Please see instructions in the files below for more information on how to do the homework. Thank you so much.

AssignmentAssignment: Essay TopicPrompt: In the article “Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Administrators,” Pifer and Baker (2016) identified three stages of doctoral education, explaining each one and suggesting strategies to overcome challenges that arise in each stage. The excerpted reading below includes the explanations and strategies aimed at doctoral students in the first two stages of doctoral education: knowledge consumption and knowledge creation. Read through these paragraphs from Pifer and Baker (2016), and then compose an essay in response to these questions: Based on the challenges and strategies discussed by Pifer and Baker (2016), what challenges do you anticipate you will face in your doctoral program? What strategies will you apply to work through these challenges in your doctoral journey? In your essay, include relevant paraphrased and cited information from this reading excerpt: Stage 1: Knowledge Consumption In the first stage of doctoral education, the admission process through the first year of coursework, students begin to cultivate their identities as doctoral-level learners. The early stage of the doctoral journey may include a rough transition into the learner role. This initial transition may bring challenges related to identity shifts from professional to student, changes in geographic locations, and generally adjusting to their new roles as nascent disciplinary members (Gardner, 2009b; Sweitzer, 2009; Vekkaila, Pyhältö, & Lonka, 2013). At this stage, students with career experience shed their prior professional identities. This may present a challenge as students do away with, or put on hold, hard-earned status and expertise and assume the identity of the novice and the new entrant into departmental, institutional, and disciplinary cultures (J. Austin et al., 2009; Gardner, 2009b; Sweitzer, 2009). In addition, the magnitude of the scholarly pursuit may come with feelings of fear, doubt, and isolation (Brill, Balcanoff, Land, Gogarty, & Turner, 2014), in addition to exhaustion, cynicism, and inefficiency (Vekkaila et al., 2013). Also at this time, students learn the sociocultural norms and expectations of their fields, as well as the requirements and structural guidelines of their programs. First-year coursework provides foundational content knowledge, and communicates faculty expectations for student engagement and performance. Students engage in the traditional approach to learning, whereby the professor imparts foundational knowledge through classroom instruction. Acquiring this knowledge is the first step towards legitimacy in their chosen fields. Curricular expectations and disciplinary knowledge norms as communicated through coursework may challenge students considerably (Gardner, 2009b).Stage 1 strategies for students We suggest that students conduct a needs assessment to identify the areas for which they need support, as well as the types of relationships that can provide that support (Baker, Pifer, & Griffin, 2014; Martinsuo & Turkulainen, 2011). This process, once implemented, can be repeated as needed across the stages of students’ doctoral programs. This is an important stage to establish the advising, mentoring, and peer support relationships that will be instrumental throughout the doctoral journey (J. Austin et al., 2009; Baker & Pifer, 2011; Stubb, Pyhältö, & Lonka, 2014). Students and their doctoral supervisors don’t always share perceptions and expectations of their own and each other’s roles (Holbrook et al., 2014; Wade-Benzoni, Rousseau, & Li, 2006; Woolderink, Putnik, van der Boom, & Klabbers, 2015); taking the initiative to inquire with their supervisors at this stage of the journey may help establish a shared understanding that reduces ambiguity and provides structure to that key relationship (Main, 2014). Additionally, this is a good time for students to become familiar with key disciplinary associations as they seek to become familiar with disciplinary norms and cross-institutional networks. Early participation in disciplinary meetings will also allow students to begin creating and cultivating their developmental networks, which will help combat the isolation that accompanies Stage 2 and will facilitate the research and job search tasks in Stage 3 (Adegbola, 2014; Sweitzer, 2009; Yerkes, Van de Schoot, & Sonneveld, 2012).Stage 2: Knowledge Creation Stage 2 includes the completion of coursework, candidacy exams, and the dissertation proposal development and defense. Such significant tasks can bring with them equally significant fears, concerns, and self-doubt. Research has revealed the potential difficulty in transitioning to independence as students engage in the development of their scholarly identities, professional skills, and research agendas (Baker, Pifer, & Flemion, 2013; Gardner, 2009b; Lovitts, 2005; Walker et al., 2008). This can be an isolating time, yet research suggests that academic integration is critical for persistence (Golde, 2000, 2005). There is often no precedent for the type of activity and responsibilities students encounter in Stage 2 as they move away from the structure provided by courses. No longer prompted by responsibilities such as attending class or collaborating on assignments, interactions with faculty and fellow students can become infrequent. Students’ relationships, both within and outside the academic program, must evolve to accommodate this transition. Work with faculty members shifts during this stage from structured dialogues in the classroom to the unstructured nature of collaboration and supervision that occurs in research projects, writing, and dissertation work. Interactions with family and friends can also become strained or less frequent if time for personal relationships is sacrificed for research and writing (Baker & Pifer, 2011; Gardner & Gopaul, 2012).Stage 2 strategies for students The pressure to develop professionally, while still completing their training in the new autonomy of Stage 2, can be overwhelming. Recognizing and understanding this stage can help students manage its challenges effectively. It is normal to feel uneasy with the rapid, ill defined, and sometimes confusing transition from coursework to independent scholarship. Stage 2 is a useful time for applying prior learning to the construction of their own scholarship, research agendas, expertise, and professional identities (Baker, Pifer, & Flemion, 2013). It is important for students to be proactive about communicating in both personal and professional relationships during Stage 2. One of the most important relationships is that with the advisor or dissertation chair (Barnes & Austin, 2009; Gardner, 2008; McAlpine & Amundsen, 2012). Students who are able to let their