SOC 313 Entire Course

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SOC 313 Week 1 DQ 1 Ability, Disability, and Chronic Conditions

Ability, Disability, and Chronic Conditions. Prior to completing this

discussion, read

the Schneiderman (2004) article, Psychosocial, !eha"ioral, and

!iological Aspects o# Chronic Diseases,$ and

re"ie% any rele"ant &nstructor 'uidance.

&n 20020 %ords, analy*e the basic issues o# human biology as they

relate to chronic conditions and describe the

interaction bet%een disability, disease, and beha"ior. +amine and

discuss the impact o# biological health or

illness on social, psychological, and physical problems #rom the micro,

me**o, and macro perspecti"es. Choose a

chronic condition #rom those pro"ided in your tet and consider ho%

you might #eel, thin-, and beha"e di##erently


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i# the condition %ere a##ecting you "ersus i# the condition %ere

a##ecting a stranger. o% might you thin-

di##erently about this chronic condition i# it %ere a##ecting someone

close to you, your neighbor, or someone in

your community/ Please include at least t%o supporting scholarly

resources.

SOC 313 Week 1 DQ 2 Cancer

Cancer. Prior to completing this discussion, read Chapter in the

tetboo-, the

&ntroduction to the 1iller amily$ document, and re"ie% any rele"ant

&nstructor 'uidance.

3ur stage o# li#e, intellectualcogniti"e abilities, and sociocultural

position in li#e, a##ect our perspecti"es and

resultant beha"iors about a number o# conditions including cancer.

Consider the in#ormation pro"ided in the

&ntroduction to the 1iller amily$ document. !oth +lla and +l5as ha"e

been diagnosed %ith cancer. +lla has

been #ighting cancer %ith complementary and alternati"e methods %ith

some success #or many years. +l5as, her

grandson, is 60 years old and has recently been diagnosed %ith

leu-emia but has not yet begun treatment. Putting

yoursel# in either +lla or +l5as7s place, %hat might your perspecti"e on

your cancer be/ &ntegrate ho% the stage o#

li#e, cogniti"e abilities, and sociocultural position o# your chosen person

impacts herhis perspecti"e on hisher



indi"idual disease.

SOC 313 Week 1 Qui Ability!Disability, Chronic "llness, and

Cancer #erminolo$y

SOC 313 Week 2 DQ 1 De$enerati%e Diseases

Degenerati"e Diseases. Prior to engaging in this discussion, read 8he

+perience o#

Disease9 Psychosocial Aspects o# 1o"ement Disorder$ (:acopini,

2000), Caregi"er !ody%or-9 amily

1embers +periences o# Caring #or a Person ;ith 1otor <euron

Disease$ (=ay > Street , 200?), and

!iopsychosocial Predictors o# Depressi"e 1ood in People ;ith

Par-inson7s Disease$ (1oore, et.al , 200@).

Additionally, re"ie% Chapter in your tet and %atch the Andres

Bo*ano9 Par-inson7s, Depression and the

S%itch 8hat 1ight 8urn 8hem 3## "ideo. =e"ie% any rele"ant &nstructor'uidance.

or this discussion, re#er to the in#ormation in the &ntroduction to the

1iller amily$ document. +lla7s #ather,

rederic, has Par-inson7s disease and is -no%n in the #amily as the

sha-y$ grandpa. &n 2000 %ords, gi"en

%hat you -no% about the members o# the #amily, analy*e andcomment on the potential e##ects this

conditionillness might ha"e on them. Select t%o indi"iduals #rom

di##erent generations and analy*e the



similarities and di##erences in their perspecti"es on this condition #rom

the lens o# their stage o# li#e and de"elopment. +plain the -inds o#

emotional andor beha"ioral changes that might be epected. o%

might the "arious #amily members react to them/

SOC 313 Week 2 DQ 2 &"'!A"DS

SOC 313 Week 2 Assi$nment (iopsychosocial Paradi$m, P"),

and (ron*enbrenner+s )colo$ical #heory

6. Due by Day @. !iopsychosocial paradigm, P&+ Perspecti"e, and

!ron#enbrenner7s +cological 8heory. Prior

to completing this assignment, read Chapter 6 in the tet, the articles

listed, and re"ie% any rele"ant &nstructor

'uidance. ou ha"e been as-ed to spea- to an audience on the

importance o# the social #actors a##ecting one7s

eperience o# li#e. or this presentation, create an interesting and

educational Po%erPoint presentation, %hich

contains a critical narrati"e that integrates aspects o# the "arioustheories %ith your indi"idual sociocultural

eperiences.

