Promoting Mental Health And Well Being Families Social Work Essay

Promoting Mental Health And Well Being Families Social Work Essay According to the World Health Organisation mental health is a state of well-being in which the individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community. According to the North Western Health Board (NWHB) mental health affects our feelings towards others and it also effects how at ease we are with ourselves. Mental health also affects some of our everyday skills, such as interacting with others around us; maintain relationships with people, whether it is intimate relationships or family relationships. Mental health can also affect the way we deal with certain events in our lives. Changes such as bereavement in a persons life or losing or starting a job can have different have a different effect on different people at different points in time. According to Barry Jenkins there are three levels at which the protective and risk factors work. These three levels are known as Individual, social and structural. According to the NWHB each level is supported and reinforcing each level, thus strengthening them. By strengthening human beings we are trying to increase self-confidence and develop their abilities and skills, such as interaction with other people and developing skills to help sustain relationships. Protective factors The following protective factors are based on an individual level. Some of the protective factors are having good coping skills, having good social skills Good Coping Skills If a person is good at dealing and handling certain situations in life, this can be a huge help in relation to combatting mental illnesses. If a person can manage to deal with a certain situation which they may be experiencing without getting too worked up or letting it get them down, this can have a positive effect on their life. If a person can be optimistic about a situation and try to look on the bright side of things and realise that they will come out the other end and that things will get more positive and that they may have a brighter future in front of them, this can only have a positive effect on somebodys life. Social Skills A person that has the ability to fit into society and get to know people no matter where they go will hopefully never really experience isolation. Take for example a person moving to a new area that doesnt know anybody that lives in the area. If they have the skills to integrate themselves into that society and get to know the community they will more than likely be welcomed by members of that society. If a person makes themselves known within the community and gets involved in things going on within the community, isolation will not be a problem for them. For somebody that may be experiencing isolation this can have huge knock on effects on their mental health. If a person feels that they are alone and have nobody to turn to, this can lead to mental illnesses such as depression. I will now discuss some of the protective factors which are based on social level. Some of these are positive experiences of early attachment and positive attachment to family. Positive Experiences of Early Attachment If an individual whilst growing up and while they were children had positive experiences throughout their childhood, in relation to how close they were to their parents and if they had a good relationship can have huge effects on a person later in life. If a person has had a bad relationship with their parents this can have a huge knock on effect later in life. If a person feels that they were not accepted by their parents as a child this may lead to somebody suffering from depression as they may not feel wanted or accepted into society. They may feel that nobody is there for them. If they have had a bad relationship with their parents, they may also find it quite hard to develop an intimate relationship with somebody, as they may be afraid of having such a close relationship with somebody, as they have never experienced a relationship like this before throughout their lifetime. Attachment to family How close an individual is to their family is based on a social level according to Barry Jenkins. How close one may be to their family can have effects on one life. If a person knows that they have their family around them no matter what and that they will be there for them through the good times and the bad then the person knows that they are not on their own on life. They know that their family will stand by them no matter what. People experience so many problems in life, so it is good for an individual to know that no matter what they have a group of people around them that love and care for them, and will support them through lifes challenges. Supportive Social relationships Supportive relationships, whether it be family relationships or intimate relationships is another strengthening factor which can protect mental health. If a person knows that somebody is always there for them, through the good times and the bad and to help them carry heavy burdens which they will come across throughout life, is a huge help to them. I think right now throughout society, a large number of people are carrying heavy burdens in relation to unemployment and bills to be paid. If a person knows that they have someone to lean on and to help them along the way in life this can be a huge weight lifted off their shoulders. If a person has somebody that is supporting them, this means that they have somebody to talk to and discuss any problems that they may be experiencing. Something as simple as just sitting down and talking to someone about the problems you are experiencing in life can help protect a persons mental health. A problem may not seem as bad after discussing it with s omeone. As the saying goes a problem shared is a problem halved. I will now discuss some of the protective factors at a structural level. Some of these protective