9 dissuasion question Bartol, C. R., & Bartol, A. M. (2017)..docx
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9 dissuasion question Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson. Chapter 12, “Sexual Assault” (pp. 348–375) Chapter 13, “Sexual Abuse of Children and Youth” (pp. 376–402) To prepare for this Discussion: Review the Learning Resources. Think about the following two statements: Rape is seen as a pseudosexual act. Rape is always and foremost an aggressive act. Consider the two statements above regarding motivation of sexual assault. Is rape classified as a pseudosexual act to you, or is it more or less than that? Explain your stance. Do you see rape as an aggressive act by nature, or can it be considered otherwise in certain situations? Explain your reasoning for this. Excellent - above expectations Main Discussion Posting Content Points Range: 21.6 (54%) - 24 (60%) Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas. Points Range: 19.2 (48%) - 21.57 (53.92%) Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas. Points Range: 16.8 (42%) - 19.17 (47.93%) Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. Points Range: 0 (0%) - 16.77 (41.93%) Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings. Reply Post & Peer Interaction Points Range: 7.2 (18%) - 8 (20%) Student interacts frequently with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes. Points Range: 6.4 (16%) - 7.16 (17.9%) Student interacts moderately with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes. Points Range: 5.6 (14%) - 6.36 (15.9%) Student interacts minimally with peers .
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8.1 AssignmentCase Study #1 Psychological Aspects of Vi.docx
8.1 Assignment
Case Study #1
Psychological Aspects of Violent Crime Week 8 Case Studies
Jim, a 48-year-old engineer, works at a medium-size engineering firm. He has been employed with the firm for 16 years. He is described by co-workers as serious and thin-skinned, having no sense of humor, and distrusting of others. He lives alone, does not socialize with his neighbors, and often engages in angry accusations of something the neighbors or their children did that caused him distress or offended him in some way. He holds grudges forever, seemingly holding on to every real or perceived slight he has ever experienced. Jim is constantly writing letters to the utility company, city officials, and his congressional leaders about the injustices constantly inflicted upon him.
ckley, C., Mack, S., Beyer, K., & Erdberg, P. (2010).
Investigative and forensic interviewing: A personality-focused approach
. Boca Raton, FL: CRC Press.
Chapter 7, “The Paranoid Personality” (pp. 125–142)
Chapter 8, “The Schizotypal Personality” (pp. 143–162)
In a 3- to 5-page paper:
Identify and explain features in the primary offender that are consistent with Cluster A personalities.
Explain how these features differ from features that characterize Cluster B personalities.
Explain crimes that Cluster A personalities are more likely to commit.
Explain three challenges of working with individuals with Cluster A personalities and recommend strategies for overcoming those challenges.
Recommend at least three strategies to implement when interviewing offenders with Cluster A personalities.
Support your rationale with references to the Learning Resources and other academic sources.
Main Discussion Posting Content
Excellent - above expectations
Points Range:
21.6 (54%) - 24 (60%)
Discussion posting demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
19.2 (48%) - 21.57 (53.92%)
Discussion posting demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
16.8 (42%) - 19.17 (47.93%)
Discussion posting demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be
lacking
or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 16.77 (41.93%)
Discussion posting demonstrates
poor or no
understanding of the concepts and key points of the text/s and Learning Resources. Posting is inco.
Instructor Name Point Value 30Student NameCATEGORY .docx
Instructor Name: Point Value: 30
Student Name:
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Content Quality
40% of total Discussion
grade
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Student enhanced
points with examples and
questions that helped further
discussion. Discussion is well
organized, uses scholarly tone,
follows APA style, uses original
writing and proper paraphrasing,
contains very few or no writing
and/or spelling errors, and is fully
consistent with graduate-level
writing style. Discussion contains
multiple, appropriate and
exemplary sources
expected/required for the
assignment.
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Discussion is mostly
consistent with graduate level
writing style. Discussion may have
some small or infrequent
organization, scholarly tone, or
APA style issues, and/or may
contain a few writing and spelling
errors, and/or somewhat less than
the expected number of or type of
sources.
Student participated in the
Discussion about the presented
topic with adequate content but
the content lacked either detail,
relevancy, or support. Discussion
is somewhat below graduate level
writing style, with multiple smaller
or a few major problems.
Discussion may be lacking in
organization, scholarly tone, APA
style, and/or contain many writing
and/or spelling errors, or shows
moderate reliance on quoting vs.
original writing and paraphrasing.
Discussion may contain inferior
resources (number or quality).
Content of student's post and
responses was not clear, relevant,
or supported. Discussion is well
below graduate level writing style
expectations for organization,
scholarly tone, APA style, and
writing, or relies excessively on
quoting. Discussion may contain
few or no quality resources.
Student did not submit a post or
response.
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Engagement
40% of total Discussion
grade
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates' posts.
Student response participation
exceeded the stated minimum
requirements.
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates'
posts.Student responses
contributed to classmates'
experience.
Student participated somewhat
actively as evidenced by posts
and responses that were adequate
but lacking strong reflective
thought.
Student did not participate actively
as evidenced by little reflective
thought in i.
Rubric for wk 1 discussion EBPExcellentGoodFairPoorMai.docx
Rubric for wk 1 discussion EBP
Excellent
Good
Fair
Poor
Main Posting
45 (45%) - 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) - 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) - 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) - 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) - 10 (10%)
Posts main post by day 3.
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
Does not post by day 3.
First Response
17 (17%) - 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
15 (15%) - 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
13 (13%) - 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Respons ...
Pharmacology question Pharmacology for Psychological DisordersL
Pharmacology question: Pharmacology for Psychological Disorders
Learning Objectives
Students will:
· Evaluate patients for treatment of psychological disorders
· Analyze decisions made throughout the diagnosis and treatment of patients with psychological disorders
· Analyze impacts of pharmacotherapeutics for psychological disorders on patient pathophysiology
· Evaluate patients for treatment of neurological and musculoskeletal disorders
· Analyze decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders
· Justify decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders
Discussion question: Decision Making When Treating Psychological Disorders
Psychological disorders, such as depression, bipolar, and anxiety disorders can present several complications for patients of all ages. These disorders affect patients physically and emotionally, potentially impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders have many drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the advanced practice nurse’s responsibility to ensure the safe and effective diagnosis, treatment, and education of patients with psychological disorders.
For this Discussion, you will select an interactive media piece to practice decision making when treating patients with psychological disorders. You will recommend the most effective pharmacotherapeutic to treat the psychological disorder presented and examine potential impacts of pharmacotherapeutics on a patient’s pathophysiology.
To Prepare
· Review this week’s interactive media pieces and select one to focus on for this Discussion.
· Reflect on the decision steps in the interactive media pieces, and consider the potential impacts from the administration of the associated pharmacotherapeutics on the patient’s pathophysiology.
Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing the interactive media piece for the psychological disorder you selected. Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for this patient? Be specific and provide examples.
Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing
the interactive media piece for the psychological disorder you selected.
Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact
the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for for this patient?
RUBRIC TO FFL F ...