8o begin, create a Po%erPoint presentation o# #our to #i"e slides

(ecluding title and re#erence slides). Please see

the #ollo%ing instructions #or creating your content.

Choose one o# the #ollo%ing theories as your main #ocus and the lensthrough %hich you %ill compare the

other t%o9 the biopsychosocial paradigm, person in en"ironment (P&+)

perspecti"e, and !ron#enbrenner7s

ecological theory.



=esearch each theory #ully so that you can e##ecti"ely synthesi*e

in#ormation rele"ant to these topics.

our presentation must include at least three scholarly sources that

are cited in APA #ormat as outlined in

the Ash#ord ;riting Center. or help %ith #inding scholarly resources

#or your presentation "ie% the

tutorial on searching #or articles #rom the Ash#ord ni"ersity Bibrary.

Pro"ide an initial slide %ith a summary description o# the theory you

chose as your main #ocus. o%

does this theory sho% that your en"ironment impacts your li#e/ Pleasedo not include anything you are

uncom#ortable sharing %ith your instructor.

Pro"ide secondary slides %ith summary descriptions o# the other t%o

theories. !e sure to compare each

theory to the main theory used in your initial slide.

&ncorporate appropriate images, tables, graphs, or other "isuals asnecessary. Please obser"e these general guidelines #or your "isual

presentation. 8his lin- contains tips #or creating e##ecti"e

slide presentations.

Slides should be seEuenced and organi*ed clearly.

Slides should sho% a clear and logical progression o# ideas.

Slides should include bullet points or short sentences, not dense

paragraphs.

Slides should include rele"ant "isuals such as images, graphs, tables,

data summaries, sound andor



animation that enhance understanding o# concepts, ideas, and

relationships.

Slides should include appropriately #ormatted APA citations #or all

in#ormation ta-en #rom your

resources.

8he presentation as a %hole should include a consistent theme,

#ormat, and #ont to a ssist %ith readability.

3nce you ha"e completed your Po%erPoint, create a screencast o# your

presentation using Screenr.com. &nclude a

title #or your presentation in the description bo %hen you publish yourscreencast . =e#er to the Screenr.com

Fuic-Start 'uide #or assistance.

our presentation time has been limited by your host to bet%een three

and #i"e minutes, so you %ill need to

incorporate as many characteristics o# an e##ecti"e spea-er as you can

%ithin this time#rame. 8hese characteristics

may include humor, storytelling, #acts, pace, and "olume. Since there

is no "ideo o# the presenter (Gust the

presentation itsel#), you %ill not ha"e the bene#it o# body language, so

be sure to create a con"incing screencast.

Copy and paste the =B lin- to your screencast into the title page o#

your Po%erPoint presentation and submit

your presentation #or grading. All sources used %ithin the presentation

must be cited properly %ithin the slides

and included on the reEuired re#erence slide, %hich %ill be the last

slide o# the Po%erPoint presentatio n. Due to



the time limit o# your presentation, you are not reEuired to spea- or

read through the title or re#erence slides.

o%e"er, you must include your re#erence slide %hen you submit your

Po%erPoint presentation.

Creating the Presentation

8he Po%erPoint presentation9

1ust be #our to #i"e slides (ecluding title and re#erence slides).

1ust include a title slide %ith the #ollo%ing9

o 8itle o# the presentation

o Student7s name o Course name and number

o &nstructor7s name

o Date submitted

o =B #or your Screenr.com screencast presentation

1ust begin %ith a content slide that pro"ides a summary o# the main

theory as it relates to an eperience

o# ho% en"ironment impacts li#e. A succinct thesis statement must be

present, either in the tet on the

slide or clearly stated in the spea-er7s "oice o"er #or the screencast.

1ust include slide(s) o# the t%o perspecti"es o# ho% en"ironment

impacts human beings.

1ust include eample(s) o# ho% the socialen"ironmental perspecti"e

impacts one7s li#e, using each o#

these three perspecti"es. se speci#ic li#e eperiences to demonstrate

these impacts (e.g., a child %ith



autism and !ron#enbrenner7s ecological theory). ;ho is a##ected by

this disorder and ho%/ Consider

micro, me**o, and macro le"els.