factors are economic security and employment. Employment Economic Security As we all know we are currently experiencing a severe fiscal crisis in this country. A lot of people are currently unemployed. According to the Irish National Organisation of the Unemployed (INOU) statistics in October of this year 420172 people were unemployed. This is a huge proportion of people in our society that are unemployed. Unemployment is a serious issue and is more than likely one of the leading causes of mental health problems in todays society. For those that are currently unemployed they are struggling to pay bills and meet repayments on mortgages. This can be a very worrying time for people and can lead to mental health problems. It can sometimes lead to people taking their own lives as they are unable to deal with the everyday realities of life and can see no other way out. In a recent article published by the Irish Examiner in June of this year stated that the economy and the current state that it is in is interconnected to the rise in young men taking their own live s. The newspaper article took figures from the Central Statistics Office (CSO) from 2009. The report stated that 443 males took their own life in 2009. This figure had increased by 15% from 2008. Approximately 40% of these men were out of work and 32% of them had previously worked in the building industry, according to Ella Arensman from the National Suicide Research Foundation (NSRF). It is clear to see there is a strong connection with men taking their own life and unemployment. I will now discuss some of the risk factors in relation to mental health. Some of these risk factors are school failure, social isolation and abuse and violence. School failure According to Barry Jenkins School failure is one of the risk factors in relation to mental health. School failure is based on a structural level. School failure can have negative impacts on people lives when it comes to looking for employment later in life. School achievement may not seem important but as people get older they realise how important it is. If a person fails again and again when it comes to trying to get a job this may have huge effects on their mental health. Social Isolation If a person is experiencing social isolation it can have huge effects on their mental health. Take example an elderly person that may have lead a very independent life ends up in long term care. This may lead to loneliness. If a person is in long term care they may be very dependent on someone to look after them and help them with their everyday lives. This can be a big change in a persons life and could possibly lead to depression in the long run. Abuse and Violence Abuse and violence can have a huge effect on a persons mental health. Emotional abuse such as bullying as we have seen over the last few weeks can have severe effects on a persons life. Over the last few weeks numerous young people under the age of eighteen have taken their own lives because of bullying. Obviously the bullying had a huge effect on their mental health and they could see no other way out. Conclusion From my essay it is clear to see that there are numerous strengthening and risk factors in relation to mental health. We as a nation and as individuals should be concentrating on the protective factors. In a report published by the Health Service Executive (HSE) it mentions that the World Health Organisation stated in a report that General Practitioners spend 30% of their time with patients that are dealing with a mental illness. This makes it clear to us that there are a huge number of people are dealing with a mental illness. According to the HSE Ireland has tried to increase peoples awareness of mental health and change their attitudes towards it. They have done this by developing documents such as A Vision for Change 2006 which is based on mental illnesses and mental health. A document titled Reach Out 2005 has being developed in relation to preventing suicide. These documents may change peoples perception of mental illness and they may not look at it in such a negative light. Th ere is a huge stigma attached to mental illness, so hopefully in time this stigma will no longer exist. Mental health can have serious effects on peoples lives. People should not feel ashamed if they have a mental illness. They should not have a stigma attached to them because of this mental illness. People need to be more open minded and not look down on people who are experiencing an illness in relation to their mental health. Hopefully in time the supports that people need will be readily available to them when they need it. A mental illness can be life changing, so for people to know that they have supports available to them on their doorstops can make a huge difference and can help them overcome their mental illness. Reference List Health Service Executive (2007) Mental Health in Ireland: Awareness and Attitudes, Dublin: Health Service Executive Margaret M. Barry and Rachel Jenkins (2007) Implementing Mental Health Promotion, Philadelphia: Elesevier The Irish Examiner (2012) Suicide rise is linked to economy, says study, [Online], Available: http://www.irishexaminer.com/archives/2012/0602/ireland/suicide-rise-is-linked-to-economy-says-study-195996.html [Accessed 21st November 2012] The Irish National Organisation of the Unemployed (2012) Live Register, Figures for the Year 2012 to date by gender, [Online], available: http://www.inou.ie/policy/statistics/liveregister/_figures=national_year=2012 [Accessed 21st November 2012] The North Western Health Board (2005) The North western Health Board Strategy Action Plan for the promotion of Mental Health, Dublin: The North Western Health Board The World Health Organisation (2005) Promoting Mental Health, Concepts, Emerging Evidence and Practice. Switzerland: World Health Organisation Tom, OG. (2012) Promoting Mental Health and Wellbeing, SPL308: Promoting Mental Health and Wellbeing in Families, National University of Ireland Galway, Unpublished