71 dissuasionCase Study #2 Mark, 29 years old, and Elle.docx
7:1 dissuasion
Case Study #2
Mark, 29 years old, and Ellen, 27 years old, have been married for 2 years. When they first met, he treated her like a queen. He was kind and loving and “idolized” her. He would show glimpses of jealousy and controlling behavior, but she did not pay much attention to it. After they got married, his jealousy and controlling behavior grew worse. He treated her wonderfully when she was with him at home and engaging in behavior that made him feel loved and needed. However, he was controlling whenever she left the house to run errands or see her friends. When she returned home, he would question her in passive-aggressive ways and sometimes be outright accusatory. She would naturally become defensive and withdraw emotionally. That seemed to make things worse, and he would start to become verbally abusive about her not meeting his needs, not loving him, and not wanting to be with him. These verbal explosions were often accompanied by demeaning language. After these outbursts, Ellen felt like leaving him and even expressed this at times. Most of the time Mark would apologize profusely, then bring her flowers or gifts and rationalize his behavior in some way or promise he would change. Things would then get better for a while, and he would engage in “idolizing” behavior. However, the cycle of controlling behavior would just begin again.
Identify the case study you selected. Explain what features of borderline personality disorder the primary character exhibits. Explain how the concept of splitting is demonstrated, and describe the role that empathy plays in the splitting. Explain challenges a forensic psychology professional might have when working with individuals with borderline personality disorder.
Ackley, C., Mack, S., Beyer, K., & Erdberg, P. (2010).
Investigative and forensic interviewing: A personality-focused approach
. Boca Raton, FL: CRC Press.
Chapter 3, “The Antisocial Personality” (pp. 43–60)
Chapter 4, “The Psychopathic Personality” (pp. 61–93)
Main Discussion Posting Content
Excellent - above expectations
Points Range:
21.6 (54%) - 24 (60%)
Discussion posting demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
19.2 (48%) - 21.57 (53.92%)
Discussion posting demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
16.8 (42%) - 19.17 (47.93%)
Discussion posting demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be
lacking
or incorrec.
Learning resources note to access this module’s required libra
Learning resources note to access this module’s required libra
Recommended
8.1 AssignmentCase Study #1 Psychological Aspects of Vi.docx
8.1 Assignment
Case Study #1
Psychological Aspects of Violent Crime Week 8 Case Studies
Jim, a 48-year-old engineer, works at a medium-size engineering firm. He has been employed with the firm for 16 years. He is described by co-workers as serious and thin-skinned, having no sense of humor, and distrusting of others. He lives alone, does not socialize with his neighbors, and often engages in angry accusations of something the neighbors or their children did that caused him distress or offended him in some way. He holds grudges forever, seemingly holding on to every real or perceived slight he has ever experienced. Jim is constantly writing letters to the utility company, city officials, and his congressional leaders about the injustices constantly inflicted upon him.
ckley, C., Mack, S., Beyer, K., & Erdberg, P. (2010).
Investigative and forensic interviewing: A personality-focused approach
. Boca Raton, FL: CRC Press.
Chapter 7, “The Paranoid Personality” (pp. 125–142)
Chapter 8, “The Schizotypal Personality” (pp. 143–162)
In a 3- to 5-page paper:
Identify and explain features in the primary offender that are consistent with Cluster A personalities.
Explain how these features differ from features that characterize Cluster B personalities.
Explain crimes that Cluster A personalities are more likely to commit.
Explain three challenges of working with individuals with Cluster A personalities and recommend strategies for overcoming those challenges.
Recommend at least three strategies to implement when interviewing offenders with Cluster A personalities.
Support your rationale with references to the Learning Resources and other academic sources.
Main Discussion Posting Content
Excellent - above expectations
Points Range:
21.6 (54%) - 24 (60%)
Discussion posting demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
19.2 (48%) - 21.57 (53.92%)
Discussion posting demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
16.8 (42%) - 19.17 (47.93%)
Discussion posting demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be
lacking
or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 16.77 (41.93%)
Discussion posting demonstrates
poor or no
understanding of the concepts and key points of the text/s and Learning Resources. Posting is inco.
Instructor Name Point Value 30Student NameCATEGORY .docx
Instructor Name: Point Value: 30
Student Name:
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Content Quality
40% of total Discussion
grade
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Student enhanced
points with examples and
questions that helped further
discussion. Discussion is well
organized, uses scholarly tone,
follows APA style, uses original
writing and proper paraphrasing,
contains very few or no writing
and/or spelling errors, and is fully
consistent with graduate-level
writing style. Discussion contains
multiple, appropriate and
exemplary sources
expected/required for the
assignment.
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Discussion is mostly
consistent with graduate level
writing style. Discussion may have
some small or infrequent
organization, scholarly tone, or
APA style issues, and/or may
contain a few writing and spelling
errors, and/or somewhat less than
the expected number of or type of
sources.
Student participated in the
Discussion about the presented
topic with adequate content but
the content lacked either detail,
relevancy, or support. Discussion
is somewhat below graduate level
writing style, with multiple smaller
or a few major problems.
Discussion may be lacking in
organization, scholarly tone, APA
style, and/or contain many writing
and/or spelling errors, or shows
moderate reliance on quoting vs.
original writing and paraphrasing.
Discussion may contain inferior
resources (number or quality).
Content of student's post and
responses was not clear, relevant,
or supported. Discussion is well
below graduate level writing style
expectations for organization,
scholarly tone, APA style, and
writing, or relies excessively on
quoting. Discussion may contain
few or no quality resources.
Student did not submit a post or
response.
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Engagement
40% of total Discussion
grade
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates' posts.
Student response participation
exceeded the stated minimum
requirements.
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates'
posts.Student responses
contributed to classmates'
experience.
Student participated somewhat
actively as evidenced by posts
and responses that were adequate
but lacking strong reflective
thought.
Student did not participate actively
as evidenced by little reflective
thought in i.
Rubric for wk 1 discussion EBPExcellentGoodFairPoorMai.docx
Rubric for wk 1 discussion EBP
Excellent
Good
Fair
Poor
Main Posting
45 (45%) - 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) - 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) - 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) - 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) - 10 (10%)
Posts main post by day 3.
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
Does not post by day 3.
First Response
17 (17%) - 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
15 (15%) - 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
13 (13%) - 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Respons ...
Pharmacology question Pharmacology for Psychological DisordersL
Pharmacology question: Pharmacology for Psychological Disorders
Learning Objectives
Students will:
· Evaluate patients for treatment of psychological disorders
· Analyze decisions made throughout the diagnosis and treatment of patients with psychological disorders
· Analyze impacts of pharmacotherapeutics for psychological disorders on patient pathophysiology
· Evaluate patients for treatment of neurological and musculoskeletal disorders
· Analyze decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders
· Justify decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders
Discussion question: Decision Making When Treating Psychological Disorders
Psychological disorders, such as depression, bipolar, and anxiety disorders can present several complications for patients of all ages. These disorders affect patients physically and emotionally, potentially impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders have many drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the advanced practice nurse’s responsibility to ensure the safe and effective diagnosis, treatment, and education of patients with psychological disorders.
For this Discussion, you will select an interactive media piece to practice decision making when treating patients with psychological disorders. You will recommend the most effective pharmacotherapeutic to treat the psychological disorder presented and examine potential impacts of pharmacotherapeutics on a patient’s pathophysiology.
To Prepare
· Review this week’s interactive media pieces and select one to focus on for this Discussion.
· Reflect on the decision steps in the interactive media pieces, and consider the potential impacts from the administration of the associated pharmacotherapeutics on the patient’s pathophysiology.
Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing the interactive media piece for the psychological disorder you selected. Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for this patient? Be specific and provide examples.
Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing
the interactive media piece for the psychological disorder you selected.
Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact
the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for for this patient?
RUBRIC TO FFL F ...
71 dissuasionCase Study #2 Mark, 29 years old, and Elle.docx
7:1 dissuasion
Case Study #2
Mark, 29 years old, and Ellen, 27 years old, have been married for 2 years. When they first met, he treated her like a queen. He was kind and loving and “idolized” her. He would show glimpses of jealousy and controlling behavior, but she did not pay much attention to it. After they got married, his jealousy and controlling behavior grew worse. He treated her wonderfully when she was with him at home and engaging in behavior that made him feel loved and needed. However, he was controlling whenever she left the house to run errands or see her friends. When she returned home, he would question her in passive-aggressive ways and sometimes be outright accusatory. She would naturally become defensive and withdraw emotionally. That seemed to make things worse, and he would start to become verbally abusive about her not meeting his needs, not loving him, and not wanting to be with him. These verbal explosions were often accompanied by demeaning language. After these outbursts, Ellen felt like leaving him and even expressed this at times. Most of the time Mark would apologize profusely, then bring her flowers or gifts and rationalize his behavior in some way or promise he would change. Things would then get better for a while, and he would engage in “idolizing” behavior. However, the cycle of controlling behavior would just begin again.
Identify the case study you selected. Explain what features of borderline personality disorder the primary character exhibits. Explain how the concept of splitting is demonstrated, and describe the role that empathy plays in the splitting. Explain challenges a forensic psychology professional might have when working with individuals with borderline personality disorder.
Ackley, C., Mack, S., Beyer, K., & Erdberg, P. (2010).
Investigative and forensic interviewing: A personality-focused approach
. Boca Raton, FL: CRC Press.
Chapter 3, “The Antisocial Personality” (pp. 43–60)
Chapter 4, “The Psychopathic Personality” (pp. 61–93)
Main Discussion Posting Content
Excellent - above expectations
Points Range:
21.6 (54%) - 24 (60%)
Discussion posting demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
19.2 (48%) - 21.57 (53.92%)
Discussion posting demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
16.8 (42%) - 19.17 (47.93%)
Discussion posting demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be
lacking
or incorrec.
Learning resources note to access this module’s required libra
Learning resources note to access this module’s required libra
Mia LeeWriting a Quality ProspectusPremise Paper
Mia Lee
Writing a Quality Prospectus
Premise Paper
Premise Paper
African American Male Juvenile Rehabilitation versus Incarceration Punishment
Problem Statement:
The problem that will be addressed is how African American Male Juveniles do not get offered rehabilitation methods but they get punished to serve incarceration time. This leads to higher recidivism rates because they do not have alternative resources.
Theoretical Framework: Social Bond Theory
The social bond theory shows support that a juvenile who has attachment to something are less likely to commit delinquent acts. This is a faith-based initiative that provides informal relationships that postulated positive feelings of attachment while making it important to not commitment delinquent acts.
There are also theories that prove what contributes to delinquent behavior. One of those theories is the differential association theory which states that those juveniles who are affiliated with criminals have a higher propensity to become criminal themselves. On the other hand there is the strain theory, which offers a different perspective that people tend to respond to the different stressors that life brings differently. One of which could include criminal behavior. These theories support Travis Hirchi's social bond theory which is a theoretical framework model.
Martin, D. C. (2020). The Effectiveness of African American Male Faith-Based Juvenile Delinquency. Walden University. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=10021&context=dissertations
PSYOL 237
Introduction to Counseling
Guidelines for Research Paper
General InformationThe assignment is to write a 7-10 page typed research paper using APA style. The paper must contain at least 6 sources, no more than two of which can be Internet sources. If you are using an online version of a published journal, you do not have to count that as an Internet source.
For those of you unfamiliar with APA style there are online tutorials that may assist you. The site: Purdue OWL, is very helpful and easy to use. This site includes links to other references to APA style and sample APA papers. There are also copies of the APA Publication Manual in the library. For those of you who are Psychology majors, it would be in your best interest to purchase the publication manual – you will be using it a lot!
A Complete Paper Should Include
Title Page (includes header, p.#, running head, title, author and class)
Abstract (a one-paragraph summary [150-250 words] of what your paper is
about)
Body or Text (this is what I count in the 7-10 pages)
Reference Page (an alphabetized list of all the sources you used for the paper)
Topic
The topic of the paper must cover some aspect of counseling theory or its application. Do not merely write a biographical sketch of the founder of a theory or an overview of a theory we have discussed in class. A suggestion is to choose an approach or an issue and apply it to a particular situatio ...
Changes in culture and technology have resulted in patient populatio.docx
Changes in culture and technology have resulted in patient populations that are often well informed and educated, even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges, as illnesses and treatments can become complex.
What has your experience been with patient involvement in treatment or healthcare decisions?
In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.
To Prepare:
Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at https://decisionaid.ohri.ca/.
Choose “For Specific Conditions,” then
Browse
an alphabetical listing of decision aids by health topic.
NOTE:
To ensure compliance with HIPAA rules, please
DO NOT
use the patient’s real name or any information that might identify the patient or organization/practice.
RUBRIC
Main Posting
--
45
(45%)
- 50
(50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40
(40%)
- 44
(44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35
(35%)
- 39
(39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0
(0%)
- 34
(34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or gram.
SOCW 6200 Human Behavior and the Social Environment IWeek 4.docx
SOCW 6200: Human Behavior and the Social Environment I
Week 4: Social Development in Infants and Children
Assignment: Child Abuse and Neglect
Physical, emotional, and sexual abuse can have a devastating impact on a child and his or her family members. Social workers need to understand how to recognize and respond to cases of abuse expertly and efficiently. With an empathetic and helpful social worker, victims/survivors of abuse can take their first step onto the long road toward healing. For this Assignment, read the case study Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon and then consider what you would do if you were a social worker and had to report a parent of suspected child abuse.
By Day 7
Submit
a 3- to 4-page paper in which you review the approach taken by the social worker in Brandon’s case. Identify how the social worker might have used the ecological model to understand Brandon’s situation based on a person-in-environment perspective. Explain the use of the ecological model in this case on micro, mezzo, and macro levels. Describe strengths the social worker may have missed in assessing Brandon and his mother. Review the challenges that the social worker identifies and explain the impact the abuse could have had on Brandon had his strengths not been identified and addressed. Please use the Learning Resources to support your answer.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
Click the
Week 4 Assignment Rubric
to review the Grading Criteria for the Assignment.
Click the
Week 4 Assignment
link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the
Browse My Computer
button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click
Open
.
If applicable: From the Plagiarism Tools area, click the checkbox for
I agree to submit my paper(s) to the Global Reference Database
.
Click on the
Submit
button to complete your submission.
Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.
Grading Criteria
Responsiveness to Directions
13.5 (27%) - 15 (30%)
Assignment fully addresses all instruction prompts.
Content
18 (36%) - 20 (40%)
Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas. Paper demonstrates exemplary critical thought.
Writing
13.5 (27%) - 15 (30%)
Assignment is well organized, uses scholarly tone, follows APA style, uses original writing and .
Care Setting Environmental Analysis Scoring GuideCRITERIA .docx
Care Setting Environmental Analysis Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Synthesize stories and
evidence about times when
a care setting performed at
its best with regard to
quality and safety goals.
Does not list stories and
evidence about times
when a care setting
performed at its best with
regard to quality and
safety goals.
