10 Health Care Administrator Presentation

Health Care Administrator Presentation


Locate a health administration position on a career website that you are interested in applying for. Be aspirational! It does not have to be a job you qualify for at the moment, but one that may be of interest to you in the future. Take a screenshot or make a PDF of the job posting to submit with your assignment.

Imagine you applied for this position and have been selected as a finalist. To better get to know you, the interview panel has asked each candidate to provide an updated cover letter, resume and video introduction. As a finalist, you have been instructed to record a 60–90-second video, utilizing professional attire, and explaining why you are the best candidate for the promotion.

Assignment Instructions

For this assignment, you will provide the following:

  • Copy of the job posting.
  • 1-page cover letter.
  • 1–2-page resume.
  • 60–90-second video (use your PC or smartphone).

Your assignment must include the elements listed below. Note that these instructions correspond to the grading criteria for this assignment. You may also want to review the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed:

  1. Summarize your interest in the selected job in a cover letter to the prospective employer.
  2. Present your qualifications, education, and background in a professional resume.
  3. Use proper grammar, clear language, and correct spelling in all written communication.
  4. Construct your resume using legible resume sections: contact information, resume, summary, work experience, education, and skills.
  5. Create a professional video resume utilizing professional attire and communications skills.
  6. Introduce yourself in the video. Summarize your accomplishments and explain why you are the best candidate for the position.

For video submissions: Please submit a valid link to your video in the Blackboard course shell. Your instructor must be able to see and hear you clearly in the video. If you are unable to submit a video file, you may submit an audio recording along with a PowerPoint presentation that provides a written summary of the points you cover in the audio resume.

The specific course outcome associated with this assignment is:

  • Develop a professional development strategy that fosters career readiness skills for masters-prepared health care administrators.

CJUS 01-Discussion Forum 4

Reply must be at least 200-300 words. For each thread, you must support your assertions with at least 2 citations from sources such as your textbook, peer-reviewed journal articles, and the Bible.

Textbook: Vito, G. F., & Higgins, G. E. (2015). Practical program evaluation for criminal justice. Waltham, MA: Elsevier. ISBN: 9781455777709.


When evaluators and researchers are gathering data for their programs, many times numbers are involved. These numbers are statistics collected to help explain what and why the program is needed, how well the program is doing, and to measure the population that the program is aimed at helping. With this week’s discussion board, descriptive statistics will be examined. The statistics will be implemented as it relates to the Police Accountability Program.

When an evaluator is using gathering information that involves numbers, there is a certain way that the research must go about it. This type of data collection is known as descriptive statistics. Per Marshall and Jonker in the article, An Introduction to Descriptive Statistics: A Review and Practical Guide (2010), “statistics are used to demonstrate the meaning of the data, and are based on numbers, e.g., the patient’s heart rate, or assigned numbers to qualitative attributes such as eye color. Statistics can be used descriptively to illustrate the characteristics of a group of observations i.e., the raw data; this is called descriptive statistics” (p.3). Descriptive statistics has different forms that allow for the research to be organized and clear. These forms are mean, median, mode, variance, and standard deviation. Each of these forms are different and have their own reasoning.

When it comes to applying these different forms of descriptive statistics to the anti-crime program, Police Accountability Program, it will be straight forward. Marshall and Jonker (2010) state, “it is essential to clarify the appropriate type of data needed to answer the research question at the design stage of research project, so it can be gathered. The level of measurement needs to be identified, allowing identification of the statistical procedure to be used and decision making on the sample size. Descriptive statistics are the easiest to undertake and interpret and they are a useful way to summarize data and provide a description of the sample” (p.4). The program will work with police departments. The participation group for the program would include a hundred or more people. The data that will be collected before the program will be race, time on the police force based upon groups of five or less, five to ten, ten to fifteen, and fifteen to twenty, the number of people who had been involved in acts of violence while on the job, and number of people who thought these violent interactions could have been deescalated. Once the participants have gone through the program, statistical data will be gathered on if any of the officers accept any accountability in the violent interaction and if violent encounters decreased with the participating officers in the last six months. The data is bring collected to see when who the participants are and the growth of the participants in the program.


Luke 14:28 states, “for which of you, desiring to build a tower, does not first sit down and count the cost, whether he has enough to complete it” (Luke 14:28, KJV). Descriptive statistics are needed to build upon the information provided. It allows for people for data to be given in a straightforward way. This allows for people to take away what they need to take away without all the extras.


Marshall, G., & Jonker, L. (2010). An introduction to descriptive statistics: A review and practical guide. Radiography (London, England. 1995), 16(4), e1-e7. https://doi.org/10.1016/j.radi.2010.01.001

Vito, G. F., & Higgins, G. E. (2015). Practical program evaluation for criminal justice. Waltham, MA: Elsevier.

The Mean, Median, Mode, Variance, and Standard Deviation of The Pre-Data for Your Anticrime/Prevention Program.

With there being five different forms of descriptive statistics for the program, there will be a lot of different ways to interpret the data. The different forms would be the mean median, mode, variance, and standard deviation.  Per Vito and Higgins in the textbook, Practical Program Evaluation for Criminal Justice (2015), “the most popular form of descriptive statistics as it is the average score in the distribution. This is the score that comes from adding the scored in a set of data and then dividing this sum by the total score. The mode is the number in the data that occurs most frequently. There is no statistical computation needed for this, it is just the most common number seen. The median is the midpoint of the data distribution. This is the point in the data where fifty percent of the scores are above or below, dividing the distribution unto equal halves. The variance is the mean of the sum of all squared deviations from the mean of any distribution of scored” (p.153-154).

The mean, median, mode, variance, and standard deviation of police brutality in Maryland is found. The information was gathered from the ACLU Of Maryland Briefing Paper on Deaths in Police Encounters in Maryland, 2010-2014 (2015).  The mean of people who died Between 2010-2014 is 6.4. The mode is 2. The median would be 3, variance would be63.64, and the Standard Deviation 7.97.


2 Timothy 3:16-17 states, “all Scripture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness, that the man of God may be competent, equipped for every good work” (2 Timothy 3:16-17, KJV). Numbers in research can be difficult. However, it is at times necessary. As long as the research is done correctly, it will provide the information needed.