1ust include images and tet that taste#ully con"ey the message

presented on each slide.

1ust utili*e Screenr.com to create a screencast "ideo presentation that

presents each slide in more detail.

1ust use at least three scholarly resources.

1ust con#orm to the screencast time limit o# bet%een three and #i"e

minutes.

1ust ha"e appropriate intet citations #or all sources in APA style as

outlined in the Ash#ord ;riting

Center.

1ust include a separate re#erence slide that is #ormatted according to

APA style as outlined in the

Ash#ord ;riting Center.

SOC 313 Week 3 DQ 1 )ndocrine System Disorders Diabetes-

+ndocrine System Disorders (Diabetes). Prior to engaging in this

discussion, read

Chapter in your tet, %atch the Peter Attia9 &s the obesity crisis

hiding a bigger problem/ "ideo, and re"ie%

any rele"ant &nstructor 'uidance.

or this discussion, please re#erence the in#ormation in the

&ntroduction to the 1iller amily$ document. Bila



1iller 'oldberg is a 4yearold diabetic. She had di##iculty losing

%eight since her pregnancy years ago and has

started eperiencing symptoms related to her condition. She has

insulindependent diabetes mellitus (&DD1), and

has been symptomatic #or more than 60 years. She has been resistant

about changing her diet and has been

inconsistent %ith treatment, despite her health. She al%ays hated her

mother +lla7s #iation on nutrition %hile she

%as gro%ing up, the di##erent diets she tried, and the %eird meals$

she prepared. She pre#ers Euic- and easy

con"enience #oods, #ast #ood, and %hat tastes good. A#ter all, she is a

busy %or-ing momH She has ne"er li-ed to

eercise and, %ith the pain that has de"eloped in her #eet, it is

physically too di##icult.

Analy*e and discuss the relationship bet%een Bila7s en"ironment

gro%ing up, her physiology, and her attitudes

and beha"iors. se the #ollo%ing Euestions to guide your eplanation,

and be certain to apply basic medical

terminology as appropriate.

o% might Bila7s condition a##ect her thin-ing, her relationships, and

social situations/ &n %hat %ays

might these #actors %orsen her condition/ o% has Bila7s a"ersion to

her mother7s dietary #anaticism %hile she %as gro%ing up a##ected herchoices

and, as a result, her health/

o% might Bila7s condition o# being o"er%eight impact her

relationships/



o% might others in Bila7s #amily and community "ie% her, and ho%

might this a##ect ho% she "ie%s

hersel#/

;hat do you belie"e are Bila7s options at this time/ Cite research that

supports your reasoning.

&# you %ere Bila7s close #riend, ho% might you counsel her based upon

your understanding o# the

biopsychosocial aspects related to her position/ Pro"ide e"idence #rom

the a"ailable resources.

SOC 313 Week 3 DQ 2 Cardio%ascular &ealth A Woman+s

"ssue.

Cardio"ascular ealth9 A ;oman7s &ssue/ Prior to engaging in this

discussion, read

Chapter ? in your tet, %atch the <oel !airey 1er*9 8he Single !iggest

ealth 8hreat ;omen ace and the 'o

=ed #or ;omen Presents9 I:ust a Bittle eart Attac-7 "ideos, and re"ie%

any rele"ant &nstructor 'uidance.

Analy*e the ne% research indicating that heart disease may a##ect

#emales more than males and comment upon

ho% gender impacts our beha"iors related to disease. o% has the #act

that most prior research has studied heart

disease in males changed the %ays in %hich %omen percei"e the ris-s

o# heart disease and heart attac-s/ Do

sociocultural eperiences a##ect ho% an indi"idual reacts to symptoms

o# disease/ or instance, do men and



%omen handle disease di##erently/ Does it depend upon the type o#

disease/ o% do %e see disease in others

based upon gender/ or eample, do %e see some diseases as

un#ortunate and others as possibly a"oidable by the

indi"idual/ Do %e Gudge oursel"es or others di##erently %hen disease or

chronic conditions are presen t/ !e sure

to pro"ide e"idence #rom your resources to bac- up your statements.

SOC 313 Week 3 Qui )ndocrine and Cardio%ascular Systems

Disorders #erminolo$y

Fuestion 6.