Lists but does not synthesize
stories and evidence, or fails to
clearly relate stories and
evidence to quality and safety
goals.
Synthesizes stories and
evidence about times when
a care setting performed at
its best with regard to
quality and safety goals.
Synthesizes stories and evidence
about times when a care setting
performed at its best with regard to
quality and safety goals. Identifies
knowledge gaps, unknowns, missing
information, unanswered questions,
or areas of uncertainty (where
further information could improve the
synthesis).
Propose positive, attainable
quality and safety
improvement goals for a
care setting.
Does not propose positive
goals for a care setting.
Proposed goals are positive
but not attainable, or will not
lead to ethical and culturally
sensitive improvement of
organizational quality and
safety, or are not clearly
aligned with the care setting’s
mission, vision, and values.
Proposes positive,
attainable quality and
safety improvement goals
for a care setting.
Proposes positive, attainable quality
and safety improvement goals for a
care setting, and identifies
assumptions on which proposed
goals are based.
Conduct a SWOT analysis
of a care setting, with
respect to quality and safety
goals.
Does not present the
findings of a SWOT
analysis of a care setting.
Conducts a SWOT analysis of
a care setting that is not clearly
focused on quality and safety
goals.
Conducts a SWOT analysis
of a care setting, with
respect to quality and
safety goals.
Conducts a SWOT analysis of a care
setting, with respect to quality and
safety goals, and impartially
considers conflicting data and other
perspectives.
Describe an area of concern
identified in a SWOT
analysis—relevant to a care
setting's mission, vision,
and values—that should be
improved.
Does not describe an
area of concern identified
in a SWOT analysis that
should be improved.
Describes an area of concern
identified in a SWOT analysis,
but does not show its relevance
to a care setting's mission,
vision, and values.
Describes an area of
concern identified in a
SWOT analysis—relevant
to a care setting's mission,
vision, and values—that
should be improved.
Describes an area of concern
identified in a SWOT analysis—
relevant to a care setting's mission,
vision, and values—that should be
improved. Identifies criteria that
could be used to evaluate such an
improvement.
Compare the AI and SWOT
approaches to analysis with
regard to data gathering and
interactions with others.
Does not describe data
gathering and interactions
with others.
Describes data gathering and
interactions with others, but
does not .
The study of social movement reflects the social issues in differe.docx
The study of social movement reflects the social issues in different periods have faced. This work will focus on the Abolition Movement and the Lesbian, gay, bisexual, and transgender (LGBT) social movements. Social movement are a result of general public consensus towards dealing with major social issues in the community. This work will study the historical background and ideals that supported the development of these two social movement. This is intended to show the correlation between their emergence and the key social issues that the community faced.The Abolition Movement emerged in an effort to end slavery in the country. It held that all people are created equal, and hence the practice of slavery was unacceptable. This movement existed in the 19th century when many people started publicly displaying dissatisfaction for the slavery practices in the country. It placed more pressure on the authorities to outlaw slavery (Martos, Wilson & Meyer, 2017). It would allow for increased debate about segregation and discrimination. The LGBT movement is much more recent. It was started with the goal of affording members of the LGBT community with the same rights and recognition of heterosexual members of the community. For many generations, people categorized as LGBT were shunned and discriminated against. This movement intended to overcome these limitations set on the community members. It was motivated by the need to end widespread homophobic, transphobic and biphobic attitudes in the American community (Lysack, 2012).It is interesting to observe these roles that these social movements played in American history. It is especially interesting to know how each relates to the social issues that affected the American public at different times in the country’s history.
ReferenceLysack, M. (2012). The abolition of slavery movement as a moral movement: Ethical resources, spiritual roots, and strategies for social change. Journal of Religion & Spirituality in Social Work: Social Thought, 31(1-2), 150-171.Martos, A. J., Wilson, P. A., & Meyer, I. H. (2017). Lesbian, gay, bisexual, and transgender
(LGBT) health services in the United States: Origins, evolution, and contemporary landscape. PloS one, 12(7), e0180544.
Adeduntan - What makes you unique? Go learn more about your top Strengths below.
RANK
STRENGTH
1
Harmony
LEARN MORE
RELATIONSHIP BUILDING
People who are especially talented in the Harmony theme look for consensus. They don't enjoy conflict; rather, they seek areas of agreement.
2
Restorative
LEARN MORE
EXECUTING
People who are especially talented in the Restorative theme are adept at dealing with problems. They are good at figuring out what is wrong and resolving it.
3
Achiever
LEARN MORE
EXECUTING
People who are especially talented in the Achiever theme have a great deal of stamina and work hard. They take great satisfaction from being busy and productive.
4
Responsibility
LEARN MORE
EXECUTING
People who are especially talented in the Res.
[Document title] Research Paper Final Grading Rubric Criter
[Document title]
Research Paper: Final Grading Rubric
Criteria
Advanced
Satisfies criteria w/ excellence
Proficient
Satisfies Criteria
Developing
Satisfies most criteria
Below Expectations
Does not satisfy criteria
Not Present
Content
Thesis Statement
10 pts.
Thesis statement is clearly identifiable and strongly presented. It provides a clear overview of the paper’s contents.
9 pts.
Thesis statement is identifiable and presented. It provides an overview of the paper’s contents.
8 pts.
Thesis statement is identifiable but needs improvement.
1 to 7 pts.
Thesis statement is not identifiable and/or does not provide an overview of the paper’s contents.
0 points
Content
69 to 75 pts.
All components as described in the assignment have been thoroughly addressed. Assertions are relevant and properly supported by evidence. The conclusion offers a good summary of issues treated in the paper and offers practical application.
63 to 68 pts.
All components as described in the assignment have been addressed. Assertions are mostly relevant and mostly supported by evidence. The conclusion offers a summary of issues treated in the paper and offers application.
57 to 62 pts.
Most components as described in the assignment have been addressed, or all components are present but need improvement. Some assertions are relevant and supported by evidence. The conclusion may need improvement.
1 to 56 pts.
Few components as described in the assignment have been addressed, or all components are missing. The conclusion is weak or is not present in the paper.
0 points
Sources
19 to 20 pts.
Sources are scholarly, high-quality, and relevant. They are critically evaluated and correctly utilized.
17 to 18 pts.
Sources are scholarly and relevant. They are evaluated and utilized.
16 pts.
Most sources are scholarly and most are relevant. Most are evaluated and utilized.
1 to 15 pts.
Few or no sources are scholarly or relevant. Few or none are evaluated and utilized.
0 points
Structure
Organization
14 to 15 pts.
All required elements are included and presented with strong headings and organizational clarity. There are clear transitions between paragraphs and sections. The treatment of the topic is logically oriented. The paper meets the page length requirement.
13 pts.
All required elements are included and organized. There are transitions between paragraphs and sections. The treatment of the topic is logically oriented. The paper meets the page length requirement or comes very close.
12 pts.
Most required elements are included and are mostly organized. Most paragraphs and sections have transitions. The logical treatment of the topic needs improvement. The paper may not meet the page length requirement.
1 to 11 pts.
Few or no required elements are included. Few or no transitions exist between paragraphs and sections. There may not be a logical treatment of the topic. The paper does not meet the page length requirement.
0 points
Style
14 to 15 pts.
The paper properly ...
