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Developing a plan to improve quality of life

Find a senior adult over the age of 60 willing to spend about an hour with you discussing their health and developing a plan to improve their quality of life. You can meet with them in person, over the phone, or online. This person can be a friend, family member, or acquaintance. Assure them that their information will remain confidential—and then be sure to keep that confidentiality in your assignment!

Complete the Medical Outcomes Study: 20-Item Short Form Survey Instrument (Links to an external site.) with the senior adult. You should ask the questions and enter their answers. Download the survey answers.

Ask your participant what gives their life meaning, and what they see as areas they could improve on that would improve their Quality of Life (QOL). Collaborate with them to set three short-term and three long-term goals that would bring more quality to their life.

Then collect all the data and write a paper using the following as a guide.

Describe your applicant, including information about their age, gender, general health, and comfort level with the interview.
Analyze the QOL survey you performed.
Identify three areas of concern that you see involving risk.
Discuss what components of a successful aging theory applies to them.
Discuss how this person’s life aligns with qualities of health in the Blue Zones.
Collaborate with your participant in creating three short-term and three long-term goals that they feel are most important to improving their quality of life.

Sample Solution

tly, article four describes the physiological phenomenon known as “think manager, think man” that suggests that our expectations of a good leader favours men as the traits associated with leaders, like forceful and dominant, are stereotypically associated with men (Brands, 2015). Individuals often fail to see potential in women, due to the existing male bias in our cognitive processing. Despite this, it is shown that males and females act similar in senior roles. This leads to women being highly underrepresented in top management positions showing a clear organisational bias. Article one, two and three discuss qualities that are needed in order to become an effective leader. More specifically, article two and three mention how increased understanding of diversity helps leader’s performance. Article two, three and four examine three different types of diversity and their impact on the workforce. Article two and three show a positive side of diversity. However, the fourth article highlights an inequality created in the workforce as a result of existing stereotypes. D) Article one was chosen, because it emphasizes the importance of leadership within a changing work culture and breaks down the key elements of what it takes to be a leader. The source is Human Resources oriented so it focuses on employee management. Article two was selected because it provides detailed information about the importance of cultural diversity in the globalization age and effective solutions to enhance workplace productivity. Forbes is also a sufficient source for business articles because it is known as a top tier business magazine. Article three was chosen because it examines the relationship between racial diversity in student leadership programmes and leadership capacity. is a suitable source, because it is a science, research and technology aggregator and therefore only collects and suggests trustworthy papers with data-based evidence. Article four was chosen as it emphasises the gender difference that still exists in the workforce. Additionally, the article brings in another perspective to our research, showing the effect of stereotypes in the wo

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