Prostate Cancer in African American Men Essay

Prostate Cancer is the gland below a man’s bladder that produces fluid for semen. Prostate cancer is common among older men. Prostate cancer is a silent killer, and because it grows slowly, many men have no idea it’s there It is rare in men younger than forty. Risk factors for developing prostate cancer include being over sixty five years of age, family history, being African American, and some genetic changes. There is an estimated of 241,740 new cases and 28,170 deaths from prostate cancer in the United States in 2012 (National Cancer Institute, 2011). Prostate cancer is the second most common cancer among men, behind skin cancer, and the second leading cause of cancer deaths among men especially in African American men. one out of six men will be diagnosed with prostate cancer during their lifetime. For example, if you’re at home having a cookout with 11 of your friends, it’s likely that two of you at some point in your lives will be diagnosed with pros tate cancer. and If you’re an African-American man, those odds increase to nearly one in five. Prostate cancer affects African American men twice as often as Caucasian men; the mortality rate among African American is also twice as high. African American men have the highest rate of prostate cancer of any ethic group in the world. In the African American community men are at high risk due to low socioeconomic status, and not getting cancer screening because of no health insurance. With the increased amount of men being diagnosed each year it is shocking that many men still avoid visiting the doctor because it makes them uncomfortable and they are afraid of what the results will be even when some clinics give free prostate cancer screening. While prostate cancer screening test can have abnormal results even when cancer is not present, it is important for men to have prostate screening done.prostate cancer is usually detected through screening, and there are two methods for early detection. The prostate-specific antigen test (PSA) is used, but there are many factors that can inf luence the outcome of the PSA test. Medications such as antihistamines, physical exertion or recent ejaculation can raise a PSA level. Another test for early detection of prostate cancer has been the digital rectal exam (DRE). Although, DRE is a better method for early detection, it is also a hindrance among men, particularly African-American men, to screening and early detection According to American Cancer Society (ACS) and American Urological Association (AUA), the PSA and DRE should be offered annually for all men beginning at age 50. However, they also recommend that African-American men with a family history of prostate cancer should begin testing by age 45. Early intervention is the key to a 5 year survival rate. Prognosis of prostate cancer diagnosed at an early stage is noted as being optimistic. Despite these credible statistics, free prostate cancer screening and early detection remains a problem area for many health care practitioners when it comes to the African American population (Plowden 2009) Madeline Leininger’s Sunrise Model has been used in many studies over the past twenty years. Between 1999 and 2008, over 200 citations of articles were noted using Leininger Theory (McEwen, 2011). She postulated that nurses should attempt to increase knowledge related to the care of people who value their cultural heritage and way of life (McEwen, 2011). The Leininger Sunrise Model of cultural diversity is used to obtain compliance with prostate cancer screening among African-American men; the goal has been to build a relationship of cooperation between clients and health care workers. Educating the men as well as examining their fears and anxieties is useful in removing barriers of resistance and gaining trust, thus empowering the client (McEwen, 2011). The Health Belief Model (HBM) â€Å"postulates a person’s perception of disease threat and benefits of taking action will predetermine taking action† (Rivers, 2009). The HBM is used to determine the African American male understanding of prostate cancer and to identify factors that would motivate that populatio n to seek screening and treatment of prostate cancer. The HBM has been used to design intervention to educate as well as facilitate access to screening and treatment (Rivers, 2009). Leininger’s Theory of cultural care diversity is a middle range theory that is based upon the major concepts of culture, culture care and understanding the differences as well as the similarities to transcultural human care. Her other major concepts of transcultural care are, caring, and ethic views, the system of health care, the professional system of care and culturally congruent nursing care. (McEwen, 2011) The strength of Leininger Theory lies in the fact that it is a holistic theory seeking to cover both the diversity and universality of nursing care concepts. Caring aspects within and between cultures must include the acknowledgement of the similarities and differences. The theory has been widely used within the credibility and confirm ability of data gained from research (McGee, 1994). Because the Leininger Theory places emphasis on cultural s ensitivity and cultural congruence, it can be said that cultural knowledge will improve care. However, because the approach fails to take into account a political and structural inequality of minorities and focuses on differences and deficits, it can be construed that the culture itself is the problem. The possibility of reinforcing stereotypes and increasing the gap between provider and patient may actually make the care aspect less than culturally safe (Orià ¡, 2005). Leininger Theory can be used in a wide range of modalities when considering the problem of prostate screening. When examining the focus of this clinical problem i.e., how to get increased participation from a high risk group to prostate cancer screening, Plowden reached several conclusions that are applicable to today’s practice for advance nurse practitioners. For example, African-American men were more likely to seek screening and participate in the treatment process if 1.) There was a perceived susceptibility to prostate cancer and that threat was perceived as severe in life threatening or disabling . 