ACLU Of Maryland Briefing Paper on Deaths In Police Encounters In Maryland, 2010-2014. (2015). Retrieved from https://www.aclu-md.org/sites/default/files/legacy/files/md_deaths_in_police_encounters.pdf

Vito, G. F., & Higgins, G. E. (2015). Practical program evaluation for criminal justice. Waltham, MA: Elsevier.

Description of The Inferential Statistics You Will Use to Analyze Your Anticrime/Prevention Program

With anticrime programs one of the most important things is the future of the program and how it may perform. One way that a researcher or evaluator can come to conclusions about there program is inferential statistics. Per Guetterman in the article, Basics of Statistics for Primary Care Research (2019), “inferential statistics can help researchers draw conclusions from a sample to a population. We can use inferential statistics to examine differences among groups and the relationships among variables” (p.2). This is important for the Police Accountability Program, because it will be me a logical ideal of if the program as it is set up will help create a better environment and climate to the police force. If the answer is no, then it will allow time for new groundwork to be done and a new plan created.  The testing tool that will be used for the Accountability Program is the chi squared test.

The Chi-square per McHugh in the article, The Chi-Square Test of Independence (2013), “can provide information not only on the significance of any observed differences, but also provides detailed information on exactly which categories account for any differences found. Thus, the amount and detail of information this statistic can provide renders it one of the most useful tools in the researcher’s array of available analysis tools. As with any statistic, there are requirements for its appropriate use, which are called “assumptions” of the statistic” (p.143). This testing allows for facts to be documented, along with the building on what the future of the program could possibly look like. This allows for growth to happen and that is what programs are supposed to do, grow and prosper.


Proverbs 1:1-33 says, “the proverbs of Solomon, son of David, king of Israel: To know wisdom and instruction, to understand words of insight, to receive instruction in wise dealing, in righteousness, justice, and equity; to give prudence to the simple, knowledge and discretion to the youth— Let the wise hear and increase in learning, and the one who understands obtain guidance” (Proverbs 1:1-33, KJV). Christians are about growth and learning. Descriptive statistical data helps give a numerical view of the program and the possibility. When attempting to get funding for a program, those numbers are important. While gathering the data and computing the data can be very tedious and at times difficult if the information is there to gather the data, it is also key to helping the program thieve.

Math Week 8

Answer all questions:

Pay attention to the full question (all parts of the question).

1.  For the following system of equation, find a solution or show that no solution exists:

2y +3x – 3z  = 16

            2x + 3y + 4z = -8

            3z + 2x – 5y = 26

Show details:

The solution is:  x = 6;   y = -4;  z = -2

2. A goldsmith combined an alloy that costs $4.30 per ounce with an alloy that costs $1.80 per ounce. How many ounces of each were used to make a mixture of 200 ounces costing $2.50 per ounce?

Show details:

3. An airplane travels 1,200 miles in 4 hours with the wind. The same trip takes 5 hours against the wind. What is the speed of the plane in still air and what is the wind speed?

Show all work.

Graph your answer.

4) Write the augmented matrix for the system of equations shown.

     5z + 4x + 4y = 22

     3x + 7y = -2z -17

     4x + 3y + 3z =6

5) Write the system of equations for the augmented matrix shown.

         -2   3  4  |  18

           -3   4  2  |  5

           -2   3  3  |  12

6) For the following system of equation, find a solution or show that no solutionexists:

            5y +3z – 4x  = -3z + 3

            4z + 6y + 5x = -19

            5y + 3x + 4z = -12

7) For the following system of equation, find a solution or show that no solutionexists:

        x + y + z  = 1

        2x – 3y + 7z = 0

        3x – 2y + 8z = 4

8) If 105 people attended a concert and tickets for adults costs $2.50 while tickets for children cost $1.75 and total receipts for the concert were $228, how many children and how many adults went to the concert?

