For Your Initial Post Reviewapplying The Master Narrative Framework T ✓ Solved
For your initial post, review Applying the Master Narrative Framework to Gender Identity Development in Emerging Adulthood and answer the following questions: · How does the article help us to understand gender identity development beyond the research in the textbook? · How can a theorist that you have explored help us understand gender identity development? Describe three ways that you can support a friend, colleague, or family member who identifies as nonbinary. · How does gender identity development apply to any of the following programmatic themes? You may want to review the Programmatic Themes document. · Self-care · Social justice · Emotional intelligence · Career connections · Ethics HA 705 - Continuous Quality Improvement in Health Care Wendy Brizer-Maciol Instructor’s Contact Information: Office Hours: Will be posted weekly and by appointment Email: [email protected] Best way to communicate with the professor is via e-mail Course Information: On-line Course Description This course provides the student with the tools they need to improve the quality of health care across the spectrum of institutions, by applying systematic measures to identify opportunities for improvement, implement change, and assess outcomes.
This course provides the theoretical framework and the practical skills to understand the processes under the auspices of quality improvement and real-world examples. Prerequisites NONE Learning Objectives By the end of the course, students should be able to: 1. Design strategies to identify, evaluate, and resolve performance issues. 2. Assemble data in formats consistent with industry standards.
3. Summarize preparedness strategies for Joint Commission compliance. 4. Evaluate systematic methods of problem identification, resolution, and ongoing monitoring. 5.
Apply performance improvement strategies to medical and administrative indicators and events. 6. Describe the relationship of leadership and quality improvement. Course Materials No Textbook – resources will be provided by professor Monroe College Attendance Policy The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class.
For that reason, regular attendance is important. The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy. King Graduate School Attendance Policy Students are expected to come to class on time and to attend all classes. More than two absences in this course will result in the reduction of the student’s final grade by a full letter (for example from A to B).
Students who are absent more than four (4) times are encouraged to withdraw from the course. It is the student’s responsibility to find out and make up any work missed due to absence. Late work will not be accepted (no exceptions). Lateness is considered when a student comes to class after the 7-minute tolerance period after the class has started (classes start at 6:30 pm sharp). Three consecutive or five cumulative instances of tardiness are equivalent to an absence.
Acommodative Services Monroe College is accessible to students with disabilities and admits those students whose credentials demonstrate they have the motivation and capabilities to successfully pursue their academic goals at the college. All students with disabilities have access to a Coordinator of Services for Students with Disabilities on each campus: Bronx Campus/On-line: Elizabeth Maybruch [email protected] New Rochelle Campus: Saadia Del Llano [email protected] Course Assessment Assignments % of Grades Assignments (Weekly 500-word Writings) Short Writings Discussion Forums Term Paper Project Total 30% 10% 30% 30% 100% College Grading Scale: LETTER GRADE QUALITY GRADE POINT PERFORMANCE A 90-100% 4.0 Excellent B+ 85-89% 3.5 Very Good B 80-84% 3.0 Good C+ 75-79% 2.5 Above Average C 70-74% 2.0 Average D+ 65-69% 1.5 Below Average D 60-64% 1.0 Poor F Below 60% 0.0 Failure Academic Integrity: Monroe College is an academic community.
Its fundamental purpose is the pursuit of knowledge in preparation for a career and for life. Essential to the success of this educational mission is a commitment to the principles of academic integrity. Every member of the college community is responsible for upholding the highest standards of honesty at all times. Students, as members of the community, are also responsible for adhering to the principles and spirit of the following Code of Academic and Scholarly Integrity. Students who violate the Code of Academic and Scholarly Integrity may be subject to a grade of “F†for the work submitted, an “F†in the course, written reprimands in the student’s academic file, and suspension and/or dismissal from the college.