advisors know what they expect from those relationships, and who give their advisors the chance to express their style or expectations, may find it easier to approach difficult conversations or to address challenges that may arise. We encourage conducting a needs assessment with the advisor/supervisor as a way to establish expectations and goals for the working relationship moving forward (Baker, Pifer, & Griffin, 2014; Vaquera, 2007). As students balance teaching, research, publishing, and the other facets of doctoral training, talking about these experiences with peers and faculty members becomes important and can ease the stress associated with maintaining a careful balance between personal and professional responsibilities during the transitions of Stage 2 (Fenge, 2012; Jairam & Kahl, 2012; McDaniels, 2010; Pearson, Cumming, Evans, Macauley, & Ryland, 2011). Fellow students can provide formal support such as writing groups as well as informal support and friendship (Aitchison, 2009; Martinsuo & Turkulainen, 2011; Pilbeam, LloydJones, & Denyer, 2013).The reading above is excerpted from the following article:Pifer, M. J. & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11, 15-34. https://doi.org/10.28945/2347 Stage-based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators, by Pifer, M. J. & Baker, V. L., in International Journal of Doctoral Studies, Vol. 11. Copyright 2016 by Informing Science Institute. Reprinted by permission of Informing Science Institute via the Copyright Clearance Center. Prompt: Based on the challenges and strategies discussed by Pifer and Baker (2016), what challenges do you anticipate you will face in your doctoral program? What strategies will you apply to work through these challenges in your doctoral journey?By Day 7 (Sunday) of Week 2 at 11:59 pm MST (please adjust this time to your current time zone)Write a 1-2-page, double-spaced essay in response to the prompt above. To present your strongest writing skills, submit an essay that: Provides a focused and clear central idea that responds to both questions in the assignment prompt with developed ideas; Integrates relevant and accurate paraphrased and/or quoted evidence from the provided reading in support of the argument, accompanied by appropriate analysis and some form of citation and/or attribution to signal when information is used from the reading; Organizes ideas with logical structure, clear paragraphs, and transitional words/phrases; Uses grammar and mechanics to effectively communicate meaning to readers; Maintains academic integrity by demonstrating your original work and appropriately paraphrasing and citing relevant information from the Pifer and Baker (2016) reading excerpt. Including outside sources beyond the Pifer and Baker (2016) reading excerpt provided above is not required for this essay; if you use them, however, then you must cite any information you summarize, paraphrase, or quote. For additional tips as you draft and revise your essay, visit the Doctoral Writing Assessment website and the Writing Center website. Note, however, that this assignment is not eligible for the Writing Center’s paper review service.Please do not write your name on your essay. Instead, save your document in accordance with the directions that follow.

W5-Final Paper Religion plays a profound role in the health and healing beliefs and practices of traditional people from all walks of life. This is especially true in times of birth and of death. In this paper, you will examine religious beliefs related to a health care situation.  Begin by selecting one of the following religions: Jehovah Witness, Islam, or Christian Science.  Submit an eight- to ten- page research paper containing a minimum of six to eight scholarly sources addressing the following case scenario: Case Scenario A man accompanies his 25 year old wife to the emergency room. The woman is concerned about severe pains and abdominal cramping she is experiencing.  A doctor’s examination finds that the woman is suffering from an ectopic pregnancy.  An ectopic pregnancy is one in which a fertilized egg implants outside of the uterus, usually in a fallopian tube.  Ectopic pregnancies cannot continue to birth (term).  The developing cells must be removed to save the mother's life.  The doctor explains the diagnosis to the couple.  The doctor outlines the following medical treatment plan: insertion of an intravenous (IV) line, administration of pain medication, and surgical intervention.  The physician explains that the surgery will consist of removal of the developing cells, potential need for blood product administration, and administration of IV antibiotics.  When the couple begins to refuse surgery based on their religious beliefs, the doctor explains that an ectopic pregnancy is considered an emergency procedure and must take place within the hour.  Given their religious beliefs, explain how the couple is likely responding to the diagnosis and the medical treatment plan. Consider the following questions when formulating your response. ·  What are the general beliefs of the religion as related to birth? ·  What are the general beliefs of the religion as related to death? ·  What are the general beliefs of the religion related to illness and disease? ·  What are the general beliefs of the religion related to healing practices? Explain how the medical team might consider responding after hearing the couple’s concerns. Consider the following questions (conceptual framework of the health care providers) when formulating your response: ·  What is causing the pain and suffering in the ectopic pregnancy? ·  Is one person’s health and well being taking a higher priority over another person’s health and well-being (mother, baby)? ·  What is the health care provider’s perception of time as related to this situation? ·  What has the medical model concluded is necessary for this patient’s situation? Describe the potential outcomes of not delivering culturally sensitive care for the patient and the medical team. 1.  Must be eight to ten double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the approved APA style guide. 2.  Must include a cover page that includes:           o  Title of Paper           o  Student’s name           o  Course name and number           o  Instructor’s name           o  Date submitted 3.  Must include an introductory paragraph with a succinct thesis statement. 4.  Must address the topic of the paper with critical thought. 5.  Must conclude with a restatement of the thesis and a conclusion paragraph. 6.  Must use at least six scholarly sources, including a minimum of two from ProQuest. 7.  Must use APA style as outlined in the approved APA style guide to document all sources. Must include, on the final page, a Reference Page that is completed according to APA style as outlined in the approved APA style guide