Reflection Paper 3

COURSE ASSIGNMENTS All assignments should be completed using APA style. Use the Calibri or Arial font (not Times New Roman). Assignment #1: Reflection papers (20%) The purpose of learning theory about human behavior in the social environment is to strengthen our understanding of why people behave as they (we) do across development and in changing environmental contexts. This process is enhanced by consistent application of theory to particular behavior. To facilitate that process in this course, you will write 3 reflection papers in which you:  Reflect on a specific prompt I will provide on Blackboard (See assignments). They may include:  Reflection and discussion of peer reviewed article assigned;  Observation of behavior in someone in which you are paying attention to and writing on developmental themes and issues;  Reflection on yours or another family member’s/friend’s experiences in a particular stage of development, in which you pay attention to developmental themes and issues.  Engage with the readings, either through direct discussion of ideas (a), or by applying relevant theory, concepts, or research from the readings to interpret the behavior or interaction (b or c). What concepts are exemplified? How do these concepts contribute to your understanding of “what’s going on” and “why”? Your paper must have substantive content.  Use graduate level writing skills. Your entries should be 1.5 pages in length, double spaced, with a simple header and no title page or abstract. Do cite properly using APA style. When you discuss a theory from the text, please use the theorist’s name, for instance, “According to Erikson’s theory of psychosocial development”, and then cite the text. You should cite other articles as you use them. Assessment criteria (no rubric):  Depth of insight  Appropriateness of application of readings to reflection  Graduate level grammar  Capacity to express relevant ideas succinctly 5 Each reflection paper will have a specific prompt. See Blackboard Assignments for the prompts. Each paper will be graded on a scale of 100 points and all together are worth 20% of the final grade. Reflection papers are due by 11:59 pm on Blackboard on the dates given in Module Schedule. Assignment #2: Quizzes (2 quizzes | each 10% = 20%) There will be two quizzes in this course on content from the readings and lecture. Each will focus on major theorists, content of theories, and developmental themes and issues. Quizzes are a combination of multiple-choice questions and short answer. Quiz 1 is due 3/27/21 at 11:59 pm. Quiz 2 is due 4/24/21 at 11:59 pm. Assignment #3: Discussion Boards (10%) Several discussion boards will be assigned connected to film you watch or a case study, and a handout or prompts to which to respond. These are typically scheduled for asynchronous weeks. See Module Schedule for due dates. Class Participation including in class discussion and small group work (10%) Throughout the course, there will be weekly opportunities for substantive discussion based on the lecture, readings, case studies, films and videos and other content. This grade will be related to both your level of active participation in discussion in class and any group work, and any in class written work. Both oral and written contributions will form an ongoing grade according to the following rubric: A (93-100%) B+ or B (83-92%) C+ or C (70-82%) D or F (0-69%) Excellent engagement and effort demonstrated in online synchronous and asynchronous classroom discussions, integrating readings, lecture, and reflection on a consistent basis. Written work actively integrates readings, lecture, and in class material, demonstrating engagement with learning, and completion of readings. Good engagement and effort demonstrated in online synchronous and asynchronous classroom discussions, integrating readings, lecture, and reflection. Written work attempts to integrate readings, lecture, and in class material with some success. Minimal engagement and effort demonstrated in online synchronous and asynchronous classroom discussions, integrating readings, lecture, and reflection. Written work shows little evidence of integration of readings, lecture, and in class material. Student does not participate in class discussion, is distracted by phone or computer, or contributes without integrating readings and lecture. Written work is not completed or shows no evidence of engagement with the readings, lecture, and class material. Class participation is graded throughout the term.  Signature Assignment #4: Using theory to understand difference PAPER (40%) People think, feel, and behave differently toward the same event depending on their developmental age 6 and the social environment around them. For this assignment, you will analyze how different members of your own family experienced the same important event in the past; then compare their reactions to theories we learned in the course and larger literature. Papers should be about 10-12 pages, doublespaced, using APA citation and reference style, 6th edition. The assignment will be conducted in the following steps: Step 1 (Weeks 1 – 4): You will pick an event currently happening or that has happened in the family (e.g., birth/adoption of a child, death of family member, divorce, someone having cancer, a major accident, move abroad, going to college, deployment to war-zone, etc.) or an event external to the family but is remembered by the family (e.g., a hurricane, earthquake or flood in the neighborhood, shooting at local school, recession, election of the first African American president, a big change in their community, 9/11, Iraq war, etc.). Then you will select 3 family members to interview about the same event. Ideally, you should pick family members with different ages, gender, political beliefs, religious beliefs, education, and so on. You must ask for permission from people you want to interview (oral permission is enough, so you don’t need to develop a written consent form). Ask your interviewees also if they are comfortable with being taped; if not, you must take careful notes. You must also discuss measures you will use to protect their privacy and confidentiality. Week 4: Submit a one-page proposal about what you plan to do for the paper: the event you pick, family members you plan to interview, how to plan to conduct the interview (where, face-to-face interview or over the phone, taped or not, etc.), and key questions you want to ask. Students will share their topics with each other during class (TBA). Due February 6th at 11:59 pm on Blackboard. Your proposals will receive comments, but no grade. You will be sharing them briefly (verbally) with each other in class on the 14th . Step 2 (Weeks 5 – 9): Conduct the interviews. I would strongly encourage you not to wait until the last minute to conduct these interviews! During these weeks, you arrange to interview family members. You must conduct your interviews at a place where the interviewees feel safe and comfortable talking to you, especially if the event is something they do not want to discuss publicly. Before each interview, you must state clearly again the purpose of the interview, assure them of confidentiality (only I will read them). You should state clearly that interviewees can ignore any questions they do not want to answer and stop the interview at any time. Ideally, you will interview each family member at least once for about 45 minutes to an hour (longer if necessary). During the interview, remember to ask specific questions to understand their thoughts, emotions, and behaviors in relation to the event. Probe to understand who/what shaped their reactions, how their reactions changed over time (before, during, after the event). Compare and contrast their memories to what you know as facts about the event, their current framing of the event/experience. Pay attention also to nonverbal behaviors of the interviewees.  Step 3 (Weeks 10 – 14): Write the paper In your paper, you will do the following (suggested page lengths are simply to indicate parameters): 1. Introduction (.5 – 1 page): Briefly introduce the purpose of the paper, describe the event you will focus on, why you picked the event, then introduce the family members you will interview. 7 2. Description of the interview process (.5 – 1 page): Describe how the interviews were conducted (e.g., whether they were done in person or over the phone; separately or jointly, audiotaped or not, how long was the interviews). Here you can also discuss any particular responses, emotional reactions, or behaviors of the interviewees as well as your own emotions and thoughts that you might not have expected. Reflect on the process of interviewing and how you might have done it differently, whether the way in which you conducted the interviews may have affected what you learned. 3. Results of the interviews (3 – 4 pages): In this part, you organize materials from the interviews into key themes where you can compare and contrast the interviewees’ responses to the same event, depending on their age, gender, background, religious beliefs, etc. You can have subheadings for these themes. This is the heart of your paper. 4. Applying and connecting theory to people’s reactions to the event: (2 – 3 pages): You will use at least two theories we discussed in class to discuss similarities and differences in the interviewed individuals’ experiences. Use theories and evidence to discuss why these similarities and differences exist and manifested in the ways they did. Discuss not just the content of their experiences but also the language and the way they talked about these experiences (including emotion and wording). 5. Connecting theory with people’s reaction and larger literature (2 – 3 pages): For this part, you must search the literature to know what researchers have said about people’s responses to the same event and what explained these responses. Compare and contrast these research findings (at least two) with what you found from the interviews with your family members. Did their responses fit what the literature found or differed, and why? 6. Application to social work practice (1 page): What lessons did this exercise teach you about social work practice in general and your own practice as a social worker in particular? What insights did you develop about professional identity and self-awareness as a social worker? In order to protect privacy, either create pseudonyms for the people you describe in order to protect their identity, or get their permission to use first names. Please do use names. A rubric will be provided for this paper. The signature paper is worth 40% of your grad

Relational Conflict Between Male And Female Essay

Relational Conflict Between Male And Female Essay

Relationships between women and men are not simply impossible or difficult. Misunderstandings of social beings are inevitable to occur; when men expect women to think and act as men and women expect men to think and act as women, conflicts becomes inevitable. This does not mean that men and women live in absolutely different realities (Corner, 2008). We can also not conclude that all the conflicts that visit relationships between men and women are solely from lack of knowledge of their differences. This paper endeavors to dig into an understanding of the various relational conflicts that springs from perception differences (Patterson, 2007). The greatest challenges that are facing majority of men-women relationships are failure to be aware of their identities and failure to accept their differences so as to live skillful and full lives. For congruent and cohesive coexistence, men and women must understand their differences and similarities. Relational Conflict Between Male And Female Essay

2.1 Background of Man-Women Relationship

For many centuries the differences between women and men were socially defined. The lenses of sexism were used to distort the relational differences in which men assumed superiority over the women and maintained their position through domination (FGU). When the goals of equality between men and women became a public demand, people started losing the awareness of the importance emanating from the differences. The vision for equality between the two sexes has narrowed all the possibilities of discovering what truly is in existence within women and men (Corner, 2008). The understanding of the differences that exist can serve as a very important tool in facilitating reconciliation between the two sexes when a conflict erupts. If the different sexes were to understand themselves, then they would with ease devise mechanisms of dealing with their sexual differences conflicts that tampers their congruent relationships.Relational Conflict Between Male And Female Essay

Dr. Michael G. Conner (2008), a clinical medical and family psychologist has purported that men and women are equal but different. He has supported his allegation by stating that even though men and women have equal rights to opportunities and protection under the law they are different in their physical and psychological making. Men and women differ in their perception to some life concepts and consequently diversified approaches.

