramifications.

    **Worldview Questions**

    _Prime reality_

    In Christianity the prime reality consists of one sovereign God who reveals himself as three entities: Father, Son, and Holy Spirit. The divine nature emerges as personal while exhibiting love toward creation and acting flexibly in human realities. God exists beyond the universe while constantly present throughout all aspects of life since He created everything and His nature includes transcendent and immanent qualities.

    Judaism believes in one true God Yahweh as its prime reality. The principle of Trinity remains outside of Jewish religious belief. The divine worldview presents God as He seeks to interact with human beings through His holy commandments and sacred commitments while working as both Creator and Lawgiver and Sustainer (Tanakh, n.d). Human beings cannot understand God but His Torah together with prophetic texts show how God reveals parts of His being.

    _The nature of the word around us._

    According to Christian belief God made all creation but the world became corrupted because of human sin. A state that exists only for a time until it leads to everlasting existence with judgment. Human disobedience alongside natural beauty shows God's glory in the world. The world exists to be redeemed through Christ's salvation work and believers should use responsibility to care for it properly.

    The religious concept of Judaism explains that God made the world as His creation so humans must serve as its guardians. According to Jewish belief people must obey God’s commandments to preserve harmony in the world which remains good. According to Judaism humans hold responsibility to fix and enhance the world God created since physical reality exists as a good aspect of His creation (Tikkun Olam) while the emphasis lies on upholding justice through ethical conduct and charitable actions.

    _Human being_

    According to Christian belief humans carry God's image (Imago Dei) at creation yet they fell into sin. Every person requires salvation which comes through Jesus Christ. As creatures made in God's image humans possess natural worth through existence and their major life aim consists of worshiping God while developing fellowship with Him. The sacrifice of Jesus enables believers to find restoration with God after their separation caused by sin.

    According to Judaism the process of divine creation established humans with God's image although these beings possess free will that leads them to either good or evil choices. Moral beings have a duty under Jewish doctrine to obey divinely transmitted rules which guide them toward righteousness. According to Judaism the belief in original sin does not exist while human beings hold the power to choose righteousness through moral discipline combined with following God's laws.

    _Happenings to a person at death._

    According to Christian doctrine people will exist in heaven together with those who go to hell. Jesus Christ’s acceptance leads people to eternal life but rejection results in eternal separation from God. Being in an afterlife occupies a central position in Christian faith because believers promise resurrection leads to eternal communion with God.

    Judaism maintains different perspectives about what happens after physical death. According to religious beliefs within Judaism the state of Olam Ha-Ba remnants uncertain and some follow a belief in resurrection or divine judgment or prefer to focus on obeying religious commandments in their current life rather than future life (Oxhandler et al., 2021). Jewish teachings prioritize present-day ethical conduct primarily because eternal life receives minimal attention in their doctrine.

    _The possibility of knowing anything._

    Within Christianity knowledge remains possible because God provides human beings with the capability to reason through Holy Scripture and the divine work of the Holy Spirit. According to Christian understanding faith and reason work together as divine wisdom comes directly from God.

    Judaism derives knowledge from God through three sources including Torah and rabbinic tradition alongside human intellectual capacity. Both humans and gods bless us with wisdom so we can lead ethically and morally in life. The Hebrew faith considers scholarship alongside intellectual examination as essential elements because religious study acts as the foundation of typical Jewish practice.

    _Knowing right and wrong._

    Moral knowledge in Christianity originates from divine revelation which appears through Bible scriptures along with Jesus' teachings and Holy Spirit divine intervention. Religious principles gain their foundations from the nature and divine character of God. Christian teachings establish that moral truths persist eternally because they derive from God who remains constant. The two key commands which Jesus taught to love God and one's neighbor supply Christianity with a guiding code of moral behavior (Bowie, 2021). Believers receive ethical decision-making guidance through the personal work of the Holy Spirit thereby demonstrating how spiritual wisdom develops dynamically in each person's life.

    Throughout Judaism moral knowledge emerges from the Torah which presents both divine commandments together with ethical teachings. Jewish traditions together with rabbinic exegesis lead Jews toward making ethical decisions in their daily lives. Judaism considers the Torah as the absolute moral guidance that consists of both ceremonial obligations alongside ethical instructions. The oral tradition together with the rabbinical interpretations enable Jews to adapt their religious teachings to modern situations. Justice with compassion combined with community values characterizes Jewish ethical philosophy because it integrates the whole of Jewish ethics.

    _The meaning of human history._

    For Christianity history progresses linearly toward a moment when God will return Christ to establish his eternal kingdom (King James Bible, n.d). Throughout human history God guides the redemption plan which will lead to complete restoration of creation.

    According to Jewish teaching history represents the divine covenant between God and Israel through which obedience brings divine intervention. People gain redemption by following the laws God has given him. Through all of history the Jewish people demonstrate survival along with their unwavering devotion to keep God's commandments.

    **Focus and significance of each Faith.**

    Within Christianity salvation enables believers to achieve salvation by following Jesus Christ and by accepting God's grace and sharing the Gospel message. The religious teaching asserts that divine schemes comprise both human agony and therapeutic recovery leading to ultimate eternal redemption. Judaism presents itself through activities that follow divine commandments alongside communal accountability as well as ethical guidelines. A community takes an active role in healing through religious devotions such as prayers and spiritual deeds.