Students are expected to be fully aware of the college’s requirements and expectations regarding academic honesty and scholarly integrity. If a student is unsure whether his action(s) constitute a violation of the Code of Academic and Scholarly Integrity, then it is that student’s responsibility to consult with the instructor to clarify any ambiguities. Academic Dishonesty Definitions: Activities that have the effect or intention of interfering with education, pursuit of knowledge, or fair evaluation of a student’s performance are prohibited. Examples of such activities include, but are not limited to, the following definitions: 1. CHEATING: Using or attempting to use unauthorized assistance, material, or study aids in examinations or other academic work.
1. PLAGIARISM: Using the ideas, data, or language of another without specific or proper acknowledgment. 1. FABRICATION: Submitting contrived or altered information in any academic exercise. 1.
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1. UNFAIR ADVANTAGE: Attempting to gain unauthorized advantage over fellow students in an academic exercise. Student Evaluations of Course and Instructor: Monroe College students have an important voice in the academic community and an obligation to give an honest assessment of their instruction and coursework. As an expectation of every course, students will complete an anonymous, online course evaluation questionnaire. By doing so, students provide information used to enhance the relevance of the course content and effectiveness of the instruction you experienced.
The course evaluation period will be announced by the Academic Office during the course of the semester. Faculty Specific Policies: [Optional section that would include information such as, Teaching Philosphy, expectation of personal conduct, classroom policies, etc.] Schedule: Week 1 – History Week 2 – Useful Tools and Techniques Week 3 – Measuring Customer Satisfaction Week 4 – Quality Teamwork Week 5 – Engagement, Empowerment, and Motivation Week 6 – Leadership for Performance Excellence Week 7 – Preventing and Controlling Infectious Disease Week 8 – Decreasing Risk Exposure Week 9 – Managing the Environment of Care Week 10 – Developing Staff and Human Resources Week 11 – Organizing for Performance Improvement Week 12 – Navigating the Accreditation, Certification, or Licensure Process Week 13 – Implementing Effective Information Management Tools for Performance Improvement Week 14 – Final Project
Paper for above instructions
Applying the Master Narrative Framework to Gender Identity DevelopmentThe construction of gender identity is a complex amalgamation of societal narratives, personal experiences, and cultural influences. The article "Applying the Master Narrative Framework to Gender Identity Development in Emerging Adulthood" highlights the importance of examining gender through a multi-faceted lens. It enriches our understanding of gender identity development through its incorporation of the master narrative framework, which allows for a comprehensive analysis of how societal stories shape individual identities (Bue et al., 2018). This framework transcends the conventional boundaries established in many textbooks by focusing on the societal contexts that inform the self-understanding of emerging adults.
Understanding Gender Identity Development Beyond Traditional Texts
Through the lens of the master narrative framework, we gain insights that dive deeper than the surface-level discussions of gender often found in textbooks. The article argues that traditional narratives surrounding gender roles are often limiting. They uphold binary configurations that fail to account for the complexities of many individuals' lived experiences (Bue et al., 2018). For instance, many emerging adults discover their gender identities through the navigation of multiple narratives, which include cultural influences, societal expectations, and personal experiences. By employing the master narrative framework, we recognize the impact of violence, prejudice, and systemic discrimination on gender identity development (Bue et al., 2018). Such narratives can empower individuals to reclaim their identity or to forge new paths free from the constraints of established societal norms.
The Role of Theorists in Understanding Gender Identity Development
One significant theorist relevant to gender identity development is Judith Butler. Butler’s theory of gender performativity posits that gender is not an innate quality but rather the result of repeated behaviors and societal expectations (Butler, 1990). This theory complements the master narrative framework by suggesting that the broader societal narrative influences how individuals perform their gender identity. Three specific implications of Butler’s theory can help us understand gender identity development:
1. Fluidity of Gender: Butler asserts that gender is fluid and can change over time. This is significant in understanding nonbinary identities, as many individuals may not feel constrained by traditional gender roles (Butler, 1990).
2. Social Construction: According to Butler, society plays a pivotal role in constructing gender identities. Thus, one’s experiences with social structures can either reinforce traditional gender norms or allow for the exploration of alternative identities (Butler, 1990). This is essential for understanding how nonbinary identities navigate through a predominantly binary societal framework.
