Chpl500 Writing Assignments

Written Assignments Liberty Theological Seminary Chpl 500 Chaplaincy Foundations Review this document carefully, preparing early and in a timely manner is the key to success. Submit each assignment through the Assignments folder for the appropriate module. For each paper, follow the general guidelines (Services/Support area) and in the Additional Information folder (Course Content > Syllabus and Assignment Instructions). Module 1: Explain the early history of the chaplaincyRead carefully pages 1–68 (chapters 1–2) in Bergen’s text, â€Å"Emperors, Priests, and Bishops, Military Chaplains in the Roman Empire† & â€Å"The Liturgy of War from Antiquity to the Crusades. † A discussion of military chaplains in the Roman imperial period, that is, from approximately 27 BC–500 AD will be examined with all its difficulties involved. After completing your reading you will need to do the following exercises: †¢ Write a two-page paper, following Kate Turabian (6th ed. ) formatting style, explaining the use of religion in the early history of the chaplaincy.This assignment is designed to get you to think critically about how religion and those picked to provide religious activities grew into what is now called chaplains. Module 2: Evaluating the duties of chaplains from 1200-1600AD Read carefully pages 69–104 (chapters 3–4) in Bergen’s text, â€Å"The Medieval Military Chaplain and His Duties† & â€Å"Did the Nature of the Enemy Make a Difference? Chaplains in the Wars of the Three Kingdoms, 1642–49. † By the mid-thirteenth century, the sacramental and moral aspects of the chaplain’s office had achieved a firm basis in law.After completing your reading you will need to do the following exercise: †¢ Write a two-page paper, following Kate Turabian (6th ed. ) formatting style, on evaluating chapters 3-4 using the SWOT (strengths, weaknesses, opportunities and threats) of the cha plain’s duty during this period of history? This assignment is designed to get you to think critically about, the duties of chaplains during this period of history and to understand their difficulties surround their duties.Module 3: Evaluating the chaplains role during the Civil War Read carefully pages 105–140 (chapters 5–6) in Bergen’s text, â€Å"Faith, Morale, and the Army Chaplain in the American Civil War† & â€Å"In the Service of Two Kings: Protestant Prussian Military Chaplains 1713-1918. † During the Civil War, a total of approximately 2,500 men served as chaplains in the Union Army. Many of them experienced serious problems and concerns during this period of history. After completing your readings you will need to do the following exercise: †¢ Write a two page paper, following Kate Turabian (6th ed. formatting style, on the responsibilities and duties of the Civil War Chaplain. This assignment is designed to help you understa nd the awesome duties these men had to carry out as chaplains and all the issues that so divided our country during this time in American History. Module 4: Evaluating German Chaplains and their legitimacy Read carefully pages 141–186 (chapters 7–8) in Bergen’s text, â€Å"Where’s the Padre? Canadian Memory and the Great War Chaplains† & â€Å"German Military Chaplains in the Second World War and the Dilemmas of Legitimacy. Chaplains in the German Army experienced many issues, one of which was their legitimacy as ministers and priest. After completing your readings you will need to do the following exercise: †¢ Write a two-page paper, following Kate Turabian (6th ed. ) formatting style, on the Pro’s and Con’s on the legitimacy of German Chaplains. This assignment will center your focus on how can ministers serve as chaplains under a dictatorship and still be legitimate chaplains. Module 5: Evaluating chaplains during the Vietnam EraRead carefully pages 187–232 (chapters 9–10) in Bergen’s text, â€Å"We Will Be: Experiences of an American Jewish Chaplain in the Second World War† & â€Å"Clergy in the Military—Vietnam and After: One Chaplain’s Reflections. † As you read about a Jewish chaplain’s experience, it is vital to remember that chaplains are to provide â€Å"freedom of the exercise of religion† to all military members and their families and all DOD employees. What does this really mean? If you are a protestant chaplain, do you have to become a catholic chaplain or Muslim, etc.? Pluralism is important.You should understand the duties you are to carry out under this term. These two chapters and your written assignment should assist you. Once you have finished your reading assignment, you will need to do the following exercises: †¢ Write a two-page paper, following Kate Turabian (6th ed. ) formatting style, on the topic â€Å"What is p luralism? † You may use other resources not included in this course to assist you in this assignment. Module 6: Evaluating chaplains from morale builders to moral advocates Read carefully pages 233–270 (chapters 11–12) in Bergen’s text, â€Å"From Morale Builders to Moral Advocates: U.S. Army Chaplains in the Second Half of the Twentieth Century† & â€Å"In Place of an Afterword: My argument with Fr. William Corby, C. S. C. † Chaplains are essential to Commanders, to First Sergeants, and to their parish on moral issues. With today’s morals changing from day to day and from court to court rulings, it is vital that chaplains know and understand moral issues and be ready to speak out on them as they relate to the military service. Once you have finished your reading assignment you will need to do the following: †¢ Write a two-page paper, following Kate Turabian (6th ed. formatting style, on why is it important for chaplains to addres s moral issues with their commanders and parish. This assignment is designed to help you understand that chaplains are moral advocates and must address the key moral issues of our day. Module 7: Identifying the USAF, USA, & USN Chaplain’s Role of Today Watch carefully the video clips on the various Armed Forces Chaplain Services and take notes about their history and the duties of the chaplains.After completing your viewing you will need to complete the following assignments: †¢ Write a two-page paper, following Kate Turabian (6th ed. ) formatting style, on one of the Branches of Service and discuss the Chaplain’s Ministry in the areas of Worship, Counseling, Visitation, and Readiness-War-Time Preparedness. You may choose the USA, USAF, or USN to write about. You do not have to write on all three; choose only one branch of service to discuss. The purpose of this assignment is to aid students in a better nderstanding of how a chaplain’s role and duties diffe r depending on which branch one serves in. Module 8: Evaluating the Geneva Convention Read Articles 1–45 on the following website of the Geneva Convention and be prepared to explain the chaplain’s role as a POW. History has proven that chaplains are a vital resource during wartime, and especially in a POW Camp. The Geneva Convention lays out the roles and responsibilities of chaplains when captured and placed in a POW Camp. It is of most importance that chaplains know the GC guidelines as they relate to them.This assignment will assist you in understanding your role as a chaplain in a POW Camp. After reading your assigned readings on the articles of the Geneva Convention, you will need to complete the following assignments. †¢ Write a two-page paper, following Kate Turabian (6th ed. ) formatting style, on the importance of the Geneva Convention as it relates to chaplains who are POWs. This assignment is designed to underpin the importance of the chaplain’s role when captured and placed in a POW Camp.