2.) There were perceived benefits to the screening such as early detection and accurate diagnosis. 3.) There were no perceived barriers. 4.) Sufficient triggers need to exist to motivate behavior (Plowden, 2009). When applying these findings to advanced nurse practitioners’ practices, it can be said that men in the high risk groups must first be educated on the risks of prostate cancer. They need to understand the implications involved with failure to be screened. Early detection and accurate diagnosis are very important to the 5 year survival post diagnosis. Screening is essential to the quality of life for a person diagnosed with prostate cancer. For example, lifestyle changes would have to be made after a radical prostectomy versus a chemo radiation treatment of a localized slow growing tumor. When health care professionals can successfully manage to remove or go around barriers, whether real or perceived, the goal of seeking medical intervention is improved. Health care professionals can attempt to established sufficient triggers so that the behavior can be motivated to attain compliance to screening. The advanced nurse practitioner’s challenge will be to first establish trust and reputation as a caregiver who cares and is approachable; educate the population of the high risk group to the benefits of early detection versus late discovery; provide easy access to screening and the follow up phase of the intervention; and maintain confidentiality. Peer group discussions with professionals have shown to aid in getting better compliance (Plowden, 2009). The African-American males’ decision making process when considering prostate cancer screening is influenced greatly by cultural mores and beliefs. These cultural beliefs often lead to a lower rate of compliance to free screening versus all other races i.e. Caucasians, etc. Leisiniger’s cultural diversity theory can be used to effectively educate and increase compliance by teaching practitioners ways to overcome these cultural barriers. By following the concepts of care, caring, and understanding feelings of self, as well as the feelings of others, it is possible to overcome cultural barriers. Works Cited Cherath, Lata, et al. â€Å"Prostate Cancer.† The Gale Encyclopedia of Medicine. Ed. Laurie J. Fundukian. 4th ed. Vol. 5. Detroit: Gale, 2011. 3578-3584. Gale Virtual Reference Library. Web. 7 Dec. 2012. â€Å"LATEST RESEARCH: Faster Prostate Cancer Growth In Black Men?.† Prostate Disorders (2011): 31. Health Source – Consumer Edition. Web. 7 Dec. 2012 â€Å"Prostate Cancer.† National Cancer Institute. SEER Cancer Statistics Review, 1975-2009 (Vintage 2009 Populations), National Cancer Institute. Bethesda, MD, n.d. Web. 7 Dec. 2012. .

Educational Technology Essay

With the passage of time, the advances of technology are making their presence felt in every walk of life from space exploration to clean a room. The central though behind these technological advances is to make life more comfortable, efficient, and safe. As such technology is an integral part of daily workaday life. Newer forms of technology are being introduced with improved rates of efficiency, safety, and comfort. In this regard, inclusion of technology in education has also become the hard norm of the present educational system of such a country as the United States of America with the same focus as quoted above. Henceforth, all important areas of educational development have been hinged with the inclusion of technology. One such area of focus today, with regard to the inclusion of technology in education, is the educational development of the disabled and other disadvantage students’ enhanced learning. The present paper examines in detail the inclusion of technology in education with relation to the learning of disabled and disadvantaged students. The paper first of all discusses the present literature on the present state of educational technology and disabled learners; furthermore, the present paper specifically examines studies conducted in the same area to investigate the legitimacy on educational technology inclusion to teach the disabled students, say, English language, and see what difference the technology inclusion makes upon the learning of the students. Literature Review In the past several decades, changing perspectives on the use of technology inclusion in education for the disabled students has caused the curricular guidance to undergo changes that are significant on their own. It was in the time of the 1970s and the 1980s that parents and teachers came to realize the vision that graduating students with disabilities could now go on living and working in the general community environment with some support that differed according to individual. This vision, then, bypassed the shelters of workshops, centers for day treatment, and other massive settings for residential purposes which were indispensable for the previous students. This revolutionary vision then gave birth to â€Å"the development of curricula that were relevant to students’ functioning to everyday life† (Davern, et.al, 2001). In addition to the above, the Individual with Disabilities Education Act (IDEA, 1997) also paved the way for the educators to look for technology inclusion that can boost up learning in the disabled students; hence the premise of this act is that: A free and appropriate public education will be provided for all children with special needs. IDEA 97 emphasizes the participation of students with disabilities