2.2 Why the Concern on Relational Conflicts?

Relationship between men and women is not always productive; conflicts between the two sexes prompt one to ask ‘what are the sources of the conflicts?’ we do not refute the fact than men conflict with fellow men as women conflict with fellow women, but our area of concern is a desire to know why the conflicts between men and women differs from the conflict of the same sex. Science has endeavored to explain the biological reason behind the differences. McCarthy (2008) did a research that was meant to identify whether the behavioral difference between men and women has any biological explanation. He identified that the behavioral difference is as a result of the distinct mind between the two sexes. He pointed out that female’s and male’s brain appear to be constructed from strikingly different blueprints. The recent neurological studies have identified that the differences in the circuitry that wires the brain and the chemicals that transport messages inside the brain is so vast that one has to conclude that there are two types of brains. People act and react from their perception towards a given situation hence behavior. This acts as a source of conflict between men and women.

2.3 Approach and Intervention

This paper shall explain the various sources of conflicts between men and women derived from their perception differences and explain the intervention measures that can be employed to overcome the conflicts. The hypothetical intervention applicable in overcoming relational conflicts emanating from perceptional differences include: Empowerment; doing away with the ignorance, Communication; sharing perceptions hence overcoming the challenge of relational conflict, learning to be listeners of each other, acceptance of the fact that perception differs, being flexible over conflicting issues and learning to negotiate over issues in dispute.

A research was conducted to identify whether reaction differences between male and female is biological or a result of socialization process. It involved two months old male and female infants prior to the socialization process. The research identified that female infants are more responsive to sounds of a person in distress than male infants. Male infants were more responsive to objects as opposed to female infants who were more responsive to faces (Yarborough, 2006).

3.1 Differences of perception that acts as sources of conflict between men and women

3.1 Processing of information

There are fundamental differences in the manner in which women and men process information. Women can process information more extensively and different pieces of information than men can do; men have a tendency to digest one thing at a time. A study was conducted to find out the truth of this allegation. Man and women were taken to a room for some few minutes and then later were asked what they observed. Almost all men could just remember the general appearance of the room, while the women remembered distinct details such as the position of a flower vessel, the photos on the walls, the cleanliness of the table clothes, the model of television among other details. Such a pronounced capacity to information processing has acted as a major source of conflict between the two sexes (Gilligan, 1982). For example, a woman may be talking to the husband while watching the television and still noticing what the children are doing. She may ask the husband a question who is engrossed on the TV and simply because it’s hard for him to engage in a serious conversation while watching the television, he may not give the right answer. The wife may think that the husband is ignoring her leading to relational conflict. Research has identified that relationship between boys and girls to be sour many times. Many girls perceive the conversations with boys very boring. This is because girls can process diverse information at the same time but the boys can only deal with one thing at a time. The boys find the conversations as time wasting since they become confused during the talks, they would rather engage in sport activities rather than engage in a conversation with some girls who may be engaged in three topics at the same time.

3.2 Reading of sexual cues

Research has identified that men are more responsive to sexual cues than women. This means that during a conversation men can read sexual cues more readily than women. Men have been found to be more sensitive to sexual signals than women. This difference acts a source of relational conflict between men and women. During a conversation between a husband and wife, the husband may expect the wife to read in between the lines his expression of desire for sex but the woman may not see from such a viewpoint. The man may conclude that the wife is not interested or is repelling him (Yarborough, 2006).

3.3 Appearance

Men and woman differ to a great extend in their perception towards appearance. They mostly appear to be fashion phobic. Mostly this emanates from hoe they are perceived by the other men. Men fear that they would appear to be too foppish or narcissistic if they are too overly concerned about clothing (Booth, Crouter, & Clements, 2001). Those selling fashion to women have to approach men from a different perspective. Women and fashion are inseparable. When a woman has the most recent wearing she is adored and envied by fellow women. She is moralized to ask and need more to maintain the glory and celebrity. Their men partners do not seen to understand why their women spend all they have to be fashionable hence a source of conflict (Yarborough, 2006).

3.4 Keenness to Details

Studies have identified that women and men differ in their thinking: Men are macro thinkers while women are micro thinkers; this means women attention are to details in al issues that they deal with while the men are concerned about the end product. For example a woman will concentrate on all the adverts on various types of oils that are in the market to ensure that she applies the right oil to different parts of the body. She will buy different types of hair shampoos, hair oil, hand oil, face oil, legs oil, and body oil. A man will just use one type for the whole body (Sabbatini, 1997). The keenness to details have caused many relationship breakages between men and women as men feels women are too inquisitive in attempt to ensure all things are okay. A woman on the other hand feels a man is irresponsible hence she can not cope with such levels of recklessness.

Researches have identified that women’s two spheres of brain communicate better than they do in men. The studies have identified that women pull in information from both halves. This distinct feature allows women to give more sophisticated emotional responses (Sabbatini, 1997). This makes women to be better in reading subtleties and in talking on emotions. Relational conflicts crops up when a woman is facing an issue that she feels the male partner should feel with her and consequently offer the appropriate moral and emotional support, but simply because men have different perception on emotional issues he may fail to respond as expected stirring a woman to think that the man cares less hence a source of conflict (Ligate & Tucker, 2005).