Diversity and Ethics

Diversity Diversity in management is a major task. There are many aspects related to diversity, such as: culture, religion, and gender, just to name a few. It is important to remember that different people have different values and morals. Treating each person as an individual may be a difficult task for some managers. For managers who hire, hiring people with different backgrounds can enhance the team’s performance by introducing different perspectives and ideas. The planning process includes identifying how to integrate these ‘different’ people into the team. Ensuring the necessary resources are available to train and develop personnel based on their experience and education is a big part of organizing. Leading a team of diverse individuals can be quite interesting. Each person must be empowered and motivated to come to work and perform at his or her best. Controlling and monitoring each individual’s performance and how each person relates to others is mandatory for the team to be cohesive. Starbucks has made diversity a major priority. According to Starbucks’ Corporate Social Responsibility Report, diversity is one of Starbucks’ Guiding Principles. â€Å"At Starbucks, we embrace diversity as an essential component in the way we do business. † (Starbucks, 2009). Diversity is even one of Starbucks’ core values in their Standards of Business Conduct. Ethics According to Bateman and Snell (2009), ethics is defined as â€Å"the system of rules that governs the ordering of values. † The four functions of management are vital to an organization’s ethical behavior. Management has a responsibility, not only to the consumers, but also to the staff to lead by example and behave in an ethical manner. Starbucks understands the importance of ethics. For the third year in a row, Starbucks has been named one of the world’s most ethical companies by Ethisphere Magazine (Starbucks, 2009). Starbucks’ Standards of Business Conduct empowers and motivates their employees to make ethical decisions by providing a framework to be followed if they have any doubts. Starbucks also offers their support to their employees in doing the right thing and conducting business with integrity. References Bateman, T. , & Snell, S. A. (2009). Management: Leading and collaborating in the competitive world (8th ed. ). New York, NY: McGraw-Hill. Starbucks. (2009). Starbucks Social Corporate Responsibility Report. Retrieved from http://www. starbucks. com/aboutus/csrreport/csr. htm Starbucks. (2009). Business Ethics and Compliance. Retrieved from http://www. starbucks. com/aboutus/SoBC_FY09_eng. pdf