in the general curriculum and requires that Individualized Education Program (IEP) teams make many decisions that support and encourage student performance in the general curriculum and general education classroom (Robinson, et.al, 2002). However, when it comes to the participation of the disabled students in the learning of more complex cognitive content (say reading comprehension or learning vocabulary, and so on) with the mainstream education, with their peers, it is seen as an obstacle that these students show a difference of learning from their peers. Hence there are various involvements made by researchers. These interventions focus on overcoming these differences among the two types of learners. â€Å"Curriculum-based assessment†, â€Å"Direct instruction curriculum design†, and â€Å"learning strategies Deshier† are some of them (Carnine, 1989). Today, as such, technology is fast becoming the norm of the area of educating the learners with disabilities. The times of the twenty first century has given rapid rise to technology integration in education. Henceforward, as Dr. Frank B. Withrow, Director of Development Able Company Washington D.C. (2000) notes that â€Å"Technology predictions for the 21st century include sensory prosthetic devices for disabled people. This may be one of the most significant factors in providing all children an equal and appropriate education.† He further points out that â€Å"Cochlear implants are already providing many hard of hearing youngsters with functional hearing.† Moreover, â€Å"Speech synthesizers give voice to mute individuals. New developments in microelectronic lenses may enable a large number of visually disabled people to read printed books† (Frank, 2000) However, it is another thing to investigate the integration of technology and its feasibility with the production: effectiveness of technology with regard to the learning rate of the students with disabilities. In the later part of the paper I would examine the role of technology in relation to this very theme. I would discuss the role of the educational software for the special education. Educational Software and Special Students Today, like all other areas of education, special education is also influenced by the introduction of newer and newer software that provide the educators the opportunities to better teach the disabled students so that their learning can be worth it. Since commercial software for education usually shapes the center of instruction which is technology-based in special education (also for general classroom education), there is a very rapid race among the educational authorities to obtain the most effective and result-oriented software. However, with the advances made in this area, there are certain concerns raised by the educators and researchers about the feasibility of these software packages with regard to effective learning among the disabled students. In this connection, the most common practice found among the educators is that they â€Å"rely on experts in commercial businesses to produce quality educational software for classroom use, with the assumption that the software has been designed to meet the unique learning needs of the population of students for whom it is targeted† (Boone, et.al, 2000). In other words, the consumers of the software assume that the software was properly designed and developed with a population being the focus of that software, for example, students with disabilities, junior school students, students learning English as a second language, and so forth. The net result that these consumers anticipate from the software obtained, as such, is that it will help them improve the learning capabilities of their students – in our case students with learning disabilities and disadvantaged students. On the contrary, Boone et al. (p. 109, 2000) observe that though many of the software developers are aware of the fact that consulting educational experts and researchers is way important in order to develop a result-oriented, population-targeted software, â€Å"some companies still develop software without taking into account education factors that may affect learning† (Boone, et.al, 2000). They point out three major areas regarding such software development for the disabled students, which were major concerns of the educators: 1) The developed software did not have a theoretical base for its formation; 2) There is an overemphasis on such technical aspects of the software as high graphic designs and audio add-ons; and 3) The software development manifested an improper approach toward educational concerns. With these three major concerns, Boone et al. (2000) also list three major areas – investigated in a Delphi research study – which, according to educators, the educational software for the disabled students was proved to be lacking. These areas are: 1) The investigation revealed that software lacked an incorporation or association of higher-level of thinking; 2) The software also lacked a grounding in the educational research and pedagogical investigation of the related teaching content to the disabled students; 3) The last major area of lacking of the educational software for the disabled students was that the software lacked the inclusion of a number of different level skills which can be used to effectively meet an individual’s specific needs. Therefore, Forcier, 1999 (as cited in Boone et al. p. 01, 2000) notes that because of these so complex issues with regard to the educational software, it seems unclear as to which degree such educational improvisation is actually meeting the needs of the educators/teachers and their students. (Boone, et.al, 2000) Evaluation of Software Boone et al. (2000) point out the importance of the educational for the disabled students so that their feasibility can be put to a check. For the evaluation of an educational software, the authors state that many of the educational software developers