9 AssignmentAssignment Typologies of Sexual AssaultsT.docx
9 Assignment
Assignment: Typologies of Sexual Assaults
There are many different types of sexual assaults and many different types of offenders. Although they are different, they can be classified in order to create a common language between the criminal justice field and the mental health field. This in turn will enable more accurate research, predict future offenses, and assist in the prosecution and rehabilitation of the offenders.
In this Assignment, you compare different typologies of sexual offenders to determine the differences in motivation, expression of aggression, and underlining personality structure. You also determine the best way to interview each typology of sexual offenders.
To prepare for this Assignment:
Review the Learning Resources.
Select two typologies of sexual offenders listed in the resources.
By Day 7
In a 3- to 5- page paper:
Compare the two typologies of sexual offenders you selected by explaining the following:
The motivational differences between the two typologies
The expression of aggression in the two typologies
The differences in the underlining personality structure of the two typologies
Excellent - above expectations
Points Range:
47.25 (63%) - 52.5 (70%)
Paper demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.
Points Range:
42 (56%) - 47.2 (62.93%)
Paper demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
Points Range:
36.75 (49%) - 41.95 (55.93%)
Paper demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Paper may be
lacking
in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 36.7 (48.93%)
Paper demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Writing
Points Range:
20.25 (27%) - 22.5 (30%)
Paper is
well
organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is
fully
consistent with graduate level writing style. Paper contains
multiple
, appropriate and exemplary sources expected/required for the assignment.
.
Note this is not my case scenario at all. it is just how i want m
Note this is not my case scenario at all. it is just how i want m
Please no plagiarism. I have attached an example to go by. The popul.docx
Please no plagiarism. I have attached an example to go by. The population I chose and currently work with are incarcerated juveniles, so at-risk youth.
Boundary Issues
It may not be possible or reasonable for counselors to always avoid dual relationships with clients. For example, counselors who live and work in small rural communities may attend the same religious institutions as their clients, or use the same libraries, doctors, or other services. In these multiple-relationship situations, counselors would not be in violation of ethical standards if they took reasonable steps to protect their objectivity and efficacy, and to avoid possibilities of exploitation or harm.
Counselors and supervisors usually consider dual relationships on a continuum of risk. As you work through the notion of dual relationships, you should consider the relationship with your client and the context of the situation. It is also important to consider the impact of dual roles on the power dynamics of the therapeutic relationship. For example, clients, students, and supervisees have less experience, knowledge, and power compared with licensed counselors and supervisors. Consequently, they are less likely to recognize inappropriate boundary crossings or to express their concerns about these crossings. It is your responsibility as an ethical practitioner to monitor and ensure appropriate boundaries across all related counseling situations.
For this Discussion, review the
Clinical Mental Health Counseling: Boundary Issues
media and consider the population that you are interested in working with as a professional counselor. Then, review the Learning Resources for this week and explore potential boundary issues you may encounter while working with this population. Reflect on potential benefit or harm related to boundary crossing. Finally, consider potential consultants who might be able to address any boundary issues.
Post by Day 3
a brief description of the population you selected. Then, explain any potential boundary issues you anticipate may be challenging in working with this population and explain why. Explain the potential benefit or harm associated with boundary crossing with this population. Finally, explain who you might consult with to address this boundary issue and why.
Be sure to use the Learning Resources and the current literature to support your response.
Respond by Day 5
and expand on your colleague’s posting by providing an alternate perspective on how you would work with your colleague’s selected population. Provide potential boundary crossing challenges that your colleague did not discuss and offer potential solutions for addressing these challenges.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
Herlihy, B., & Corey, G. (2015).
ACA ethical standards casebook
(7th ed.). Alexandria, VA: American Cou.
10222, 430 PMRubric Detail – Blackboard LearnPage 1 of
10/2/22, 4:30 PMRubric Detail – Blackboard Learn
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Rubric Detail
Select Grid View or List View to change the rubric's layout.
Excellent Good Fair Poor
Main Posting 45 (45%) - 50
(50%)
Answers all
parts of the
discussion
question(s)
expectations
with re!ective
critical analysis
and synthesis
of knowledge
gained from
the course
readings for the
module and
current credible
sources.
Supported by
at least three
current,
credible
sources.
Written clearly
and concisely
with no
grammatical or
spelling errors
and fully
40 (40%) - 44
(44%)
Responds to
the discussion
question(s) and
is re!ective
with critical
analysis and
synthesis of
knowledge
gained from
the course
readings for the
module.
At least 75% of
post has
exceptional
depth and
breadth.
Supported by
at least three
credible
sources.
Written clearly
and concisely
with one or no
grammatical or
35 (35%) - 39
(39%)
Responds to
some of the
discussion
question(s).
One or two
criteria are not
addressed or
are super"cially
addressed.
Is somewhat
lacking
re!ection and
critical analysis
and synthesis.
Somewhat
represents
knowledge
gained from the
course readings
for the module.
Post is cited
with two
credible
sources.
0 (0%) - 34 (34%)
Does not
respond to the
discussion
question(s)
adequately.
Lacks depth or
super"cially
addresses
criteria.
Lacks re!ection
and critical
analysis and
synthesis.
Does not
represent
knowledge
gained from the
course readings
for the module.
Contains only
one or no
credible
sources.
Not written
Name: NURS_6050_Module04_Week07_Discussion_Rubric EXIT
Grid View List View
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1#
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1#
10/2/22, 4:30 PMRubric Detail – Blackboard Learn
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adheres to
current APA
manual writing
rules and style.
spelling errors
and fully
adheres to
current APA
manual writing
rules and style.
Written
somewhat
concisely; may
contain more
than two
spelling or
grammatical
errors.
Contains some
APA formatting
errors.
clearly or
concisely.
Contains more
than two
spelling or
grammatical
errors.
Does not
adhere to
current APA
manual writing
rules and style.
Main Post:
Timeliness
10 (10%) - 10
(10%)
Posts main
post by day 3.
0 (0%) - 0 (0%) 0 (0%) - 0 (0%) 0 (0%) - 0 (0%)
Does not post
by day 3.
First
Response
17 (17%) - 18
(18%)
Response
exhibits
synthesis,
critical thinking,
and application
to practice
settings.
Communication
is professional
and respectful
to colleagues.
Responses to
faculty
questions are
fully answered,
if posed.
Provides clear,
concise
opinions and ...
RESEARCH AND THEORYCHAPTER 2RES.docx
RESEARCH
AND
THEORY
CHAPTER 2
*
RESEARCHMeans to study thoroughly through the process of scholarly or scientific inquiry.