Fuestion 9

Primary hypertension is the classi#ication gi"en %hen there is no clear

cause.

Fuestion 2.

Fuestion 9

Common disabilities that occur as a result o# a stro-e include all but

JJJJJJJJJJJJJJJ.

Fuestion .

Fuestion 9



;hen a blood clot or other debris #ormed in a distant part o# the body

is carried to the brain and bloc-s one o# the narro%er brain arteries it

is called aJJJJJJJJJJJJJJJJJJJJJJJ.

Fuestion 4.

Fuestion 9

3ne o# the #irst things to occur in heart disease is the narro%ing o# the

JJJJJJJJJJJJJJJJJJJJJJJJJ that supply blood, oygen, and

nutrients to the heart muscle.

Fuestion .

Fuestion 9

;hen a blood "essel in the brain lea-s or bursts, bleeding occurs into

or around the brain stopping or decreasing blood #lo% to other areas o#

the brain. 8his is called aan JJJJJJJJJJJJJJJJJJJJJJJJ.

Fuestion ?.

Fuestion 9

JJJJJJJJJJJJJJJJJJJJJJJJ is a simple sugar that all cells use as an

energy source.

Fuestion @.

Fuestion 9

;hen a blood "essel becomes mostly or totally bloc-ed,

JJJJJJJJJJJJJJJJJJJJJJJ may result.

Fuestion K.

Fuestion 9

Diabetes is characteri*ed by JJJJJJJJJJ.



Fuestion .

Fuestion 9

JJJJJJJJJJJJJJJJJ happens %ith eertion, emotional upset,

eposure to cold or o"ereating, and resol"es %ith rest or #rom ta-ing a

medication.

Fuestion 60.

Fuestion 9

&nterruption o# normal blood #lo% to part o# the brain is -no%n as

JJJJJJJJJJ.

SOC 313 Week 3 /inal Paper Outline

=e"ie% the assignment instructions #or your

inal Paper #ound in ;ee- i"e o# your online course or in the

Components o# Course +"aluation$ section o#

this guide. 8his assignment %ill include a thorough outline o# yourinal Paper, %hich you %ill build on to

complete the #inal assignment.

Pro"ide a thorough introductory paragraph that summari*es your

topic and includes a succinct thesis statement.

!rie#ly outline each o# the topics and subtopics and detail ho% they

pertain to the Euestions noted in the

instructions. &nclude an annotated bibliography o# at least #i"e

scholarly sources. or each source, pro"ide a

complete re#erence, a brie# description, and a rationale statement that

eplains ho% it is pertinent to your paper



and supports your #indings. or assistance %ith creating your outline,

see the 3utline orm page on the Ash#ord

;riting Center %ebsite.

SOC 313 Week 0 DQ 1 Psychiatric Conditions

Psychiatric Conditions9 !ias and Shame. Prior to engaging in this

discussion, read

Chapters @ and K in your tet as %ell as the articles by Clar-, et al.

(206) and Cummins (206). &t is highly

recommended that you also %atch one or t%o o# the "ideos on mental

illness #rom the 8+D playlist, All -inds o#

minds ( tal-s), as these pro"ide "aluable insights into a "ariety o#

disorders and the issues associated %ith them.


1iller amily document.$ Bucy 1iller is a

20yearold college student %ho has recently been diagnosed %ithbipolar disorder. Sarah 1iller, her mother,

recalls that as a teen, Bucy %ould get "ery tal-ati"e at night and

couldn7t go to sleep. Sarah also recalled th at

Bucy %as -ic-ed o## the cheerleading sEuad %hen her 'PA #ell belo%

.0, and that during this time, Bucy7s

#riends %ere being mean to her. ;hen this occurred, Bucy %as reallydo%n$ #or a couple o# months. She didn7t

%ant to tal- to a counselor and she told her mother Sarah that she

%ould be #ine. Bucy blamed the entire situation



on the issues %ith the girls in her class. o%e"er, coping %ith the

mood s%ings became increasingly di##icult #or

her. Bucy began eperimenting casually %ith illegal drugs and #ound

that they helped. n#ortunately, she -ept

getting them #rom #riends at school and has no% become addicted to

them.

+amine the potential biological basis #or Bucy7s psychological disorder.