3.5 Response to threats

Men and women respond to challenges and threatening situations differently. There are many studies that show that many women responds to fears and threats by running away from the threat while men confront the situation. Many researchers have argued that this is a question of socialization, while others have argued that it’s an innate trait emanating from inborn perception characteristic. Conner (2008) has argued the physical differences between men and women are the reasons behind their differences in perception hence dissimilar approaches to threats. Men have greater upper body strength with build muscles and thicker skin; this propels them to believe in themselves. The relational conflicts emanates from a situation where the two sexes are faced with threatening situation that requires an endorsement of the two to face the challenge, if a woman flees the man fail to understand the reason for the reaction perceiving such a move as an act of betrayal (Kuriansky, 2001).

3.6 Approach to problems

Women and men approach a problem with similar goals but with dissimilar considerations. Even though men and women can solve a problem equally well their approach to the problem varies to a great degree. A woman believes in sharing and discussing a problem so as to explore, deepen and strengthen the relationship with the person she is interacting with. For women, their greatest concern is ‘how the problem is solved’ rather than the final solution. The approach that will be used to approach a problem is a determinant of strength or the weakness that will exist in a relationship between the parties involved. Men have a very different approach to a problem. A man will approach a problem as an opportunity to prove his competence as well as his strength to solve problems and commitment to relationships (Berry, & Traeder, 1995). The manner of solving a problem is not of concern as arriving at the solution efficiently and effectively. Men have a tendency to dominate or assume authority in the process of problem solving. They are often destructed and are less concerned with quality of relationship while solving a problem. The different approaches to problem solving are a source of conflict. If a woman attempts to dominate, men feel they are abased and may not take it on a light note. Women may also feel offended if a man cares less on the relationship in problem solving.

4.0 Applied Hypothetical Intervention

4.1 Overcoming Relational-Conflicts between Men and Women

Men and woman differs in one way or another, this paper has explained why men and women differ, the issue of perception: women have shared ways of dealing with diverse situations which differs from men’s approach; these differences are brought about by difference in the way women perceive things being different from the way men view things. As it has been clearly showed in this paper the differences in approaches makes men and women conflict. Men can not live differently from women, they have to co-exist amidst their differences, this calls for adoption of strategies that will facilitate a comfortable or conducive coexistence.

4.1.1 Overcoming Ignorance

One of the greatest causes of the relational conflict between men and women is ignorance: Conflict is inevitable for somebody will feel unfulfilled or offended if a partner or a colleague seems not do things the way you want them done. The reason as to why people feel offended is because they do not know that men and women have diverse perception (UNESCO, January 2002). There is a need to create awareness; as a mitigation measure, social psychologist should put pen to paper on perception differences and use all the available channels of communication to Create awareness. Couples facing relational conflicts should be helped to understand themselves and understand their partners, if somebody understands how his / her partner sees and approaches diverse concepts, he / she will make efforts to see the concept in question from their point of view (Cameron, 2000). Lack of flexibility to accommodate a partner emanates from the ignorance; one wonders why can’t the partner understand a concept that seems so simple?

4.1.2 Use of Communication

Conflicts are worsened by lack of communication between the conflicting parties. If both sexes in a relational conflict were to learn the art of communication; the perceptions diversities could easily be overcome. Many conflicting partners engage in looking for a ‘way to avoid a conflict’, hence the act functions as a part time solution to the problem; partners avoid sharing their views which they make out as contrasting with their partner’s (Booth, Crouter, & Clements, 2001). Conflicting perception and approaches to relational conflicts between men and woman can easily be dealt with by handling a conflict in such a way that will bring growth and constructive solution; accepting the truth about the diverse perception and agreeing on the mode of settling conflicting issues. Councilors should advice people to learn to speak out their hearts, what is their feeling towards a given concept, and why they feel that a desired approach to a given challenge is varied and most workable. Such a strategy calls for flexibility where the partners consent that either could be right hence each should be given an opportunity to support his/ her take. Conflicting partners should not avoid discussing an issue in conflict for such a move worsens the already heated conflict. Both men and women should always take the responsibility of fixing an issue in question at home, workplace or social gatherings (Academic leadership. Com 2010).

4.1.3 Listening, Acceptance, Accommodation and Flexibility

If men and women accept the reality of their perception differences they will get into a position of accommodating each other. Our diversity in perception should not act as a source of conflict rather as an opportunity to learn. It’s only when one learns to listens to the other sexes’ point of view will he/she have a wider perception, of course it again requires flexibility, consequently accommodate the partner’s ideas. In this endeavor both people have to learn to be compromisers. If a situation presents itself that has diverse ways of approach according to the different perceptions, after the sharing of the diverse perceptions, one of the partners will have to compromise their belief so as to avoid conflicting by endeavoring to see things from their partner’s point of view. Negotiation is also very important in arriving at a consensus over an issue in conflict (Phobias-help.com, 2010). After the partners agree that they can never think the same, they should negotiate for a common ground. This is achievable by avoiding competition of ‘whose idea wins’ for such will extrapolate a conflict.

5.0 Conclusion

Conflicts in the society are inevitable, but with the right intervention measures they can be reduced. Relational conflicts between men and women have been so pronounced some times leading to loss of life and property. Many marriages have been broken since the parties involved could not bear the diversity of perception. Men and women continues to conflict because of their dissimilar takes over issues of life. Studies have identified that men and women have different biological makings that causes perceptional differences. The perceptional differences act as sources of conflict.

For fruitful coexistence between different sexes there is a need of acceptance of our diversified perceptions in order to develop mutual existence mechanisms. People should employ all the available resources that will facilitate understating acceptance and mutual relationships between sexes. If the parties in conflict were to accept their differences and face them together without pointing figures at each other and ensure that communication between them is kept on toes overcoming the challenges would not be a big deal. There is no solution that can never be reached if people would learn to be listeners, flexible and accommodating of their partners (Corner, 2008).

6.0 References

Academic Leadership. Com. (2010). Conflict Resolution Menu. Retrieved on February 1, 2010 from: http://www.ohrd.wisc.edu/onlinetraining/resolution/aboutwhatisit.htm

Booth, Crouter, & Clements. (2001). Couples in conflict: Penn State University Family Issues Symposia Series. New York NY: Routledge.

Cameron, D. (2000), Good to talk? Living and working in a communication culture. London: SAGE.

Corner, M. (2008). Understanding the Difference between Men and Women. Retrieved on February 1, 2010 from: http://www.crisiscounseling.com/Relationships/DifferencesMenWomen.htm

Gilligan, C. (1982). In a different voice: psychological theory and women’s development.

London, UK: Harvard University Press.