Social science research studiesHuman societyRelationships
SCIENTIFIC METHODFormulate questions (hypotheses)
Seek answers (studies)QuantitativeCount, measureQualitativeVerbal, written
8 STEPS IN THE
SCIENTIFIC METHOD
Topic
Question
Conceptualization
Definitions
Method
Population
Data
Apply
1. Choosing the research topicVariable:Characteristic measured in a study(Independent vs dependent)Correlations:Show relationships between variables in a studyIMPORTANT: CORRELATIONS DO NOT PROVE CAUSE AND EFFECT
2. Creating the research question/ THE HYPOTHESISLiterature ReviewHYPOTHESIS:A speculative statement about a variable or the relationship between variables
3. ConceptualizationList of all the concepts (or constructs) under investigation
Can put abstract concepts into concrete terms
4. Using operational/empirical definitionsDescription of the concept/construct being studied
5. Choosing the research method:
Four Common in Family Research
1. SURVEYSSample—Group of peopleResponse RateValidity
2. OBSERVATIONS
3. CASE STUDIES
4. EXPERIMENTAL DESIGN
Experimental Group Control Group
6. Population and samplingPopulation=Whole groupSample=Selected group out of whole groupProbability/randomNon-probability/not randomRepresentativenessSample size
7. Data: Collecting, processing, analyzing
Ask about sample size and representativeness Response rate 50%+ adequateAsk about “confounding variables”
8. Applying research findingsConferenceJournal—professional, peer reviewedInform policy developmentInform program development
RESEARCH ETHICSInstitutional Review Board (Human Subjects Committee)SafetyInformed consentPrivacy/confidentialityResearch integrity--truth
Family Research PerspectiveStructural FunctionalismInstrumental RolesExpressive RolesStructures-patterns of role arrangementsFocused on nuclear familyGrandfather of family theories
THEORYA general principle that is used to understand or to explain events
SOME THEORIES USED IN FAMILY RESEARCH
Ecological
Family Development
Conflict
Family Systems
Symbolic Interaction
Social Exchange
1. Ecological Theory
Covered in Chapter 1
2. Family Development Theory
PHASES/STAGESDEVELOPMENTAL TASKSOn-timeOff-timeHEALTHY FAMILIES ADAPT OVER TIME
3. Conflict Theory
Conflict normal and predictableUnderstand sources of conflictUnderstand sources of power
4. Family Systems TheoryIs application of the General Systems Theory to families
Wholeness: Must look at whole family
Interconnections: Interactions between family members
Behaviors affected by others in familyMORE IN CHAPTER 3
5. Symbolic Interaction TheoryCONTINUOUS OBSERVATION AND REACTIONS TO OTHERSFocus on communicationVerbal and non-verbalMORE IN CHAPTER 3
6. Social Exchange TheoryCosts vs. RewardsDrawn to relationships that are rewardingAvoid relationsh ...
1RUNNING HEAD PROBLEM IDENTIFICATIONJohnston-Taylor.docx
1
RUNNING HEAD: PROBLEM IDENTIFICATION Johnston-Taylor
Problem Identification and Model Planning
Capella University
HMSV5316: Effective Use of Analytics Human Services
In this paper, this writer, along with this writer’s project group, has identify a specific issue to focus on for our project and has plan how to use the data to examine it. We choose a problem from the scenario of the Homeless Teen Program run by the Riverbend City Community Action Center (CAC) and imply the identify problem to the linear regression model. We have decided to focus on the question/problem #6: “Is there a relationship between participation in individual mental health treatment and family tension?” (Riverbend City, 2020). It is important to learn more about teen mental health and family tension because mental health is important at every stage of life, from childhood to old age. But mental health treatment in young adult is extremely important and it can be examined as a very sensitive subject. Edidin et. al (2012) stated, youth homelessness is a growing concern in the United States. Despite the difficulty studying this particular population due to the inconsistent definitions of what it means to be homeless and a youth, the current body of research indicates disruptive family relationships, family breakdown, and abuse are all common contributing factors to youth homelessness.
According to EMC Educational Services (2015) stated data analytics lifestyle is the process used for incorporating data. It is also organized process that provides arrangement to the whole process of data analytics, which starts before the actual data is analyzed and connected. The data analytics lifestyle assist individuals to ensure there is an identified reason for collecting data, which data is available, and muse about the model using the data before collecting and analyzing the data. The lifecycle has six phases, and the project work can occur in several phases at once. The six phases are discovery, data preparation, model planning, model building, communicate results, and operationalize. Phase three of the data analytics is model planning, where the team has to determine the methods, techniques, and the workflow that tends to follow the subsequent model building phase (EMC Education Services, 2015). The best model chosen imply the identify problem is the linear regression model.
The linear regression model assumes that there is an immediate relationship between the outcome and input variables. As a group, we imply that an individual’s homelessness is can be expressed by two variables, which are family tension and mental health. Mental health and family tension is the input variables while homelessness is the outcome variable. We are focusing on the possible issue between family tension and mental health treatment, and analyze the data provided from the Homeless Teen Program scenario. This model is appropriate for this specific problem due.
1RUNNING HEAD PROBLEM IDENTIFICATIONJohnston-Taylor.docx
1
RUNNING HEAD: PROBLEM IDENTIFICATION Johnston-Taylor
Problem Identification and Model Planning
Capella University
HMSV5316: Effective Use of Analytics Human Services
In this paper, this writer, along with this writer’s project group, has identify a specific issue to focus on for our project and has plan how to use the data to examine it. We choose a problem from the scenario of the Homeless Teen Program run by the Riverbend City Community Action Center (CAC) and imply the identify problem to the linear regression model. We have decided to focus on the question/problem #6: “Is there a relationship between participation in individual mental health treatment and family tension?” (Riverbend City, 2020). It is important to learn more about teen mental health and family tension because mental health is important at every stage of life, from childhood to old age. But mental health treatment in young adult is extremely important and it can be examined as a very sensitive subject. Edidin et. al (2012) stated, youth homelessness is a growing concern in the United States. Despite the difficulty studying this particular population due to the inconsistent definitions of what it means to be homeless and a youth, the current body of research indicates disruptive family relationships, family breakdown, and abuse are all common contributing factors to youth homelessness.
According to EMC Educational Services (2015) stated data analytics lifestyle is the process used for incorporating data. It is also organized process that provides arrangement to the whole process of data analytics, which starts before the actual data is analyzed and connected. The data analytics lifestyle assist individuals to ensure there is an identified reason for collecting data, which data is available, and muse about the model using the data before collecting and analyzing the data. The lifecycle has six phases, and the project work can occur in several phases at once. The six phases are discovery, data preparation, model planning, model building, communicate results, and operationalize. Phase three of the data analytics is model planning, where the team has to determine the methods, techniques, and the workflow that tends to follow the subsequent model building phase (EMC Education Services, 2015). The best model chosen imply the identify problem is the linear regression model.
The linear regression model assumes that there is an immediate relationship between the outcome and input variables. As a group, we imply that an individual’s homelessness is can be expressed by two variables, which are family tension and mental health. Mental health and family tension is the input variables while homelessness is the outcome variable. We are focusing on the possible issue between family tension and mental health treatment, and analyze the data provided from the Homeless Teen Program scenario. This model is appropriate for this specific problem due.
HS6010 LASA RubricAssignment ComponentsUnsatisfactory7.docx
HS6010 LASA Rubric
Assignment Components
Unsatisfactory
77% or lower
Emerging
78–82%
(C+ to B-)
Proficient
83–89%
(B to B+)
Exemplar
90–100%
(A- to A)
Score
To calculate score:
(% / 100) x max pts.
e.g.
(80% / 100) x 12 = 9.6
Identify the legal and ethical obligations to both the girl and the father.
CO 2
Only few of the legal and ethical obligations to both the girl and the father are accurately identified.
Most of the legal and ethical obligations to both the girl and the father are identified but some are missing or unclear.
All direct legal and ethical obligations to both the girl and the father are clearly identified.
All legal and ethical obligations (both direct and indirect) to both the girl and the father are clearly identified and perceptively discussed without bias.
36
Identify the multiple levels of system failure in this case.
CO 4
Levels of system failure are severely incomplete or are inaccurate.
Levels of system failure are incomplete or only represent on level.
Levels of system failure are accurately identified and represent all multiple levels.