    **Crucial components of Christianity and Judaism in healing process**

    Healing practices between these divergent faiths are connected through community ministry prayer and religious devotion. Christians perform healing through prayer as well as faith-based healing and the Catholic sacraments of the anointing of the sick. To practice healing Jews, utilize the Mi Sheberach and receive communal assistance together with following rules and dietary prescriptions which support well-being. Through illness both beliefs system helps their members gain strength alongside hope and increased resilience.

    **Faith and the Healing Experience**

    The healing process of patients significantly depends on their spiritual beliefs and approaches to healing. Christian patients often look for pastoral assistance as well as membership in prayer gatherings and religious counseling. Jewish patients receive comfort through their connection with rabbis and religious ceremonies as well as support from their community members. These religious systems recognize healing as a complete process that touches every part of a person including physical self-bodies in addition to mental and spiritual elements.

    **My Spiritual Viewpoint on Healing**

    The healing process is majorly composed of three aspects which includes emotional, spiritual and physical aspects. Faith provides patients with hope and fortifies them against illness while bringing spiritual peace. The healing process benefits from spirituality through its effect on mental health together with better coping methods and stronger sense of purpose.

    **The impact of understanding diversity of faith in philosophy of healthcare.**

    Proficient care of patients requires complete understanding between the different faith traditions. The practice of recognizing and honoring religious needs within patients creates a platform for better compassionate care and ethical treatment while supporting healing on every level (Balboni et al., 2022). Medical care that addresses cultural needs protects patients' faith beliefs which both benefits their health together with their entire well-being. Healthcare practitioners need to accept religious healing practices in medical care by building environments that integrate spiritual support with clinical therapies.

    **Conclusion**

    The teachings of Christianity and Judaism give deep understanding about human existence together with moral principles and therapeutic processes. Though they maintain similar foundational values the healing systems and spiritual approaches of these belief systems remain separate from one another. Diverse faith perspectives recognized and integrated into healthcare operations lead to more beneficiary-based and beneficial patient treatment systems. Healthcare providers who accept different cultures alongside religious beliefs improve their capacity to offer complete patient-focused healthcare thus establishing an effective whole-person healing approach.

    **References**

    Balboni, T. A., VanderWeele, T. J., Doan-Soares, S. D., Long, K. N., Ferrell, B. R., Fitchett, G., … & Koh, H. K. (2022). Spirituality in serious illness and health.
    _Jama_,
    _328_(2), 184-197.

    Bowie, F. (2021). Anthropology of religion.
    _The wiley blackwell companion to the study of religion_, 1-24.

    King James Bible (n.d). Retrieved from: https://thekingsbible.com/

    Oxhandler, H. K., Pargament, K. I., Pearce, M. J., Vieten, C., & Moffatt, K. M. (2021). The relevance of religion and spirituality to mental health: A national survey of current clients’ views.
    _Social Work_,
    _66_(3), 254-264.

    Tanakh. (n.d.). Retrieved from https://www.sefaria.org

    **Rubric-HealthCareandWellnessProviderandFaithDiversityFinalDraft.pdf**

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

  • [Solved] obgyn conditionS

    ✓ Verified Academic Solution Available

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    – 2 years ago **files (2)** – ## OBGYNCONDITIONS.docx – ## PATIENTSLOG.docx **## OBGYNCONDITIONS.docx** **CREATE A PATIENT LOG WITH THE FOLLOWING CONDITIONS, ALONG WITH PHARMACOLOGICAL TREATMENTS USED AND DIAGNOSTIC TESTS FOR EACH ONE OF THEM (USE THE OTHER DOCUMENT FOR REFERENCE TO FOLLOW)** **Gyne…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## OBGYNCONDITIONS.docx

    – ## PATIENTSLOG.docx

    **## OBGYNCONDITIONS.docx**

    **CREATE A PATIENT LOG WITH THE FOLLOWING CONDITIONS, ALONG WITH PHARMACOLOGICAL TREATMENTS USED AND DIAGNOSTIC TESTS FOR EACH ONE OF THEM (USE THE OTHER DOCUMENT FOR REFERENCE TO FOLLOW)**

    **Gynecological problems**

    · Endometriosis

    · Uterine Fibroids

    · Polycystic ovary syndrome

    · Menstrual disorder

    · Ovarian cysts

    · Pelvic inflammatory disease

    · Pelvic organ prolapse

    · Abnormal uterine bleeding

    · Urinary incontinence

    · Cervical cancer

    · Cervical dysplasia

    · Menopause

    · Pelvic Pain

    · Vaginitis

    · Infertility

    · Sexually transmitted infection

    · Urinary Tract Infections

    · Vaginal infections

    · Ectopic pregnancy

    · Pelvic floor disorders

    · Vaginal yeast infection

    · Adenomyosis

    · Amenorrhea

    · Bartholin's cyst

    **## PATIENTSLOG.docx**

    1. COPD Exacerbation: Levaquin 500mg 1 tab PO daily x 7days, Symbicort
    **160-4.5 MCG/ACT Inhalation Aerosol 2 puffs PO BID**

    2. LBP: Cyclobenzaprine 10mg PO QHS

    3. New DM type II: Metformin 500mg PO BID

    4. HTN Med Refill: cont. Metoprolol Succinate 50mg PO daily

    5. Allergic rhinitis: Loratadine 10mg PO daily, Fluticasone
    **Propionate 50 MCG/ACT Nasal Suspension, 2 sprays each nostril QHS**