Greenberg, Bruess, Conklin. (2007). Exploring the dimensions of human sexuality. New Jersey, NJ: Jones & Bartlett.

IFU (INTERNATIONAL FEDERATION OF UNIVERSITY WOMEN). Workshop on Conflict Resolution Facilitator’s Guide. Retrieved on February 1, 2010 from: http://www.ifuw.org/training/pdf/conflict-facilitator-2001.pdf

Kuriansky, J. (2001). The complete idiot’s guide to a healthy relationship. Complete idiot’s guide to. New Jersey, NJ: Alpha Books,

Legato, M. & Tucker, K. (2005). Why men never remember and women never forget. Washington, DC: Rodale.

McCarthy, M. (2005). Women’s brains are different from men’s – and here’s scientific proof. Retrieved on February 1, 2010 from: http://www.independent.co.uk/news/science/womens-brains-uareu-different-from-mens-ndash-and-heres-scientific-proof-870849.html

Peterson, J. (2007). Female Perception vs. Male Perception. Retrieved on February 1, 2010 from: http://www.lifescript.com/Life/Relationships/Marriage/Female_Perception_vs_Male_Perception.aspx

Phobias-help.com. (2010). How Do You Deal With Conflict? Retrieved on February 1, 2010 from: http://www.phobiashelp.com/effective_communication_skills/How_Do_You_Deal_With_Conflict.html

Renato, M. & Sabbatini, P. (2003). Are There Differences between the Brains of Males and Females? Retrieved on February 1, 2010 from: http://www.cerebromente.org.br/n11/mente/eisntein/cerebro-homens.html

UNESCO. (January 2002). Best Practices of: Non-Violent Conflict Resolution in and out-of-school. New York, NY: United Nations Education Science and Culture Organization.

Yarborough, M. (2006). Differences in Men & Women’s Perception. Retrieved on February 1, 2010 from: http://etransgender.com/viewtopic.php?f=1&t=197

Relational Conflict Between Male And Female Essay

Workplace Diversity Sample Essay

Workplace Diversity Sample Essay

Many complex issues are covered by the term diversity. A diversified staff comprises of individuals from various upbringings inclusive of spiritual opinions, ethnic characteristics and economic backgrounds. Embracing diversity brings strengths to the workplace, below are steps in the embracement of diversity in a workplace.

A well-oiled working team embraces respect, tolerance and compassion as its core values which is a big step in the adoption of diversity in a workplace. Being pre-emptive in accepting all types of individuals who convey significance to the organization and encouraging strong relationships which creates a conducive environment for the workers to learn from each other for the better good of the organization is pretty cool.

Various religions have different beliefs. Recognizing this will bring a sense of belonging to the members in the organization as everybody will feel appreciated despite their religious affiliations ( Dike, 2013). People from different religions may need extra considerations hence being aware and sensitive of this is a good thing. For example, some may need a few minutes of the working hours to go and pray. When such is respected, everybody plays his part and harmony is strengthened thus producing great results.

Communication is key for the progress of any given organization. Granting every member of the organization freedom to express their feelings towards any given issue affecting them as a taskforce is a big step. The members should be able to understand and interpret the strategies and organizational moral beliefs and clarify any unclear issue. Any ambiguities and misunderstandings identified should be addressed by involving all members in giving different opinions on resolution methods.

The value of identifying individuals not based on labels is a good thing in a diverse working team. Setting up time in arranging relationship-building exercises will be of great help in appreciating people from different cultures ( Hudson, Jr., 2014). Having enough knowledge on different cultures will help in the approach of handling different issues while recognizing cultural differences. No member should be treated or judged based on their cultural practices but respect should be paramount.

In conclusion, the advantages of embracing diversity in a workplace should not be underestimated. Diversity in a workplace conveys a range of awareness, know-how and diverse perceptions. Fostering a functional atmosphere that appreciates variances will lead to the success of the organization.


Dike, P. (2013). The impact of workplace diversity on organisations. ARCADA, 1-59.

Hudson, Jr., S. W. (2014). Diversity in the Workforce. Journal of Education and Human Development, 1-10.


Workplace Diversity Sample Essay

Microbiology Research Example Paper

Microbiology Research Example Paper













Institution Affiliation











Question 1

Antigens have the ability to stimulate an immune system. Due to their different surface features, they result in specific responses. The primary immune system occurs when an antigen comes into contact with the immune system for the first time. During this specific time, the immune system has to come up with a way recognizing the antigen. Through this, it is able to make an antibody against the antigen and finally produces memory lymphocytes. Memory lymphocytes are very important as they recognize an antigen introduced into the body during a prior infection. Secondary immune response on the other hand occurs when an individual is exposed to the same antigen for the second, third and fourth times. At this given point, the body is already aware of this antigen. Therefore, immunological memory is established enabling the immune system to start making antibodies instantly. The initial response to a vaccine is similar to that of the primary response upon first exposure to a pathogen. However, the purpose of vaccines is to prime the body so that when an individual is exposed to antigens, their immune system is able to respond rapidly and hence destroying the pathogen before it causes disease.

Question 2

Major histocompatibility complex is a group of genes that code for proteins found on the surface of cells that assist the immune system in recognizing foreign materials. These proteins are found in all higher vertebrates. There exists two types of MHC proteins, class one and two. Class one molecules lengthen the membrane of almost all cells in an organism while class two molecules are restricted to cells of the immune system. MHC molecules are very important as they enable lymphocytes to detect cells capable of causing infectious diseases. Besides, the lymphocyte recognizes foreign substances attached to the MHC molecule and binds it thus stimulating an immune system. Lack of production of MHC molecules would mean that the immune system of the person involved is weak. Such a person is prone to diseases causing infections and thus his health is I danger. Additionally, if such a person gets infected, he could easily lose his life as his body lacks ability to fight diseases.

Question 3

T cells are very important in the body of any vertebrate.As part of the immune response, they have the capability to recognize and get rid of infected cells. They are also helpful to other significant cells due to their ability to produce antibodies.  In some cases, the T cells, enhances the immune response and especially after elimination of an infection. Additionally, most of the adaptive immune responses require these cells for them to be initiated. Indeed, these cells are also very important when it comes to elimination of pathogens that are found within cells.