;hat, i# anything, in her #amily history

might point to this issue being hereditary/ !e sure to apply basic

medical terminology %here appropriate. Consider the biases that are

o#ten held regarding mental illness. o% much "olition is in"ol"ed in

mental illness/

o% much is related to en"ironment and genetics/ Do %e thin- about

mental illness di##erently %hen %e -no%

the person %ell "ersus i# the person is a stranger (e.g., a homeless

indi"idual or a panhandler on the street)/

Analy*e the impact that our stage o# li#espan de"elopment has on ho%%e thin- o# our o%n mental health and the

mental health o# others. ;hat impact does it ha"e on our associated

beha"iors and the longterm outcomes

associated %ith the disorder/

SOC 313 Week 0 DQ 2 Substance Abuse

Substance Abuse. Prior to engaging in this discussion, re"ie%

Chapters @ and K in your

tet, read =eco"ering ealth 8hrough Cultural 8raditions$ by Lrohn

(206), and re"ie% any rele"ant &nstructor



'uidance.

=e#er to the in#ormation in the &ntroduction to the 1iller amily$

document. or this discussion, choose one o#

the #ollo%ing #amily members currently ep eriencing issues %ith

substance abuse and complete the discussion

according to the instructions belo%.

3ption 69 Bucy 1iller M As %e learned in Discussion 6 this %ee-, this

20yearold college student has recently

been diagnosed %ith bipolar disorder. As a coping mechanism #or her

%ild mood changes, Bucy began

eperimenting %ith illegal drugs %hile still in high school and has no%

become addicted to them.

3ption 29 Bucy7s younger brother, :osh, %as recently disco"ered using

mariGuana. is response to his parents

%hen con#ronted %as, &t7s Gust an herbH 'randma +lla says as long as

it is natural, it is good.$ &n truth, 'randma

+lla hasn7t said anything about mariGuana and does not -no% that :osh

has been using it.

3ption 9 Sam 1iller, Bucy and :osh7s uncle, is an alcoholic. e is 0

years old, di"orced, and estranged #rom

both his e%i#e and their only son. e7s had no contact %ith either o#

them #or many years. Sam has a long

history o# %or- and legal problems related to drin-ing. 8he #amily sees

him as a loser.$ A#ter choosing one o# the people abo"e, analy*e the

biology o# substance abuse and describe its potential #or

dependence in certain #amilies and the outcomes o# "arious beha"iors.

&s it li-ely that Bucy, :osh, or Sam had a



genetic predisposition to alcohol or substance addition/ o% does

li#espan de"elopment ma-e a di##erence in

propensity to abuse substances/ o% does the stage o# li#e at %hich

the abuse begins impact t he user7s

beha"iors/

SOC 313 Week 0 Qui Psychiatric Conditions and Substance

Abuse #erminolo$y

Fuestion 6.

Fuestion 9

Attention is paid in the de"elopment o# disorders o# the autism

spectrum to de"elopment o# ASD symptoms by the eighth year o# age.

Fuestion 2.

Fuestion 9

&n schi*ophrenia, there are positi"e symptoms, negati"e symptomsand cogniti"e symptoms. 8hese symptoms are ehibited as

JJJJJJJJJJJJ, JJJJJJJJJJJJ, and JJJJJJJJJJJJJJJ, respecti"ely.

Fuestion .

Fuestion 9

A JJJJJJJJJJJJJJJJJJJJJJJJJJ is a type o# measurement o#

se"eral components %hich could be use#ul in identi#ying the ris- o# an

indi"idual de"eloping a speci#ic disorder.

Fuestion 4.

Fuestion 9



A #amous eample o# an institution #or mentally ill %ho could not be

cared #or by relati"es %as !ethlem =oyal ospital, uni"ersally called

!edlam.$

Fuestion .

Fuestion 9

8he %ar on drugs$ is indicati"e o# the sentiment regarding drug use

that #ocuses on strict punishment and deterrence treated by the

criminal Gustice system called9

Fuestion ?.

Fuestion 9

8he most current edition o# the Diagnostic and Statistical 1anual is

re#erred to as the JJJJJJJJJJ.

Fuestion @.

Fuestion 9

3ne o# the biggest problems %ith smo-ing on a

JJJJJJJJJJJJJJJJJJJle"el is passi"e or secondhand smo-e.

Fuestion K.

Fuestion 9

JJJJJJJJJJJJJJJJJJJJJJJJJ can be either an alternati"e method o#

ingesting tobacco or part o# a smo-ing cessation program.