    6. Cervicalgia: Ibuprofen 800mg 1 tab PO BD

    7. DM med refill: cont c

    8. Pharyngitis: Amoxicillin 500mg 1 tab PO BID x 10days

    9. Tooth Abscess: Augmentin
    **875-125 MG 1 tab PO BID x 10 days**

    10. UTI: Macrobid 100mg 1 tab PO BID x 7 days

    11. Vaginitis: Fluconazole 200mg 1 tab PO single dose, Metrogel vaginal 0.75% 1 applicator via vaginal x 5 nights

    12. H. Pylori: Clarithromycin 500mg 1 tab PO BID x 10days, Amoxicillin 500mg 1tab PO BID, Omeprazole 40mg 1 tab PO daily x 30 days

    1. Anemia: Folic Acid 400mcg 1 tab PO daily

    2. Otitis Media: Augmentin 875-125 MG 1 tab PO BID x 10 days

    3. Hypothyroidism med refill: Levothyroxine 100mcg 1 tab PO daily 5am

    4. Hyperlipidemia: Fenofibrate 60mg 1 tab PO daily QHS

    5. Vit. D deficiency:
    **Ergocalciferol 1.25 MG (50000 UT) 1 cab PO weekly**

    6. Erectile Dysfunction:
    **Tadalafil 5 MG 1 tab PO daily**

    7.
    **DM** neuropathy: gabapentin 300mg 1 tab PO QHS

    8. Insomnia: Vistaril 50mg 1 tab PO QHS

    9. Osteoporosis: Fosamax 70mg 1 tab PO weekly 30 minutes before the first food, beverage or medicine

    10. Asthma med refill: Montelukast 10mg 1 tab PO daily

    11.
    HTN med refill: Losartan-Hctz 50-12.5mg 1 tab PO daily in AM

    12. PVD med refill: Cilostazol 100mg 1 tab PO daily

    **## PATIENTSLOG.docx**

    1. COPD Exacerbation: Levaquin 500mg 1 tab PO daily x 7days, Symbicort
    **160-4.5 MCG/ACT Inhalation Aerosol 2 puffs PO BID**

    2. LBP: Cyclobenzaprine 10mg PO QHS

    3. New DM type II: Metformin 500mg PO BID

    4. HTN Med Refill: cont. Metoprolol Succinate 50mg PO daily

    5. Allergic rhinitis: Loratadine 10mg PO daily, Fluticasone
    **Propionate 50 MCG/ACT Nasal Suspension, 2 sprays each nostril QHS**

    6. Cervicalgia: Ibuprofen 800mg 1 tab PO BD

    7. DM med refill: cont c

    8. Pharyngitis: Amoxicillin 500mg 1 tab PO BID x 10days

    9. Tooth Abscess: Augmentin
    **875-125 MG 1 tab PO BID x 10 days**

    10. UTI: Macrobid 100mg 1 tab PO BID x 7 days

    11. Vaginitis: Fluconazole 200mg 1 tab PO single dose, Metrogel vaginal 0.75% 1 applicator via vaginal x 5 nights

    12. H. Pylori: Clarithromycin 500mg 1 tab PO BID x 10days, Amoxicillin 500mg 1tab PO BID, Omeprazole 40mg 1 tab PO daily x 30 days

    1. Anemia: Folic Acid 400mcg 1 tab PO daily

    2. Otitis Media: Augmentin 875-125 MG 1 tab PO BID x 10 days

    3. Hypothyroidism med refill: Levothyroxine 100mcg 1 tab PO daily 5am

    4. Hyperlipidemia: Fenofibrate 60mg 1 tab PO daily QHS

    5. Vit. D deficiency:
    **Ergocalciferol 1.25 MG (50000 UT) 1 cab PO weekly**

    6. Erectile Dysfunction:
    **Tadalafil 5 MG 1 tab PO daily**

    7.
    **DM** neuropathy: gabapentin 300mg 1 tab PO QHS

    8. Insomnia: Vistaril 50mg 1 tab PO QHS

    9. Osteoporosis: Fosamax 70mg 1 tab PO weekly 30 minutes before the first food, beverage or medicine

    10. Asthma med refill: Montelukast 10mg 1 tab PO daily

    11.
    HTN med refill: Losartan-Hctz 50-12.5mg 1 tab PO daily in AM

    12. PVD med refill: Cilostazol 100mg 1 tab PO daily

    **## OBGYNCONDITIONS.docx**

    **CREATE A PATIENT LOG WITH THE FOLLOWING CONDITIONS, ALONG WITH PHARMACOLOGICAL TREATMENTS USED AND DIAGNOSTIC TESTS FOR EACH ONE OF THEM (USE THE OTHER DOCUMENT FOR REFERENCE TO FOLLOW)**

    **Gynecological problems**

    · Endometriosis

    · Uterine Fibroids

    · Polycystic ovary syndrome

    · Menstrual disorder

    · Ovarian cysts

    · Pelvic inflammatory disease

    · Pelvic organ prolapse

    · Abnormal uterine bleeding

    · Urinary incontinence

    · Cervical cancer

    · Cervical dysplasia

    · Menopause

    · Pelvic Pain

    · Vaginitis

    · Infertility

    · Sexually transmitted infection

    · Urinary Tract Infections

    · Vaginal infections

    · Ectopic pregnancy

    · Pelvic floor disorders

    · Vaginal yeast infection

    · Adenomyosis

    · Amenorrhea

    · Bartholin's cyst

    **## PATIENTSLOG.docx**

    1. COPD Exacerbation: Levaquin 500mg 1 tab PO daily x 7days, Symbicort
    **160-4.5 MCG/ACT Inhalation Aerosol 2 puffs PO BID**