Question 4

Dendritic cells are very basic when it comes to the initiation of primary immune responses. These cells are very important due to their ability to stimulate naïve T cells hence very essential in the production of adaptive immunity. They are also play a significant role in influencing how cells respond to the innate immune system. It also creates an opportunity for the production and development appropriate vaccinations which enables the body to develop secondary immune system thus responding rapidly to germs causing diseases.

Macrophages play a substantial role in protecting the body against foreign substance that would result to diseases. They play the role of a defender due to their ability to engulf phagocytosis from parasites and microbes. They are capable of regulating lymphocyte initiation and production and also vital in the activation of T lymphocytes by antigens. In addition, macrophages kill consumedmicroorganisms.

Neutrophils plays a substantial roll in killing of germs causing diseases. Due to their abundance, they are capable of combating and killing any foreign material which would otherwise weaken the immune system and thus expose the body to various diseases.  Neutrophils are also heavily armed. They contain natural antibiotics capable of killing and destroying any foreign material in various ways. In addition, neutrophils are the first cells to reach any infected part of the body. As a result, they keep the body safe until a sturdy immune system is adapted by the body. Finally, they are ready to give their lives so long as the body remains from diseases and infections.

Mast cells play a significant role in defending the body against infectious diseases.  For instance, they are well positioned to serve as immune sentinel to respond directly to foreign materials capable of causing diseases and also warns other tissues so that they can innate adaptive immune system. They are also actively involved in killing of organisms by phagocytosis.

The roles of eosinophil varies significantly as some are very similar to those of other blood cells.  However, they are actively involved in making permanent pathologic changes, modulating inflammatory responses and participates in instant allergic reactions.

Natural killer cells, play a substantial role in the host rejection of both tumour and cells infected with virus.  They prevent and contain virus causing diseases while the adaptive immune response generates certain T cells capable of combating the disease in question.




Microbiology Research Example Paper

Formative and Summative Assessments Sample Essay

Formative and Summative Assessments Sample Essay

Assessments allow both instructors and learners to monitor progress towards achieving learning objectives. Formative assessment focuses on tools used in class that identify learning gaps while assessing methods to close such gaps. Summative assessment evaluates the students’ learning at the end of the course.

Formative assessments involve a range of approaches such as group deliberations and tests intended to spawn response on the productivity of learners. This is mostly done to enable the tutors to identify the students’ weaknesses and make the necessary alterations in their teaching methods for the greater good of the students (Kharbach, 2014). Besides, it is based on students’ knowledge of different topics. Both the tutors and the learners are engaged in decision making regarding learning. Summative assessment, on the other hand, provides educational stakeholders such as teachers, students, and guardians with a comprehension of the scholars’ general education. These assessments may be in terms of essays, projects, and presentations.

Formative assessments are used by educators and learners to measure the understanding of the students on a given subject. If the teachers realize that the understanding of the students is low, they can come up with practices such as speed tests to ensure that the students understand what they have been taught (Chappuis & Chappuis, 2008). Summative assessments, on the other hand, provides teachers and students with information about the attainment of content knowledge.

Informative assessment information must be provided through instruction charts that allow for response to student needs. Through this, students can read and understand what is expected of them to achieve the desired results (Chappuis & Chappuis, 2008). On the other hand, summative assessment evaluates the performance of the student by associating it to some standard.

In conclusion, Formative assessments involve a range of approaches such as group deliberations and tests. Summative assessment, on the other hand, provides educational stakeholders such as teachers, students, and guardians with a comprehension of the scholars’ general education.


Chappuis, S., & Chappuis, J. (2008). The Difference Between Summative and Formative. Informative Assessment , 14-19.

Kharbach, M. (2014). Summative vs Formative Assessments. Educational Technology and Mobile Learning, 1-5.



Formative and Summative Assessments Sample Essay

Desert and Dryness Essay Sample

Desert and Dryness Essay Sample











Institution Affiliation









            United Nations Environmental Programme was formed in 1972 and mandated with the role of identifying and analyzing global environmental problems. Additionally, the body has the role of assisting third world countries in implementing environmentally sound policies and practices. The body has its headquarters in Nairobi Kenya. UNEP aims at conserving the environment in a series of ways.

Deserts are associated with dryness, seasonal high temperature, very low rainfall, and a high evaporation rate. A desert is mostly found in areas with high pressure.  Rainfall and temperature in deserts are influenced by climate changes(World Commission on Protected Areas, 2011). For instance, interrelated ocean-atmosphere systems make deserts drier hence reducing the diversity of their ecosystems.  Desertification is caused by several reasons;

Overgrazing is a leading cause of desertification. Presence of too many animals in one area exposes the given environment to desertification. These animals eat all the vegetation in that area leaving the ground bare exposing it to soil erosion through strong winds and water. Additionally, as a result of overgrazing, vegetation is not given time to grow due to the continuous presence of the animals. When strong winds blow, soils particles and especially the topsoil is carried away leaving the land bare and unproductive. Running water also acts as an agent of soil erosion (Bhaker & Parwal, 2016). When the fertile soil is carried away, the land can no longer support the growth of any plant and eventually it becomes a desert.

Cutting down of trees or simply deforestation cause desertification. Trees are cleared for different reasons. For instance, they are cut for commercial use such as timber and firewood. They are also cleared to create land for settlement due to the increasing number of people in a given region. Cutting of trees causes the concentration of carbon dioxide in the air which is harmful to both human and animal life. Trees also hold the soil firm thus preventing it from being carried away by either water or strong winds(Bennett, 2017). However, whenever they are cut, the soil is left exposed to agents of erosion. Additionally, trees attract rainfall through completion of the water cycle which means whenever they are cut down, little or no rainfall is experienced leading to desertification.

Poor farming methods contribute to the spread of desertification. Some farmers lack basic knowledge of the importance of crop rotation (World Information Transfer, 2019). When the soil is completely drained of significant nutrients, it does not support the growth of plants. The land is, therefore, left bare exposing it to agents of soil erosion.

Urbanization leads to clearance of important plantations such as forests. Trees are cut down to create room for the construction of modern buildings. The soils are left bare and the buildings constructed cannot hold the soil firm and complete the water cycle leading to rainfall (Wang, et al., 2018). Additionally, some of the wastes released from the industries carry toxic materials harmful to plant life. The toxic wastes end up eliminating the remaining plantations hence leading to desertification.

