1. What barriers, challenges and opportunities (within the educational and medical system) impacted Alvord’s training as a medical doctor? How did her personal journey impact the doctor she has become? How has your journey impacted your career as a nurse/health care provider?
2. What specific environmental, political, economic and social realities impact Navajo health, susceptibilities to disease as described by Alvord? What role do you think your client’s environmental, economic and social reality play in your patient’s/client’s health? Use examples as given in the book.
3. Given her unique perspective, what do you think Dr. Alvord contributes to the practice of biomedicine-Western Medicine? What does “hozho” mean and how does it impact Dr. Alvord’s practice of medicine? How does she uniquely combine her medical practice with the Navajo medical traditions and philosophies about health and patient care? What philosophy about health drives your patient care?
| linked to a Learning OutcomePassage 1 Analysis |
| 14.0 pts
Student shows good comprehension of difference between inductive and deductive argument; discusses premises and how their evidence either necessarily or only probably leads to the conclusion; shows comprehension of how categorical arguments are distinguished from truth-functional arguments. Explanations are clear, use proper terminology and show understanding of terms and concepts. |
11.75 pts
Student shows comprehension of difference between inductive and deductive argument; discusses premises and how their evidence either necessarily or only probably leads to the conclusion; recognizes that deductive arguments can be categorical or truth functional. Some explanation, but sometimes vague or lacks clarity. |
10.5 pts
Student shows some comprehension of difference between inductive and deductive argument; some discussion of premises and how their evidence either necessarily or only probably leads to the conclusion; shows little comprehension of how categorical arguments are distinguished from truth-functional arguments. Explanation lacking altogether or vague, unclear. |
8.5 pts
Student shows little comprehension of difference between inductive and deductive argument, little or no discussion of premises and how their evidence either necessarily or only probably leads to the conclusion; shows little or no comprehension of how categorical arguments are distinguished from truth-functional arguments. Explanations absent or unclear. |
0.0 pts
Student shows little or no comprehension of difference between inductive and deductive argument; no discussion of premises and how their evidence either necessarily or only probably leads to the conclusion; no comprehension or no mention of how categorical arguments are distinguished from truth-functional arguments. |
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