    2. LBP: Cyclobenzaprine 10mg PO QHS

    3. New DM type II: Metformin 500mg PO BID

    4. HTN Med Refill: cont. Metoprolol Succinate 50mg PO daily

    5. Allergic rhinitis: Loratadine 10mg PO daily, Fluticasone
    **Propionate 50 MCG/ACT Nasal Suspension, 2 sprays each nostril QHS**

    6. Cervicalgia: Ibuprofen 800mg 1 tab PO BD

    7. DM med refill: cont c

    8. Pharyngitis: Amoxicillin 500mg 1 tab PO BID x 10days

    9. Tooth Abscess: Augmentin
    **875-125 MG 1 tab PO BID x 10 days**

    10. UTI: Macrobid 100mg 1 tab PO BID x 7 days

    11. Vaginitis: Fluconazole 200mg 1 tab PO single dose, Metrogel vaginal 0.75% 1 applicator via vaginal x 5 nights

    12. H. Pylori: Clarithromycin 500mg 1 tab PO BID x 10days, Amoxicillin 500mg 1tab PO BID, Omeprazole 40mg 1 tab PO daily x 30 days

    1. Anemia: Folic Acid 400mcg 1 tab PO daily

    2. Otitis Media: Augmentin 875-125 MG 1 tab PO BID x 10 days

    3. Hypothyroidism med refill: Levothyroxine 100mcg 1 tab PO daily 5am

    4. Hyperlipidemia: Fenofibrate 60mg 1 tab PO daily QHS

    5. Vit. D deficiency:
    **Ergocalciferol 1.25 MG (50000 UT) 1 cab PO weekly**

    6. Erectile Dysfunction:
    **Tadalafil 5 MG 1 tab PO daily**

    7.
    **DM** neuropathy: gabapentin 300mg 1 tab PO QHS

    8. Insomnia: Vistaril 50mg 1 tab PO QHS

    9. Osteoporosis: Fosamax 70mg 1 tab PO weekly 30 minutes before the first food, beverage or medicine

    10. Asthma med refill: Montelukast 10mg 1 tab PO daily

    11.
    HTN med refill: Losartan-Hctz 50-12.5mg 1 tab PO daily in AM

    12. PVD med refill: Cilostazol 100mg 1 tab PO daily

    **## OBGYNCONDITIONS.docx**

    **CREATE A PATIENT LOG WITH THE FOLLOWING CONDITIONS, ALONG WITH PHARMACOLOGICAL TREATMENTS USED AND DIAGNOSTIC TESTS FOR EACH ONE OF THEM (USE THE OTHER DOCUMENT FOR REFERENCE TO FOLLOW)**

    **Gynecological problems**

    · Endometriosis

    · Uterine Fibroids

    · Polycystic ovary syndrome

    · Menstrual disorder

    · Ovarian cysts

    · Pelvic inflammatory disease

    · Pelvic organ prolapse

    · Abnormal uterine bleeding

    · Urinary incontinence

    · Cervical cancer

    · Cervical dysplasia

    · Menopause

    · Pelvic Pain

    · Vaginitis

    · Infertility

    · Sexually transmitted infection

    · Urinary Tract Infections

    · Vaginal infections

    · Ectopic pregnancy

    · Pelvic floor disorders

    · Vaginal yeast infection

    · Adenomyosis

    · Amenorrhea

    · Bartholin's cyst

    **## PATIENTSLOG.docx**

    1. COPD Exacerbation: Levaquin 500mg 1 tab PO daily x 7days, Symbicort
    **160-4.5 MCG/ACT Inhalation Aerosol 2 puffs PO BID**

    2. LBP: Cyclobenzaprine 10mg PO QHS

    3. New DM type II: Metformin 500mg PO BID

    4. HTN Med Refill: cont. Metoprolol Succinate 50mg PO daily

    5. Allergic rhinitis: Loratadine 10mg PO daily, Fluticasone
    **Propionate 50 MCG/ACT Nasal Suspension, 2 sprays each nostril QHS**

    6. Cervicalgia: Ibuprofen 800mg 1 tab PO BD

    7. DM med refill: cont c

    8. Pharyngitis: Amoxicillin 500mg 1 tab PO BID x 10days

    9. Tooth Abscess: Augmentin
    **875-125 MG 1 tab PO BID x 10 days**

    10. UTI: Macrobid 100mg 1 tab PO BID x 7 days

    11. Vaginitis: Fluconazole 200mg 1 tab PO single dose, Metrogel vaginal 0.75% 1 applicator via vaginal x 5 nights

    12. H. Pylori: Clarithromycin 500mg 1 tab PO BID x 10days, Amoxicillin 500mg 1tab PO BID, Omeprazole 40mg 1 tab PO daily x 30 days