and publishers are not providing enough information to the educators. This is a practical problem for the educators who opt for a specific software program available in the market suiting the needs of their educational context; however: (Boone, et.al, 2000) â€Å"Educators often find that software they have purchased is not adaptable, does not teach what it purports to teach, or does not support what is occurring in the classroom. For these reasons, educators must independently evaluate software by taking into consideration the following†. (Boone, et.al, 2000) 1) The educators must look for the software’s intended use by monitoring the help that the software lends to achieve their objectives; 2) Content which accompanies the software must be scrutinized; it is also seen whether or not the software has a teacher’s supplement for implementation; 3) â€Å"the instructional presentation and whether the software meets the principles of universal design (i.e., multiple representations of content, multiple means of expression and control, and multiple forms of engagement)† (Boone, et.al, 2000); 4) they should also go for software that is user-friendly: that is easy to use both by the teacher(s) and students; 5) the software should also provide considerable amount of documents and other support; 6) The software should also contain user inputs. With these areas in mind, the authors further come up with the evaluation criteria of the two kinds of evaluation of the software: formative and summative evaluation through the use of the software to make sure of its compatibility with the learning of the disabled students. I discuss both these steps of the evaluations separately so that a thorough understanding of the issue can be grasped. Formative Evaluation and Learning Software for Disabled Students To evaluate the efficiency of software for students with disabilities Boone et al (2000) state that the first and the foremost focus of the educators should be to take into account an area of the students’ learning and/ or other aspects of their life; this are can be the learning characteristics of those students; or their learning goals; or it can be the area of their social skills and goals, and so on. After this specification, the educators should put the software to test on a across-student level, that is to say: Software evaluation by students should involve a high-achieving student, a middle-achieving student, and a low-achieving student who all have a particular disability. This allows the educator to determine the software’s usability across students with a particular disability and, beforehand, to identify specific areas in the software with which particular students may need help (Boone, et.al, 2000). They also give a precaution to the educators that they should not count on the opinions of the parents of the students because it is possible that some software is not efficient to adults; however, the same is greatly enjoyed by the students.

My Impact On Student Learning Assignment On Our Weekly...

I chose to complete my impact on student learning assignment on our weekly spelling test. I choose our spelling test because we work on our words every day. I taught my students through spelling, phonics, and reading. First I had the students on the carpet to say their chunks. All their chunks were in their spelling words. Then I had my students focus on their phonics lesson for the week which was /er/, /ir/, and /ur/. I explained to the students that r is the boss and when it is standing by a vowel it makes one sound. Phonics was a very important component because the students needed to know about bossy r for five of their spelling words. After our phonics lesson, I gave the students a pretest. The pre-test had divided into two sections.†¦show more content†¦I think integrating technology into my lesson made it more engaging for my student. I noticed how they would sing the new song they learned all throughout the day. I put â€Å"Words With /er/† on the ELMO and ha d the students underline their chunks and double consonants. some of the words they recognized from their spelling list. I called on students one by one and asked them to help sound out the word. I then asked the student if the word had /er/. If the word had /er/ then the student would trace /er/. After every student had a turn the class read the words correctly. The students then took out their Basel books. I had the students point and read Kitten’s First Full Moon together again, twice. Their spelling homework was to write their words in ABC order. Wednesday, I made sure that the students chanted their chunks on the carpet. Then the students went back to their desks, they already knew what to do for spelling. I put our spelling poster up on the board had the students play Soccer with their spelling words. The phonics lesson for the day was the same as Tuesday except for wit /ir/ instead of /er/. I saw surprised that some of the students were still singing the bossy r song. When prompted all of the students could sing it. When we were reading our Basel books I would occasionally ask students to stop, point, and spell a word that was on their spelling test. For homework,Show MoreRelatedSylabus Essay3948 Words   |  16 Pagesjoy_parker@owens.edu Additional Contact Information: Reminder: You must email me using your Owens email, or I will not be able to respond to you. Catalog Description: A directed writing course, which continues the process of learning to read and critically engage various texts. Students write papers that summarize, critique, and synthesize sources, leading to researched and formally documented argumentation papers. Builds upon English 111 through its increased focus on academic argument and the processesRead Morecibm7098 Words   |  29 Pagesgeneric research methods used before analysing selected key contemporary issues in business and management. 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