Levels of system failure are accurately and perceptively identified; they represent all multiple levels.
36
Discuss the distinction between the legal justification for the release of the girl and the ethical problems with such actions. In your discussion, explain how an individual human services provider might come to deal personally with such a conflict.
CO 1 and 3
Distinction between legal justification for releasing the girl and the ethical problems with that action is inaccurate, or one side is not represented. Evidence is sparse. Explanation of how an individual human services provider might come to deal personally with such a conflict is unreasonable or severely underdeveloped.
Distinction between legal justification for releasing the girl and the ethical problems with that action is discussed, but not clearly, or the two sides are not represented equally. Evidence from scholarly sources is present but how they support ideas is unclear. Explanation includes a description of how an individual human services provider might come to deal personally with such a conflict, but explanation is unclear or underdeveloped.
Distinction between legal justification for releasing the girl and the ethical problems with that action is clearly discussed; both sides are explained clearly with specific evidence from scholarly sources. Explanation includes an accurate description of how an individual human services provider might come to deal personally with such a conflict.
Distinction between legal justification for releasing the girl and the ethical problems with that action is insightfully discussed; both sides are explained clearly, without bias and with specific evidence from scholarly sources. Explanation includes a thoughtful description of how an individual human services provider might come to deal personally with such a conflict.
40
Identify the cultural considerations nee.
Topic Description BullyingAhmed AlqassabPsy.docx
Topic Description: Bullying
Ahmed Alqassab
Psychology
St.Lawrence
Running head: TOPIC DESCRIPTION: BULLYING 1
TOPIC DESCRIPTION: BULLYING 3
Topic Description: Bullying
The topic in psychology chosen to be examined in greater depth in my research is bullying. In ("Bullying," 2017), bullying is described as an aggressive behaviour whereby an individual deliberately and constantly causes someone else discomfort or injury. This kind of behaviour takes place in the form of words, physical contact, or other subtle actions, where the victim is typically incapable of defending themselves. According to ("What Is Bullying," 2017), for a behaviour is considered bullying, it must be aggressive and should include a power imbalance, where the individual who bully use their physical strength, popularity, or access to humiliating information to harm or control others. As well, the behaviour must occur more than once or be probable to take place more than once. Some examples of bullying actions involve spreading rumours, making threats, physical or verbal attack, and detaching a person from a particular group on purpose.
The reason I find this topic interesting is the way bullying’s prevalence has exceeded over the years, an issue that needs to be addressed. Additionally, this behaviour causes negative psychological impacts, not only on the victims but also on the bullies as well as the society in general. According to (Schafer, 2015), the World Health Organization ranks Canada among the nations in the developed world that have the highest rates of bullying. Unfortunately, these rates have remained relatively consistent over the years, despite the calls that Canada needs to be doing better. According to PREVNet, an active non-governmental organization made of a network of Canadian researchers who work together to stop bullying in Canada, 75% of Canadians admit having been affected by bullying. Even though most learning institution and organizations have dedicated numerous resources towards prevention of bullying in Canada, the country still ranks higher than two-thirds of the Organization for Economic Co-operation and Development (OECD) countries. As well, PREVNet claims that 50% of Canadian students acknowledge that bullying is an issue at learning institutions, while 78% of Canadians believe that the efforts being put to stop the behaviour are trivial. Interestingly, the stats by the organization indicate that 60% of bullying males develop criminal records by the time they attain the age of 24. The increase in bullying prevalence may be attributed to the advance in technology, where bullying has been extended to social media sites, often called cyber-bullying (Clark, 2014).
Among the things, I would like to understand in this research is the psychology behind bullying. For example, I would like to learn the correlation between individual traits and bullying. As well, the study should attempt to find out if some external factors like peer influence, ...
Final Paper Guidelines Objective This paper is intended to develo
Final Paper Guidelines Objective: This paper is intended to develop your ability to define, analyze, and address a public health problem from a sociological perspective and to communicate your findings effectively in written form. Format: The paper must be 4 pages and include a minimum of 5 peer-reviewed references. Formatting should be double-spaced, 1” margins, 12pt. Times New Roman. Please include a separate page for references. Quoted material should be used sparingly.
• 10 pts.: Clearly define and describe the dimensions of the public health problem in a well developed introduction. If relevant, present recent prevalence and incidence rates, and/or morbidity and mortality associated with the problem. Show your reader why this is a public health concern that should be addressed.
• 40 pts.: Drawing from sociological literature, analyze the roots of the problem, identifying at least three specific sociological aspects (cultural, economic, educational, political, etc.) that contribute to the problem. All evidence must be carefully cited.
• 20 pts.: Propose two social policy measures or programs to combat the public health problem or alleviate its impact. You may develop your own policies/programs or describe existing programs. The policies should be a natural extension of your analysis. In other words, they should be linked to one or more social roots of the problem.
• 10 pts.: Discuss potential strengths and weaknesses of your proposed policies. Consider obstacles to implementation as well as opportunities for implementation.
• 10 pts.: Prepare a clear conclusion that offers a general review of the problem and briefly proposes avenues of future research and policy intervention.
• 10 pts.: Overall quality of your paper. This includes both the depth of your analysis and the quality of your writing. Keep in mind that writing concisely is an important scholarly skill, so do follow the 4 page length guidelines.
Case II: Childhood Trauma as a Public Health Crisis
Key Question: How can we address childhood trauma? Children who experience maltreatment are more likely to suffer from impaired brain development, impaired cognitive learning, and depression, and to be at higher risk for heart disease, lung disease, liver disease, high blood pressure, and cancer. Child abuse and neglect has been identified as a red flag in Springfield,3 reflected in preschool suspension and expulsion rates in Springfield, which are twice the Missouri rate and 17 times higher than national K-12 rates.
Your task is (1) to carefully describe the dimensions of childhood trauma from a public health perspective; (2) to identify specific sociological roots of this problem using scholarly and other credible sources; (3) to discuss the consequences of the problem, and (4) articulate one micro- and one macrolevel policy to address it.
Discussion: Comprehensive Integrated Psychiatric Assessment
Many assessment principles are the same for children and adults; however, unl ...
ExemplaryProficientProgressingEmergingElement (1) Respo.docx
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...
Discussion Examining Nursing SpecialtiesYou have probably seen .docx
Discussion: Examining Nursing Specialties
You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.
Often decisions are not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.
To Prepare:
Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization.
By Day 3
Post
an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member.
Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.
By Day 6
Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.
Respond
to at least
two
of your colleagues
on two different days
, by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.
Submission and Grading Information
Grading Criteria
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Bickford, C. J., Marion, L., & Gazaway, S. (2015). Nursing: Scope and standards of practice, third edition—2015. Retrieved from https://www.augusta.edu/nursing/cnr/documents/seminar-files/pp8.28.pdf
Quinn-Szcesuil, J. (2016). Why you should join a nursing association. Retrieved from https://dailynurse.com/join-nursing-association/
Robert Wood Johnson Foundation. (2011). Implementing the ION future of nursing report—part II: The potential of interprofessional collaborative care to improve safety and quality.