    1. Anemia: Folic Acid 400mcg 1 tab PO daily

    2. Otitis Media: Augmentin 875-125 MG 1 tab PO BID x 10 days

    3. Hypothyroidism med refill: Levothyroxine 100mcg 1 tab PO daily 5am

    4. Hyperlipidemia: Fenofibrate 60mg 1 tab PO daily QHS

    5. Vit. D deficiency:
    **Ergocalciferol 1.25 MG (50000 UT) 1 cab PO weekly**

    6. Erectile Dysfunction:
    **Tadalafil 5 MG 1 tab PO daily**

    7.
    **DM** neuropathy: gabapentin 300mg 1 tab PO QHS

    8. Insomnia: Vistaril 50mg 1 tab PO QHS

    9. Osteoporosis: Fosamax 70mg 1 tab PO weekly 30 minutes before the first food, beverage or medicine

    10. Asthma med refill: Montelukast 10mg 1 tab PO daily

    11.
    HTN med refill: Losartan-Hctz 50-12.5mg 1 tab PO daily in AM

    12. PVD med refill: Cilostazol 100mg 1 tab PO daily

  • [Solved] Nutrition needs through different stages of life

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    _**NOTE: If you use any references, data, statistics, information, or similar, you need to add the link or URL of your online source at the end of your work; if you know, you can list those sources in APA VII format.**_ As we age, and our bodies change, nutritional needs may change as well. Respond …

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    Assignment Prompt & Instructions

    _**NOTE: If you use any references, data, statistics, information, or similar, you need to add the link or URL of your online source at the end of your work; if you know, you can list those sources in APA VII format.**_

    As we age, and our bodies change, nutritional needs may change as well.

    Respond to the following in a minimum of 175 words:

    – What do you think might occur if we do not shift our nutritional consumption to best support the stage of life that we are in? Use some examples to explain your thoughts.

    – 2 years ago

  • [Solved] Resp to DIs Epi

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK2Discu.Epidermology.docx **## WK2Discu.Epidermology.docx** Descriptive Epidemiology: Data Sources and Data Collection ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-to-dis-epi) Descriptive …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK2Discu.Epidermology.docx

    **## WK2Discu.Epidermology.docx**

    Descriptive Epidemiology: Data Sources and Data Collection

    ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-to-dis-epi)

    Descriptive epidemiology deals with describing disease patterns using three major categories: person, place, or time (Friis & Sellers, 2021). Consider the following example:

    Over the last weekend, six people went to the Alcan City Hospital emergency room with similar symptoms. The laboratory results for the six patients were indicative of an infection due to Escherichia coli (E. coli). Patient interviews revealed they had all eaten a meal at Sam’s Sandwich Food Truck during the Alcan City Fair within 48 hours of going to

    the hospital. Further inquiries by the Alcan City public health officials identified that the source of the E. coli contamination was the lettuce that Sam’s had purchased from M&L Produce (a produce supplier located in Tempe, Arizona). Epidemiologists from the Arizona State Health Department determined that the lettuce that M&L supplied Sam’s was from a farm located in Xion, California (the key supplier for M&L Produce).

    Aside from the six patients who sought treatment, epidemiologists tracked down and conducted interviews with 400 of the fair attendees to identify any potential cases who did not seek treatment and compare data with those who attended but did not become ill. Interview questions pertained to descriptive aspects of the outbreak (person, place, and time). Analysis of data collected on foods eaten allowed the epidemiologists to narrow it down and identify sandwiches served by Sam’s

    Sandwich Food Truck at the fair on Saturday as the source of infection. Alcan City public health officials were quick to visit the food truck to inquire into their food management and handling. The food truck owner was cooperative and helpful in providing licensing, permits, operations, and sales information.

    Descriptive epidemiologic studies are often conducted as precursors to analytic studies. Epidemiologic concepts are used to gather data to better understand and evaluate health trends in populations. Data, such as characteristics of the persons affected, place where an incident occurred, and time of occurrence, are collected and analyzed to look for patterns in an effort to identify emerging health problems. It was in just this way that the HIV/AIDS epidemic was first identified.

    In this Discussion, you will apply the epidemiologic concepts of time, place, and person to a specific population health problem. You will also consider methods for obtaining data to study an issue.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259729)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    SECONDARY DATA SOURCES

    Use the following resources to locate secondary data sources for this week’s Assignment:

    · Centers for Disease Control and Prevention. (n.d.).
    [_Data.CDC.gov: Home._ Links to an external site.](https://data.cdc.gov/) https://data.cdc.gov/

    · National Center for Health Statistics. (2015).
    [_Resources for researchers._ Links to an external site.](https://www.cdc.gov/nchs/nchs_for_you/researchers.htm) https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Explore existing datasets._ Links to an external site.](https://academicguides.waldenu.edu/research-center/student-research/data-sources) https://academicguides.waldenu.edu/research-center/student-research/data-sources

    · World Health Organization. (2021).
    [_WHO Data collections_ Links to an external site.](https://www.who.int/data/collections) [Data sets]. https://www.who.int/data/collections

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Secondary Data Sources for Population Health
    Time Estimate: 2 minutes

    · Walden University, LLC. (2021).
    [_Descriptive epidemiology—person, place, and time_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/DE/index.html) [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    · Walden University, LLC. (2021).
    [Theoretical models—One Health and socioecological modelLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/TM/index.html)[Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    To prepare:

    · Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    · Locate two scholarly articles that provide background information about the problem.

    · Identify a specific population affected by your selected health problem.

    · Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    · Consider methods for obtaining data to examine the association you selected.

    · Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    By Day 3 of Week 2

    **Post** a cohesive response that addresses the following:

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    By Day 6 of Week 2

    **Respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    RESPOND TO THIS DISCUSSION POST

    **Izudowu**

    **Epidemiologic Analysis of Type 2 Diabetes in Adults**

    Type 2 diabetes is a significant public health issue that has been increasing globally. It occurs when the body becomes resistant to insulin or does not produce enough insulin to maintain normal blood sugar levels. Using the
    **epidemiologic model**, this disease can be described based on
    **person, place, and time**:

    ·
    **Person**: Type 2 diabetes mostly affects
    **adults aged 45 and older**, but in recent years, younger individuals, including teenagers, have also been diagnosed due to rising obesity rates. Individuals with risk factors such as
    **obesity, poor diet, lack of physical activity, genetic predisposition, and underlying health conditions like hypertension** are more likely to develop this disease. Socioeconomic factors also play a role, as low-income populations may have
    **less access to healthcare, healthy food, and opportunities for physical activity**.

    ·
    **Place**: Type 2 diabetes is prevalent worldwide, but the highest rates are found in countries with
    **high obesity rates and sedentary lifestyles**. It is common in urban areas where fast food consumption is high and physical activity is low. In contrast, rural populations with limited healthcare access also experience high diabetes rates due to lack of awareness and medical support. Studies show that regions with
    **limited grocery stores and more processed food options** contribute to higher diabetes risks.

    ·
    **Time**: The incidence of Type 2 diabetes has
    **steadily increased over the past few decades**, mainly due to changing lifestyles, increased processed food consumption, and sedentary behaviors. It is also a
    **chronic disease**, meaning once diagnosed, individuals must manage it for life. Certain times of the

    · year, such as the holiday season, may lead to an increase in blood sugar levels due to excessive eating and reduced activity.

    ·
    **Sampling Methods for Primary Data Collection**

    · To effectively study and describe Type 2 diabetes in a specific population, different
    **sampling methods** can be used:

    ·
    **Stratified Sampling** – This method divides the population into subgroups based on characteristics such as
    **age, BMI, ethnicity, and lifestyle**. Researchers can then collect data from each subgroup to ensure a representative sample. This method helps compare risk factors across different groups.

    ·
    **Convenience Sampling** – This method collects data from
    **patients visiting hospitals, clinics, or community health events**. It is quick and cost-effective but may not fully represent the general population, as it focuses on individuals who actively seek healthcare.

    ·
    **Secondary Data Sources**

    ·
    **Centers for Disease Control and Prevention (CDC) Reports** – The CDC provides national and state-level statistics on diabetes, including
    **incidence rates, demographic trends, and risk factors**. This data helps researchers analyze long-term trends and develop prevention strategies.

    ·
    **Electronic Health Records (EHRs)** – Medical records from hospitals and clinics provide valuable data on
    **patient history, blood sugar levels, medication use, and disease progression**. This data helps track diabetes patterns and evaluate treatment effectiveness.

    **Case Identification and Definition**

    ·
    **Primary data collection** helps identify undiagnosed cases and provides
    **direct insights into risk factors, lifestyle choices, and disease management**. It allows researchers to examine new cases and track individual health behaviors.

    ·
    **Secondary data** offers a broader
    **understanding of population-wide trends**, helping define case criteria and monitor disease progression over time. It is useful for comparing diabetes rates across different regions and demographic groups.

    ·

    ·

    **Reply**

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259707)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259722)

    ## image1.jpeg

    **## WK2Discu.Epidermology.docx**

    Descriptive Epidemiology: Data Sources and Data Collection

    ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-to-dis-epi)

    Descriptive epidemiology deals with describing disease patterns using three major categories: person, place, or time (Friis & Sellers, 2021). Consider the following example:

    Over the last weekend, six people went to the Alcan City Hospital emergency room with similar symptoms. The laboratory results for the six patients were indicative of an infection due to Escherichia coli (E. coli). Patient interviews revealed they had all eaten a meal at Sam’s Sandwich Food Truck during the Alcan City Fair within 48 hours of going to

    the hospital. Further inquiries by the Alcan City public health officials identified that the source of the E. coli contamination was the lettuce that Sam’s had purchased from M&L Produce (a produce supplier located in Tempe, Arizona). Epidemiologists from the Arizona State Health Department determined that the lettuce that M&L supplied Sam’s was from a farm located in Xion, California (the key supplier for M&L Produce).

    Aside from the six patients who sought treatment, epidemiologists tracked down and conducted interviews with 400 of the fair attendees to identify any potential cases who did not seek treatment and compare data with those who attended but did not become ill. Interview questions pertained to descriptive aspects of the outbreak (person, place, and time). Analysis of data collected on foods eaten allowed the epidemiologists to narrow it down and identify sandwiches served by Sam’s

    Sandwich Food Truck at the fair on Saturday as the source of infection. Alcan City public health officials were quick to visit the food truck to inquire into their food management and handling. The food truck owner was cooperative and helpful in providing licensing, permits, operations, and sales information.

    Descriptive epidemiologic studies are often conducted as precursors to analytic studies. Epidemiologic concepts are used to gather data to better understand and evaluate health trends in populations. Data, such as characteristics of the persons affected, place where an incident occurred, and time of occurrence, are collected and analyzed to look for patterns in an effort to identify emerging health problems. It was in just this way that the HIV/AIDS epidemic was first identified.