3. Empowerment through Agency: Butler emphasizes the importance of agency in identity formation. By recognizing that individuals can disrupt dominant narratives, advocates can empower nonbinary individuals to assert their identities and challenge societal norms (Butler, 1990).
Supporting Nonbinary Friends and Family Members
Supporting a friend, colleague, or family member who identifies as nonbinary requires sensitivity and active engagement. Here are three ways to provide such support:
1. Use Correct Pronouns: One fundamental way to show respect for a nonbinary individual is to use their chosen pronouns. Whether they prefer "they/them," "zie/zim," or another set, using the correct pronouns affirms their identity and fosters a sense of belonging (McLemore, 2018).
2. Educate Yourself: Understanding nonbinary identities and the challenges faced by nonbinary individuals in a predominantly binary world is vital. Consider reading literature, watching documentaries, or attending workshops that focus on nonbinary experiences (Budge et al., 2013). This proactive approach reflects your commitment to supporting your loved one.
3. Create Safe Spaces: Encourage open conversations about gender identity. Setting up environments where they can express their feelings freely can facilitate more profound discussions around their experiences and challenges. This creates a platform for them to discuss their identity without judgment (Budge et al., 2013).
Application of Gender Identity Development Themes
When analyzing the integration of gender identity development in programmatic themes, one significant aspect to consider is social justice. Addressing the prejudices and societal norms that marginalize nonbinary individuals requires action grounded in social justice principles. This includes advocating for better representation in media, education, and the workplace. Social justice aims to dismantle the structures that perpetuate discrimination and to create an inclusive environment for all gender identities (Scheim et al., 2020). Recognizing the intersectionality of gender with other social categories, such as race, ethnicity, and socio-economic status, is crucial as they compound the various challenges faced by nonbinary individuals.
Conclusion
Through the application of the master narrative framework, we can gain profound insights into the intricate process of gender identity development. This understanding is further enriched when we consider influential theorists like Judith Butler, who encourage us to question normative narratives around gender. Supporting nonbinary individuals emotionally and practically reflects not only ethical behavior but also an essential commitment to social justice. As we embrace the complexity of gender identity, we affirm the value of every individual’s journey toward self-discovery and authenticity.
References
1. Bue, C., Arroyo, D., & Merriman, S. (2018). Applying the Master Narrative Framework to Gender Identity Development in Emerging Adulthood. Journal of Adolescent Research, 33(4), 1-16.
2. Budge, S. L., Adelson, J. L., & Howard, K. A. (2013). Anxiety and Depression in Transgender Individuals: The Roles of Social Support and Social Identity. Journal of Consulting and Clinical Psychology, 81(3), 545-557.
3. Butler, J. (1990). Gender Trouble: Feminism and the Subversion of Identity. Routledge.
4. McLemore, K. A. (2018). A Minority within a Minority: A Qualitative Study of the Experiences of Nonbinary Individuals. Journal of Gender Studies, 27(3), 343-354.
5. Scheim, A. I., & Gordon, A. (2020). The Role of Gender-affirming Surgery in the Lives of Transgender Individuals: A Qualitative Study. Archives of Sexual Behavior, 49(3), 1137-1147.
6. Bockting, W. O. (2006). Transforming the Transgender: A Review of the Gender Dysphoria Debate. International Journal of Transgenderism, 9(2), 31-43.
7. Kazyak, E. (2011). The Social Construction of Gender Identity. Sociological Inquiry, 81(4), 432-440.
8. Stryker, S. (2008). Transgender History. Seal Press.
9. Nagoshi, J. L., & Brzuzy, S. (2010). A Multidimensional Approach to the Study of Transgender Identity: Theoretical and Empirical Insights. Journal of Gender Studies, 19(3), 229-239.
10. McLemore, K. A. (2019). Nonbinary: A Brief History of Gender Fluidity. Psychology Today, Retrieved from [PsychologyToday.com](https://www.psychologytoday.com).