Please Answer Each Question Fully Remember That You H 002627

Please Answer Each Question Fully Remember That You Have Access To Y

Please answer each question fully. Remember that you have access to your textbook (and anything else you may want to use) to answer these questions, so I expect well-developed responses. That means use both the text and your ideas/opinions to write your answers. In other words, just giving me your opinion is not sufficient AND just giving me a textbook answer is not sufficient. Please answer each question fully. Remember that you have access to your textbook (and anything else you may want to use) to answer these questions, so I expect well-developed responses. Please number your responses the same as I have numbered this assignment (1, 2a, 2b, etc…).

Paper For Above instruction

Question 1: Foreign Policy – Investigating International News Stories

For this assignment, select three different international news stories—preferably dealing with different countries and/or different regions of the world. Discuss each story separately, numbering them as 1, 2, and 3. Use at least three sources for each story, cite these sources, and provide a summary highlighting the key actors, concerns for the U.S. and other nations, and some contextual background. Additionally, incorporate concepts, vocabulary, and themes from your textbook, clearly linking them to each news story. Conclude each discussion with a two-paragraph reflection: share your impressions, concerns, implications, or develop an argument regarding each story. Your responses should go beyond simple summaries, demonstrating your ability to apply textbook concepts to real-world events and to develop a thoughtful analysis. This part of the assignment is worth 50 points, emphasizing depth and critical thinking.

Question 2: The Health Care Problem – Agenda Building and Systems Analysis

a. Briefly summarize the four basic models of health care, including where they are used geographically (e.g., in America and other countries). Then, watch the PBS documentary “Sick around the World” and consider that, unlike education, the American government does not guarantee health care, although Medicare and Veterans Administration provide government-sponsored coverage for seniors and veterans. Most Americans obtain health insurance through employment or self-payment, which can leave many uninsured or underinsured, leading to financial hardship or bankruptcy, as highlighted in the documentary.

b. Compare and contrast the health care systems of the United Kingdom, Japan, Germany, Taiwan, and Switzerland—focusing on strengths and weaknesses of each. For example, the UK's National Health Service (NHS) offers universal coverage but faces funding and wait time issues; Japan's system emphasizes universal coverage with a mix of public and private providers; Germany's social health insurance ensures broad access but involves complex administration; Taiwan's single-payer system is efficient but limited in scope; Switzerland relies on mandated private insurance with government regulation, resembling the U.S. in some respects.

c. The documentary ends with Switzerland as an example. What do Swiss and Americans have in common? Is Switzerland’s health care model applicable to America? Why or why not? Discuss whether this model aligns with American values of individual choice and market-based solutions, or if its features could address U.S. health care challenges.

d. Argue whether “everyone has the right to health care,” as stated by Swiss President Pascal Couchepin. Do you agree or disagree? Support your position with ethical considerations, economic implications, and comparisons to other health care systems.

e. Using the documentary and your textbook, compare the U.S. health care system before and after the Obama health reform (Affordable Care Act). Focus on coverage, costs, access, and outcomes. How did policy changes alter the landscape? What remaining issues persist?

f. Write a minimum two-paragraph response comparing what you've learned about health care systems and reforms in this unit to the current U.S. health care debate. Integrate recent articles from reputable sources to support your insights, discussing ongoing policy proposals, challenges, and potential paths forward.

Question 3: Critical Analysis of Psychometric Validity in Research

Referring to the excerpt from Dobratz’s (2004) study on the Life Closure Scale (LCS):

  1. The correlation between the total LCS and the Zung Depression Scale, as well as its subscales, assesses convergent and divergent validity. This type of construct validity examines whether the LCS correlates appropriately with related measures (convergent) and not with unrelated ones (divergent). The rationale is that if the LCS is valid, it should show high correlations with measures of similar constructs—psychological well-being—and low correlations with measures of psychological disturbance.
  2. The correlation values indicating significant negative relationships between the LCS (total and subscales) and the Zung Depression Scale are acceptable, supporting the scale’s internal and construct validity. These moderate to strong correlations demonstrate that as psychological adaptation increases (higher LCS scores), depressive symptoms decrease, aligning with theoretical expectations.
  3. The correlation of the LCS with the Quality of Life (QOL) Survey exemplifies convergent validity. Since both measure psychological well-being, a significant positive correlation indicates that the LCS accurately reflects aspects of mental health and quality of life.
  4. The found correlations with the QOL Survey are acceptable, as they demonstrate the scale’s effectiveness in capturing relevant psychological constructs. The high Cronbach's alpha and supportive factor analysis further reinforce the internal consistency and construct validity.
  5. The correlation between the LCS and the NAS (Negative Affect Scale) is an example of discriminant validity, which assesses whether the scale measures distinct constructs. A significant negative correlation supports this, indicating that higher psychological adaptation is associated with lower negative affect, strengthening the validity of the LCS.
  6. Beyond convergent and divergent validity, the study also addresses factorial validity through factor analysis, confirming the scale’s structural integrity by identifying consistent subscales—self-reconciled and self-restructuring.
  7. Based on the presented evidence, the LCS appears to be a reliable and valid measure of psychological adaptation in terminal illness, supported by high internal consistency, meaningful correlations with related constructs, and sound factorial structure.

Question 4: Validity and Reliability in Other Research Articles

References

  • Dobratz, M. C. (2004). The life closure scale: Additional psychometric testing of a tool to measure psychological adaptation in death and dying. Research in Nursing & Health, 27(1), 52–62.
  • Champion, V., Skinner, C. S., & Menon, U. (2005). Development of a self-efficacy scale for mammography. Research in Nursing & Health, 28(4), 329–36.
  • Ashmore, J. A., Emery, C. F., Hauck, E. R., & MacIntyre, N. (2005). Marital adjustment among patients with chronic obstructive pulmonary disease who are participating in pulmonary rehabilitation. Heart & Lung, 34(4), 270–8.
  • Ely, B., Alexander, L. B., & Reed, M. (2005). The working alliance in pediatric chronic disease management: A pilot study of instrument reliability and feasibility. Journal of Pediatric Nursing, 20(3), 190–200.

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