    In this Discussion, you will apply the epidemiologic concepts of time, place, and person to a specific population health problem. You will also consider methods for obtaining data to study an issue.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259729)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    SECONDARY DATA SOURCES

    Use the following resources to locate secondary data sources for this week’s Assignment:

    · Centers for Disease Control and Prevention. (n.d.).
    [_Data.CDC.gov: Home._ Links to an external site.](https://data.cdc.gov/) https://data.cdc.gov/

    · National Center for Health Statistics. (2015).
    [_Resources for researchers._ Links to an external site.](https://www.cdc.gov/nchs/nchs_for_you/researchers.htm) https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Explore existing datasets._ Links to an external site.](https://academicguides.waldenu.edu/research-center/student-research/data-sources) https://academicguides.waldenu.edu/research-center/student-research/data-sources

    · World Health Organization. (2021).
    [_WHO Data collections_ Links to an external site.](https://www.who.int/data/collections) [Data sets]. https://www.who.int/data/collections

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Secondary Data Sources for Population Health
    Time Estimate: 2 minutes

    · Walden University, LLC. (2021).
    [_Descriptive epidemiology—person, place, and time_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/DE/index.html) [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    · Walden University, LLC. (2021).
    [Theoretical models—One Health and socioecological modelLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/TM/index.html)[Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    To prepare:

    · Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    · Locate two scholarly articles that provide background information about the problem.

    · Identify a specific population affected by your selected health problem.

    · Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    · Consider methods for obtaining data to examine the association you selected.

    · Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    By Day 3 of Week 2

    **Post** a cohesive response that addresses the following:

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    By Day 6 of Week 2

    **Respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    RESPOND TO THIS DISCUSSION POST

    **Izudowu**

    **Epidemiologic Analysis of Type 2 Diabetes in Adults**

    Type 2 diabetes is a significant public health issue that has been increasing globally. It occurs when the body becomes resistant to insulin or does not produce enough insulin to maintain normal blood sugar levels. Using the
    **epidemiologic model**, this disease can be described based on
    **person, place, and time**:

    ·
    **Person**: Type 2 diabetes mostly affects
    **adults aged 45 and older**, but in recent years, younger individuals, including teenagers, have also been diagnosed due to rising obesity rates. Individuals with risk factors such as
    **obesity, poor diet, lack of physical activity, genetic predisposition, and underlying health conditions like hypertension** are more likely to develop this disease. Socioeconomic factors also play a role, as low-income populations may have
    **less access to healthcare, healthy food, and opportunities for physical activity**.

    ·
    **Place**: Type 2 diabetes is prevalent worldwide, but the highest rates are found in countries with
    **high obesity rates and sedentary lifestyles**. It is common in urban areas where fast food consumption is high and physical activity is low. In contrast, rural populations with limited healthcare access also experience high diabetes rates due to lack of awareness and medical support. Studies show that regions with
    **limited grocery stores and more processed food options** contribute to higher diabetes risks.

    ·
    **Time**: The incidence of Type 2 diabetes has
    **steadily increased over the past few decades**, mainly due to changing lifestyles, increased processed food consumption, and sedentary behaviors. It is also a
    **chronic disease**, meaning once diagnosed, individuals must manage it for life. Certain times of the

    · year, such as the holiday season, may lead to an increase in blood sugar levels due to excessive eating and reduced activity.

    ·
    **Sampling Methods for Primary Data Collection**

    · To effectively study and describe Type 2 diabetes in a specific population, different
    **sampling methods** can be used:

    ·
    **Stratified Sampling** – This method divides the population into subgroups based on characteristics such as
    **age, BMI, ethnicity, and lifestyle**. Researchers can then collect data from each subgroup to ensure a representative sample. This method helps compare risk factors across different groups.

    ·
    **Convenience Sampling** – This method collects data from
    **patients visiting hospitals, clinics, or community health events**. It is quick and cost-effective but may not fully represent the general population, as it focuses on individuals who actively seek healthcare.

    ·
    **Secondary Data Sources**

    ·
    **Centers for Disease Control and Prevention (CDC) Reports** – The CDC provides national and state-level statistics on diabetes, including
    **incidence rates, demographic trends, and risk factors**. This data helps researchers analyze long-term trends and develop prevention strategies.

    ·
    **Electronic Health Records (EHRs)** – Medical records from hospitals and clinics provide valuable data on
    **patient history, blood sugar levels, medication use, and disease progression**. This data helps track diabetes patterns and evaluate treatment effectiveness.

    **Case Identification and Definition**

    ·
    **Primary data collection** helps identify undiagnosed cases and provides
    **direct insights into risk factors, lifestyle choices, and disease management**. It allows researchers to examine new cases and track individual health behaviors.

    ·
    **Secondary data** offers a broader
    **understanding of population-wide trends**, helping define case criteria and monitor disease progression over time. It is useful for comparing diabetes rates across different regions and demographic groups.

    ·

    ·

    **Reply**

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  • [Solved] Nursing • Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected

    ✓ Verified Academic Solution Available

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    – Identify and describe at least two competing needs impacting your selected healthcare issue/stressor. – Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor. – 2 years ago

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    – Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
    – Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.