Carbene Addition Lab

Synthesis of 7, 7- dichloronorcarane in Carbon Addition Reaction CHM 337 | Dr. Pettit Abstract: A solution of cyclohexene, aqueous sodium hydroxide, and benzyltriethylammonium was used to synthesize 7,7 – dichloronorcarane by the following reaction: + CHCl3 + OH – H2O + + Cl – After completion of the experiment, the percent recovery was calculated to be 46. 21% Introduction The purpose of this experiment was to form 7,7-dichloronorcarane by means of carbene trapping.Cyclohexene, aqueous sodium hydroxide, and benzyltriethylammonium chloride were used to synthesize 7,7 – dichloronorcarane by the following reaction: + CHCl3 + OH- H2O + + Cl- In order to carry out this reaction in reasonable time, a two phase reaction was used, avoiding the lengthy requirements to carry out the experiment as a single phase reaction, as well as the risk of undesirable products due to the presence of water. The components of the two stage reaction were as follows: An organic pha se containing the alkene and CHCl2; and an aqueous phase containing the base OH –.Since the reactants, CHCl2 and OH – would separate into different phases, benzyltriethylammonium chloride was added as a phase-transfer catalyst. Because the benzyltriethylammonium chloride has both hydrophilic and hydrophobic properties, it could cross the phase boundary and facilitated the transport of the hydroxide ion from the aqueous phase to the organic phase. Expected spectral changes in IR and 13C-NMR Procedure To begin, 0. 324g of cyclohexene was mixed with 1 ml of 50% aqueous sodium hydroxide, 1ml of chloroform and 0. 040g of the phase transfer catalyst benzyltriethylammonium chloride.The reaction was stirred and heated at 40 degrees Celsius for an hour before extracting the 7,7 dichloronorcarane through 2 methyl chloride extraction processes (1ml methylene chloride). The product was then air dried until no more liquid would evaporate, and weighed giving a percent recovery of 43 %. The substance was then used to conduct an IR and 13C-NMR spectra test giving the results. Results and Calculations Calculating moles of cyclohexene (81g cyclohexene/1ml) * (0. 40ml cyclohexene) = 0. 324g cyclohexene 0. 324g cyclohexene*(1mol cyclohexene/82. g cyclohexene) = 3. 95 * 10^-3 mol cyclohexene Calculating moles of chloroform 1. 49g/ml chloroform * 1ml of chloroform = 1. 49g of chloroform 1. 49g of chloroform * (1mol of chloroform/119. 4g chloroform)= 1. 25 * 10^-2 moles chloroform. Calculating moles of benzyltriethylammonium chloride (1. 08g benzyltriethylammonium chloride/ml) * 0. 040ml of benzyltriethylammonium chloride = 0. 0432 grams benzyltriethylammonium chloride * 1mol/227.8g benzyltriethylammonium chloride = 1. 896 * 10^-4 moles benzyltriethylammonium chloride Finding the limiting reagent CHCl3 +OH- H2O + Cl- (balanced as is with catalyst in rxn) 3. 95 * 10^-3 mol cyclohexene 1. 25 * 10^-2 moles chloroform 0. 058 moles of sodium hydroxide * Cyclohexane has the l owest amount on reactant side and is the limiting reagent. Amount of 7,7 dichloronorcarane= 3. 95*10^-3 moles * 165. 06g 7,7dichloronorcarane/mol= 0. 652g 7,7 dichloronorcarane theoretical yield Experimental yield of dichloronorcarane= test tube with – test tube without (27. 159grams – 26. 890grams)= 0. 269grams dichloronorcarane Percent recovery (Actual mass yield/ theoretical mass yield) * 100%= percent recovery (0. 69grams/0. 652grams) *100%= 41. 26% yield recovery Formation of 7,7 dichloronorcarane + CHCl3 + OH- H2O + Cl – Discussion and Conclusions Discussion Topics and Questions a. Compare IR and 13C-NMR spectra of cyclohexene and 7,7-dichloronorcarane and point out changes in IR vibrational frequencies and 13C-NMR resonances that support the formation of 7,7-dicholoronorcarane. Be sure to identify the C-H stretch of the cyclopropane ring hydrogens. b. Why did you need to stir the mixture vigorously during the reaction?Since the reactants are in different phases, stirring vigorously allowed the catalyst to transfer a hydroxide ion from the aqueous phase to the organic phase, allowing the reaction to proceed as desired. c. Why did you wash the organic phase with saturated sodium chloride solution? The saturated sodium chloride was important for the removal of water. If the water was not removed from solution, it could react and create undesirable reactions, such as those described in Pavia: (4) (5) d. Describe two chemical tests and the visual results that would indicate whether cyclohexene is present or absent.Bromine in methylene chloride – If the addition of bromide (red liquid) results in a colorless solution, cyclohexene is present. Potassium Permanganate (Baeyer test) – This reaction depends on the color change from purple MnO4- ion into a brown precipitate of MnO2 e. Draw the structures of the products that you would expect from the reactions of cis and trans-2-butene. Be sure to comment on the stereochemistry of the products (enantiomers and meso forms). f. Provide a mechanism for the formation of the following products of a carbine addition reaction