Fuestion .

Fuestion 9



An early term related to a 62year study o# a subculture o# people %ho

used heroin, %ere homeless, and marginali*ed indi"iduals is

JJJJJJJJJJJJJJJJJJJJJJ.

Fuestion 60.

Fuestion 9

8here is no clear de#inition #or mental health$ short o# the absence o#

mental disorders.

SOC 313 Week DQ 1 Dischar$e Plannin$

Discharge Planning. Prior to engaging in this discussion, read

Chapters 60 and 66 in

your tet as %ell as the Steps #or +##ecti"e Discharge Planning$

article, and re"ie% any rele"ant &nstructor

'uidance.


1iller amily$ document.

Select one o# the #amily members belo% %hose medical condition has

the potential to ha"e %orsened to the point

that they %ould need to be hospitali*ed. 3nce you ha"e chosen your

subGect, create a discharge scenario. +ach o#

these #amily members has been introduc ed in an earlier assignment.

!e sure to re"ie% your materials #or that

assignment including any rele"ant instructor #eedbac-. 3ption 69 +l5as

M leu-emia

3ption 29 Bila M diabetes (&DD1)

3ption 9 Sam M li"er disease caused by hea"y drin-ing



3ption 49 Bucy M bipolar disorder and serious substance abuse (dual

diagnosis)

&n your initial post, create and present a possible scenario in order to

respond to the subGect7s discharge #rom the

hospital. See earlier assignments #or samples o# ho% to begin cra#ting

the scenario #or your subGect. =emember to

be creati"e, re#er to the &ntroduction to the 1iller amily$ document,

and include as much detailed in#ormation

as appropriate. !e sure to address the #ollo%ing points in your initial

post.

Describe the speci#ic issues that need to be addressed %hen

discharging this patient.

!rie#ly identi#y %ho (indi"iduals, pro#essionals, agencies, or

organi*ations) might be identi#ied in the

plan, %hat needs to be done, and %hen it should happen.

&denti#y community resources (e.g., doctors, counselors, and

agencies ) that %ill be needed, %hat their

roles are in the plan, and assess ho% they might meet the needs o#

your patient. &ntegrate the biological

theory o# intellect and cognition %ith your subGect7s sociocultural

eperiences in order to better ascertain

his or her needs.

&denti#y and discuss at least one barrier #or success based on the

indi"idual7s intellect and his or her

sociocultural eperiences and perspecti"es. CritiEue the contributions

o# communitybased programs and



ho% they might alle"iate issues related to this barrier.

SOC 313 Week DQ 2 #rends in &ealth Care

8rends in ealth Care. ;atch one o# the eight "ideos #rom 8he uture

o# 1edicine

playlist. 8hen, go to the Ash#ord ni"ersity Bibrary and #ind t%o

research articles related to the social impact or

rele"ance o# the topic addressed in your selected "ideo. or assistance

%ith #inding peerre"ie%ed articles, please

see the tutorial on the Ash#ord ni"ersity Bibrary %ebsite. Consider the

%or- you ha"e completed in the pre"ious

discussions throughout the course. Summari*e ho% %e, as indi"iduals,

are a##ected by disease, disability, or

disorder. ;hat emotions do %e eperience to%ard others %ith these

conditions (empathy, Gudgment, #ear, guilt)/ CritiEue the contributions

o# communitybased programs and ho% they in#luence our societal

reactions to

diseases, disabilities, and disorders. +amine and comment on the

%ays in %hich indi"iduals, #amilies,

communities, and society as a %hole %ill either bene#it or su##er #rom

current directions. Do the trends seem to

indicate a path to%ard better health care #or the indi"idual, impro"ed

a"ailability o# needed care, changes or

options in types o# care, and better resources in the community/ Bist

at least t%o potential positi"e directions and

t%o potential negati"e directions or barriers still le#t unaddressed.

3##er your o%n ideas #or impro"ing health care



in the #uture. or eample, do %e need more technology, #inancing,

community resources, options , or alternati"es

in handling our health care/ Do you #eel that %e are heading in the

right direction/

SOC 313 Week /inal Paper Where is the best place *or )lla

inal Paper. 8he complete instructions #or the inal Paper can be #ound

in ;ee- i"e o# your

online course or in the Components o# Course +"aluation$ section o#

this guide.

Documents

SOC 313 Entire Course