Discussion Early Conceptions of the Cause of Disease
Grand Canyon University Discussion Early Conceptions of the Cause of Disease-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University Discussion Early Conceptions of the Cause of Disease assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for Discussion Early Conceptions of the Cause of Disease
Whether one passes or fails an academic assignment such as the Grand Canyon University Discussion Early Conceptions of the Cause of Disease depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for Discussion Early Conceptions of the Cause of Disease
The introduction for the Grand Canyon University Discussion Early Conceptions of the Cause of Disease is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for Discussion Early Conceptions of the Cause of Disease
After the introduction, move into the main part of the Discussion Early Conceptions of the Cause of Disease assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for Discussion Early Conceptions of the Cause of Disease
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for Discussion Early Conceptions of the Cause of Disease
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Discussion Early Conceptions of the Cause of Disease
DQ2 Developor illustrate a timeline of epidemiologic milestones in public health. What is one of the most significant milestones to you? Why?
Most of public health is based on the working hypothesis that disease is caused by exposure to noxious factors in the external environment. While this approach has produced great successes in primary prevention, a general theory of the origins of human disease cannot be found in the textbooks of public health or epidemiology. This paper suggests that, in all its manifestations, disease is a reaction of the human organism to, and/or a failure to cope with, one or more unbalancing changes in its internal environment. These are caused by one or more unfavourable exchanges with the external environment and/or failures in the structural and functional design of the organism. In the final analysis, human disease is attributable to the dependence of organisms on a fundamentally hostile external environment and to unfortunate evolutionary legacies. While this sketch of a theory suggests that there will ultimately be some hard limits to primary prevention, it also helps in identifying possible new approaches to prevention, including interfering with disease mechanisms, and remedying human organisms’ design failures.
In early spring 2004, I had the opportunity of visiting Crete for a project meeting funded by the European Union. We had lunch in a village, and were served a Cretan meal that included one of its more mysterious ingredients: green purslane leaves salad. The fame of the Cretan diet was established in the seven countries study, which showed that men in Crete had incredibly low rates of cardiovascular disease: less than 10% of the rate in Finland and the USA.1 This has been ascribed to their consumption of olive oil, fruits, vegetables, and red wine,2 and perhaps wild greens such as purslane that are rich in cardioprotective compounds such as α linolenic acid and flavonoids.3
Stories of how our diet influences our health are part of a wider “ecological” view of what causes disease in living organisms. As many textbooks of epidemiology and public health routinely explain, this tradition goes back to Hippocrates’ treatise ”Airs, waters, places”,4 and has inspired empirical studies of variations in disease rates between different localities until late in the 19th century.5,6 Such studies are still important sources of knowledge on determinants of disease, as shown by the seven countries study, and by Doll and Peto’s famous study on the causes of cancer. This used the 10‐fold to 100‐fold worldwide variation in incidence for most cancers, and the changes in incidence upon migration from one environment to the other, to point to the potential avoidability of this disease.7 This ecological view has become a central part of the paradigm of public health as it has developed since the 19th century, and has laid the foundation for many successful primary prevention measures.
Topic 1 DQ 1
Oct 3-5, 2022
What would spirituality be according to your own worldview? How do you believe that your conception of spirituality would influence the way in which you care for patients?
According to Hart (1994, p. 23), spirituality is the way a person lives out their beliefs in daily life and the way they “respond to the end conditions of individual existence” (Bożek, Nowak, , & Blukacz, 2020).A sense of peace and well-being are generated by spirituality, which is defined by faith, a search for life’s meaning and purpose and a feeling of belonging with one another. Through spiritual connection life satisfaction may increase or make it easier to accommodate illness or disability. Although, the idea of spirituality encompasses a huge range of personal experiences and convictions. Every individual has a unique perspective on spirituality. We may develop more comprehensive and compassionate healthcare systems by addressing the spiritual needs of our patients.
Nurses are being required more and more to recognize and respond to spiritual issues because of the emphasis on holistic care and meeting the requirements of each individual patient. Physical healing, pain relief, and personal development might result from attending to the patient’s spiritual needs. The nurse must attend to the patient’s emotional as well as physical demands in order to meet their total needs.The way in which we provide patient care would be influenced by our personal understanding of spirituality. For example, my spiritual beliefs consist of treating everyone with respect, compassion, care and equality regardless of their health status, race, spiritual view, gender, etc. I can take that into consideration into my practice by providing culturally competent, holistic care so I can better understand what I can do to assist the patient’s physical, spiritual, and mental wellbeing. Further, hospitals are held liable by The Joint Commission (TJC) for upholding patient rights, which includes making accommodations for cultural, religious, and spiritual values. The bodies, minds, and spirits of patients must all be taken into consideration by healthcare practitioners and systems (Swihart, Yarrarapu, & Martin, 2021).
Bożek, A., Nowak, P. F., & Blukacz, M. (2020). The Relationship Between Spirituality, Health-Related Behavior, and Psychological Well-Being. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01997
Swihart, D.L., Yarrarapu ,S.N.S & Martin R.L. (2021). Cultural Religious Competence In Clinical Practice. StatPearls Publishing https://www.ncbi.nlm.nih.gov/books/NBK493216/