Nursing Research Proposal Example | Topics and Well Written Essays - 4250 words

Nursing - Research Proposal Example Competence in practice for nurses and doctors are now prescribed to be occurring as a result of interprofessional and collaborative practice in the clinical area. Literature suggests collaborative education provides better learning, but collaboration is a matter to learn. This learning can be initiated while doctors and nurses are both students in the clinical area, but research involving interprofessional learning for both nurse and doctor students is lacking. By questionnaire survey method developed by focus group analysis and pilot studies, groups of doctor students and nurse students will be trained in the clinical area, and at the end of the training, questionnaires will be responded by them. The responses will be analysed to examine the hypothesis, and if proved, this would serve as the future model for further research.Introduction: Active orientation and professional development while in service for nurses is a critical element of a delivery system that sets up high standards for quality of care delivery. Professional nurses are in the scenario of continuous learning, and therefore, they are responsible for their own continuing education. This generates personal and professional growths to the nurse and is a known incentive for persuasion of a higher academic degree. Continuing education is supposed to build on acquired knowledge, attitudes, and skills, where the nurse as a professional would be lifelong learners. Lifelong learning is essential to career development and competency achievement in nursing practice that builds on the scientific base for academic learning in nursing. This consists of competencies, attitude development, eye for evidence, and over all, biomedical knowledge. Additional competencies in collaboration, coordination, interdisciplinary and interprofessional practice activities also serve as media of exchanging knowledge and techniques, and these are critical to modern day health care delivery by the nurses as opposed to single, dis cipline-specific method of educating the nurses (Mathews, MB., 2003). Therefore, this framework if validated may raise the possibility of alternative learning method in nursing education. The strategies for teaching and learning then would involve educational teaming and exchange between different disciplines and other health professionals in similar categories. Theoretically, this format is expected to provide greater access to professional, interprofessional, and eventually education that entails competency in multiple areas. Obviously, the question arises, why interprofessional learning and education. Medical interventions are diverse, vast, and the health problems are becoming increasingly complex leading to a situation that needs continuous up-gradation and revision of educations (Johnson, AW. et al, 2006). These challenges can be solved, as has been suggested by the theorists, by interprofessional learning based on collaboration, team work, and learning together. Consequently, interprofessional learning can be defined as an educational approach which occurs in the form of exchanges between two professions or disciplines that interact in order to foster interactions leading to learning collaborations. An example would make things clear. A nursing student's academic learning for nursing activities and a medical student's academic learning, although based in the same area, revolves around different aspects of the medical science. If the students from both these professions are allowed to collaborate on the learning of clinical aspects of the disease and development of clinical skills related to that, both can gain learning and better understanding of the subject, although this process must be based on mutual understanding and respect for the actual and potential contributions of the disci plines (Furber, C. et al., 2004).