Natural disasters also contribute to the spread of desertification. Long periods of sunshine make plants to dry up exposing the land to desertification. Additionally, floods sweep away all the plants in the lands leaving it bare for desertification to set in(UNEP, 2010). As a result of such disasters, human beings are left with little or no ability to reclaim the land already encroached by the desert.

Desertification has substantial effects on both the environment and the people. As a result of desertification, farming proves futile. The land is bare and there lacks adequate rainfall to support the growth of plants(World Commission on Protected Areas, 2011). People and animals are therefore exposed to hunger and starvation which can lead to loss of lives. Communities which depend on farming as their main economic activity are subjected to abject poverty as a result of lack of income.

When large areas of land become deserts, populations migrate to other areas leading to overpopulation. Overpopulation leads to a shortage of food due to limited farming lands. Moreover, as a result of overpopulation, people are exposed to poor living conditions leading to crime (World Information Transfer, 2019). Crime, on the other hand, leads to insecurity and a state of disorder in the society hence dragging the rate of development down. Plant life also plays a substantial role in the water cycle. When a region becomes a desert, there is a shortage of rain and the quality of rain experienced if any is of low quality thus unsuitable for human consumption. However, desertification can be remedied by adopting the following;

Farmers should be taught on suitable farming methods. They should be given enough knowledge of how long they should carry out farming on a certain piece of land. They should also be taught on the importance of crop rotation to prevent exhaustion of important nutrients from the soil which can lead to the death of plant life(UNEP, 2010). Recommended methods of farming should also be introduced and taught to farmers and especially those with little or no education.

Land rehabilitation efforts should be emphasized on to eradicate desertification. This could be by reclaiming land through afforestation. Planting of new trees can restore the forest covers and hence eradicate soil erosion and reinforce the water cycle. The relevant authorities should come up with strident measures to deal with those cutting trees and engaging in unfriendly environmental practices.     Technological advances should be made to ensure that the environment is not affected by human activities. For instance, if there is a need to create space for any activity, trees should not be cut down but should be uprooted and planted in other areas(UNEP, 2010). Alternative methods of tackling the issue in hand should also be applied instead of cutting down the vegetation. People should also be taught on the importance of carrying out controlled grazing to keep the environment free of desertification.

United Nations Environmental Programme plays a significant role in the preservation of the environment for the better good of society (UNEP, 2015). For instance, it protects certain natural habitats such as forests from encroachment. This is in an attempt to ensure that important species are maintained and the environment remains suitable for human survival.

Education can play a pivotal role in eradicating the menace of desertification. Through education, people can realize different ways of conserving the environment for the greater good of future generations( THE CLIMATE CHANGE EDUCATION PARTNERSHIP ALLIANCE, 2017). Irrigation schemes can be set in the dry areas through which growth of plantations will improve and hence improve the water cycle. Food security will also improve as the irrigation schemes will be used to grow crops for animal and human consumption.

In conclusion, human activities play a significant role in climate change and desertification. The rate of desertification is increasing at an alarming rate necessitating the need for strident measures to be taken to deal with the situation before things get out of hand. All stakeholders should join hands to save the environment for the greater good of society.




Bennett, L. (2017). Deforestation and Climate Change. The Climate Institute, 1-17.

Bhaker, D. R., & Parwal, M. (2016). Desertification – Causes and Impacts. Allied Journals, 1-3.




UNEP. (2010). Natural disasters and desertification. UNEP, 1-14.

UNEP. (2015). The United Nations Environment Programme and the 2030 Agenda. UNEP, 1-8.

Wang, L.-Y., Xiao, Y., Rao, E.-M., Jiang, L., Xiao, Y., & Ouyang, Z.-Y. (2018). An Assessment of the Impact of Urbanization on Soil Erosion in Inner Mongolia. Environmental Research and Public Health, 1-13.

WELLBORN, M. (1912). THE EVENTS LEADING TO THE CHINESE EXCLUSION ACTS. The Historical Society of Southern California, 49-58.

World Commission on Protected Areas. (2011). World Heritage Desert Landscapes. World Commission on Protected Areas, 1-50.

World Information Transfer. (2019). Desertification: Its Effects on People and Land. World Information Transfe, 1-16.













Desert and Dryness Essay Sample

Poverty and Crime Relationship Sample Essay

Poverty and Crime Relationship Sample Essay









Poverty and Crime


Institution Affiliation








Poverty and Crime

There exists a substantial relationship between poverty and crime. Poverty denies individuals an opportunity to access basic life necessities such as proper housing, quality education, proper clothing and good food. Absence of these commodities bleeds a sense of anger and envy which leads the affected into indulging in criminal activities to acquire their basic needs.

Jealousy and envy are two toxic emotions capable of fueling negative behavior leading to crime.  Jealousy and envy gives individuals the desire to preserve or to retain a possession that doesn’t belong to them(Starkey, 2015). This leads to criminality as the individuals involved are capable of doing anything to acquire the possession in question. However, their actions cause pain and anguish on the affected parties. For example, Daniel Starkey’s desire to be in possession of computer games, movies and games which his peers accessed and he could not drove him into engaging in piracy.

Crime offers a way in which poor people can obtain material goods that they cannot attain through legitimate means. Lack of adequate money subjects people into abject poverty.Therefore, individuals become hopeless and can only engage in criminal activities to acquire some basic needs(Iyer & Topalova , 2014). The results of the committed crime has big impacts on the affected. For instance, Daniel Starkey’s acts of piracy had negative impacts on the owners and producers of the content materials he used to pirate.

The neighborhood and the people one relates with plays a big role on how one behaves. If an individual is brought up in a neighborhood where poverty is prevalent, such an individual is likely to engage in crime(Starkey, 2015). This is because poverty goes hand in hand with violent crimes. Additionally, if one relates with individuals who commits crime, he or she is likely to indulge in crime. For example, Daniel Starkey was brought up in a neighborhood with poverty prevalence. Quality education was unavailable until he got accepted into a charter school where he could not afford even a school uniform. He therefore had to engage in piracy to acquire some of his basic needs.

In conclusion, poverty and crime are closely related. Lack of basic needs triggers individuals into engaging in crime to acquire basic necessities. It is therefore the role of the government to address the issue of poverty in order to curb the rate of crimes eternally.




Iyer , L., & Topalova , P. (2014). Poverty and Crime. Havard Business School, 1-46.

Starkey, D. (2015). piracy gave me a future. piracy gave me a future, 1-3.








Poverty and Crime Relationship Sample Essay