    – 2 years ago

  • [Solved] Reflection on Background

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    Reflect on your own cultural and diverse backgrounds, beliefs, values, and biases. Although you do not have to address all of these, you will want to consider various aspects of your identity, such as age, ethnicity, culture, race, ability, gender, gender identity, gender expression, language prefer…

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    Assignment Prompt & Instructions

    Reflect on your own cultural and diverse backgrounds, beliefs, values, and biases. Although you do not have to address all of these, you will want to consider various aspects of your identity, such as age, ethnicity, culture, race, ability, gender, gender identity, gender expression, language preference, religion, sexual orientation, socioeconomic status, and nationality.

    · Choose at least three personal identities to focus on.

    · Describe how your cultural background, beliefs, values, and biases could potentially impact your professional relationships in the human services field.

    · Identify at least one positive and one negative impact and provide examples of situations where these factors might come into play.

    · Define at least two strategies for ongoing self-awareness and professional development to manage and mitigate any biases that may affect your work.

    See attachment for further instructions.

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    ReflectiononBackgroundWeek5.docx](https://www.sweetstudy.com/files/reflectiononbackgroundweek5-docx "ReflectiononBackgroundWeek5.docx")

    – 2 years ago

  • [Solved] Module 2 Discussion: Journal Reflection

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    ### [Module 2 Discussion: Journal Reflection on Teacher Advocacy](https://d2l.nl.edu/d2l/le/221675/discussions/topics/746491/View) Harry and Ocasio-Stoutenberg make the case that parents of children with disabilities are naturally advocates for their children. CEC makes the case that Special Educati…

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    ### [Module 2 Discussion: Journal Reflection on Teacher Advocacy](https://d2l.nl.edu/d2l/le/221675/discussions/topics/746491/View)

    Harry and Ocasio-Stoutenberg make the case that parents of children with disabilities are naturally advocates for their children. CEC makes the case that Special Education teachers are expected to advocate for students with disabilities. Thus, teachers and parents of children with disabilities should be allies.

    **Instructions:** Choose **two** of the following prompts to reflect on in your discussion post. **Each** of your **two** prompt responses should be at least 175 words and incorporate some references to the readings (with citations).

    1. Chapter 1: What is Discrit? How do you feel about this way of thinking about disability and race? Do you see yourself drawing on Discrit in making sense of how disability is addressed in schools?
    2. Chapter 2: What are your thoughts that special education teachers are expected to advocate for students?
    3. Chapter 2: Draw on Harry and Ocasio-Stoutenburg explanation for the reason advocacy is needed and their hopes for what advocacy can accomplish, as well as the articles assigned this week, to describe what you think teacher advocacy might entail.
    4. Chapter 2: How comfortable are you with an identity of, and responsibilities for, being an advocate?

    Your initial discussion post is due on Thursday @11:59pm and your peer responses

    _Remember… You can choose among multiple forms of expression in your response. For example, you may answer a journal prompt by posting a video response, an audio response, a voice-over PowerPoint or a written reflection. While some journal entries have a length (word count) requirement, you can still provide a video, audio, or voice-over response as long as it is roughly equivalent to the required length._

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    – 2 years ago

  • [Solved] Reflect on the connection between academic and professional integrity.

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    Reflect on the connection between academic and professional integrity. – 2 years ago

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    Reflect on the connection between academic and professional integrity.

    – 2 years ago

  • [Solved] Meeting with Entrepreneurs Interview Pt 2

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    Interview Questions for Entrepreneurial Interviews – Why did you want to start your own business/purchase a franchise? – How did you get started? – What were the biggest obstacles you had to overcome to get your business going? – What lessons have you learned upon establishing your company? – How ha…

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    Interview Questions for Entrepreneurial Interviews

    – Why did you want to start your own business/purchase a franchise?
    – How did you get started?
    – What were the biggest obstacles you had to overcome to get your business going?
    – What lessons have you learned upon establishing your company?
    – How has your faith played a role in your success?
    – Where and how do you see yourself in five or ten years from now?
    – What advice can you give to others so that they too can become successful business owners in their own right?
    – What tools or knowledge would be critical for students wanting to start a business?
    – Would you be willing to share your story with other students in the future?

    answer these questions and also add a few remarks of your own as the professor stated to not only answer the questions but to add a few of our own questions and answers

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    EntrepreneurialInterviewQuestionsandAnswers..edited.docx](https://www.sweetstudy.com/files/entrepreneurialinterviewquestionsandanswers-edited-docx "EntrepreneurialInterviewQuestionsandAnswers..edited.docx")

    – 2 years ago

  • [Solved] quiita

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    q1 Define and discuss the term "ethics" from your own perspective but while also using literature to inform your view. q2 How would you best explain the role of leadership within criminal justice organizations as it relates to misconduct? q3 Given the reading and your research, what are the main con…

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    q1

    Define and discuss the term "ethics" from your own perspective but while also using literature to inform your view.

    q2

    How would you best explain the role of leadership within criminal justice organizations as it relates to misconduct?

    q3

    Given the reading and your research, what are the main concerns with police use of deadly force? Are those concerns warranted?

    q4

    Thoroughly explain the difference between the ethical obligations of a  defense attorney and the ethical obligations of a prosecutor. Explain  how these different roles may affect their responsibilities in a  criminal trial.

    ANy use of AI will result in automatic 0

    – 2 years ago