Charting Nursing’s Future
, (17)1–8. Retrieved from https://www.rwjf.org/content/dam/farm/reports/issue_briefs/2011/rwjf71709
Robert Wood Johnson Foundation. (2010, November 22). Interdisciplinary collaboration improves safety, quality of care, experts say. Retrieved from https://www.rwjf.org/en/library/articles-and-news/2010/11/interdisciplinary-collaboration-improves-safety-quality-of-care-.html
Walden University. (n.d.). Master of Science in Nursing (MSN). Retrieved October 12, 2018, from https://www.waldenu.edu/masters/master-of-science-in-nursing
Document:
Academic Success and Professional.
9©iStockphotoThinkstockPlanning for Material and Reso.docx
9
©iStockphoto/Thinkstock
Planning for Material and Resource
Requirements
Learning Objec�ves
A�er comple�ng this chapter, you should be able to:
Describe the rela�onships among forecas�ng, aggregate planning, master scheduling, MRP, and capacity
planning.
Show how a master schedule is developed from an aggregate plan.
Use the method of overall factors to es�mate capacity requirements based on a master schedule.
Explain the difference between independent and dependent demand, and indicate the type of demand for
which MRP is appropriate.
Use MRP to develop planned order releases for items at all levels of the bill of materials.
Develop a load report and load profile based on MRP output, rou�ngs, and labor standards.
Describe the characteris�cs of MRP II.
The planning process begins with the crea�on of a compe��ve strategy, which is then converted into
a business plan—a blueprint for implemen�ng the strategic plan.
©iStockphoto/Thinkstock
9.1 Role of Planning
Planning is one of the most important, yet least understood, jobs that a manager performs. Poor planning can hinder a company's ability to handle unexpected occurrences. Good
planning can place a company in an extremely strong compe��ve posi�on, one that prepares the organiza�on to deal with any event. All parts of the organiza�on—marke�ng,
opera�ons, finance—must work together in the planning process to ensure that they are moving in harmony with one another.
The start of the planning ac�vity is the development of a compe��ve strategy. In today's extremely compe��ve global marketplace, organiza�ons cannot afford to go forward
without a well-planned strategy, which includes the opera�ons func�on as well as every other part of the organiza�on. The strategy is then converted into a business plan—a
blueprint for implemen�ng the strategic plan. Based on a forecast and the business plan, each part of an organiza�on must then develop its own plans that describe how the
various parts will work to implement the business and strategic plans. Forecasts of demand and other important business factors, such as costs, are vital if an organiza�on wants to
create an effec�ve plan. This series of planning stages is shown in Figure 9.1.
Figure 9.1: Opera�ons planning ac�vi�es
As part of this overall planning effort, firms develop opera�onal plans that extrapolate across different �me periods. Long-range opera�ons planning addresses facili�es and
resources including the number of facili�es to build, the loca�on(s), the capacity, and the type of process technologies. Long-range planning is o�en considered to be five years, but
could be longer or shorter depending on the industry, For example, if an industry such as electric .
a 12 page paper on how individuals of color would be a more dominant.docx
a 12 page paper on how individuals of color would be a more dominant number if they had more resources and discrimination of color was ceased. Must include those who discriminate against skin color and must include facts from sources that help individuals gain insight on the possibility of colored individuals thriving in society if same resourcesAnd equal opportunity was provided.
.
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African American Male Juvenile Rehabilitation versus Incarceration Punishment
Problem Statement:
The problem that will be addressed is how African American Male Juveniles do not get offered rehabilitation methods but they get punished to serve incarceration time. This leads to higher recidivism rates because they do not have alternative resources.
Theoretical Framework: Social Bond Theory
The social bond theory shows support that a juvenile who has attachment to something are less likely to commit delinquent acts. This is a faith-based initiative that provides informal relationships that postulated positive feelings of attachment while making it important to not commitment delinquent acts.
There are also theories that prove what contributes to delinquent behavior. One of those theories is the differential association theory which states that those juveniles who are affiliated with criminals have a higher propensity to become criminal themselves. On the other hand there is the strain theory, which offers a different perspective that people tend to respond to the different stressors that life brings differently. One of which could include criminal behavior. These theories support Travis Hirchi's social bond theory which is a theoretical framework model.
Martin, D. C. (2020). The Effectiveness of African American Male Faith-Based Juvenile Delinquency. Walden University. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=10021&context=dissertations
PSYOL 237
Introduction to Counseling
Guidelines for Research Paper
General InformationThe assignment is to write a 7-10 page typed research paper using APA style. The paper must contain at least 6 sources, no more than two of which can be Internet sources. If you are using an online version of a published journal, you do not have to count that as an Internet source.
For those of you unfamiliar with APA style there are online tutorials that may assist you. The site: Purdue OWL, is very helpful and easy to use. This site includes links to other references to APA style and sample APA papers. There are also copies of the APA Publication Manual in the library. For those of you who are Psychology majors, it would be in your best interest to purchase the publication manual – you will be using it a lot!
A Complete Paper Should Include
Title Page (includes header, p.#, running head, title, author and class)
Abstract (a one-paragraph summary [150-250 words] of what your paper is
about)
Body or Text (this is what I count in the 7-10 pages)
Reference Page (an alphabetized list of all the sources you used for the paper)
Topic
The topic of the paper must cover some aspect of counseling theory or its application. Do not merely write a biographical sketch of the founder of a theory or an overview of a theory we have discussed in class. A suggestion is to choose an approach or an issue and apply it to a particular situatio ...
Changes in culture and technology have resulted in patient populatio.docx
Changes in culture and technology have resulted in patient populations that are often well informed and educated, even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges, as illnesses and treatments can become complex.
What has your experience been with patient involvement in treatment or healthcare decisions?
In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.
To Prepare:
Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at https://decisionaid.ohri.ca/.
Choose “For Specific Conditions,” then
Browse
an alphabetical listing of decision aids by health topic.
NOTE:
To ensure compliance with HIPAA rules, please
DO NOT
use the patient’s real name or any information that might identify the patient or organization/practice.
RUBRIC
Main Posting
--
45
(45%)
- 50
(50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40
(40%)
- 44
(44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35
(35%)
- 39
(39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0
(0%)
- 34
(34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or gram.
SOCW 6200 Human Behavior and the Social Environment IWeek 4.docx
SOCW 6200: Human Behavior and the Social Environment I
Week 4: Social Development in Infants and Children
Assignment: Child Abuse and Neglect
Physical, emotional, and sexual abuse can have a devastating impact on a child and his or her family members. Social workers need to understand how to recognize and respond to cases of abuse expertly and efficiently. With an empathetic and helpful social worker, victims/survivors of abuse can take their first step onto the long road toward healing. For this Assignment, read the case study Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon and then consider what you would do if you were a social worker and had to report a parent of suspected child abuse.
By Day 7
Submit
a 3- to 4-page paper in which you review the approach taken by the social worker in Brandon’s case. Identify how the social worker might have used the ecological model to understand Brandon’s situation based on a person-in-environment perspective. Explain the use of the ecological model in this case on micro, mezzo, and macro levels. Describe strengths the social worker may have missed in assessing Brandon and his mother. Review the challenges that the social worker identifies and explain the impact the abuse could have had on Brandon had his strengths not been identified and addressed. Please use the Learning Resources to support your answer.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
Click the
Week 4 Assignment Rubric
to review the Grading Criteria for the Assignment.
Click the
Week 4 Assignment
link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the
Browse My Computer
button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click
Open
.
If applicable: From the Plagiarism Tools area, click the checkbox for
I agree to submit my paper(s) to the Global Reference Database
.
Click on the
Submit
button to complete your submission.
Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.
Grading Criteria
Responsiveness to Directions
13.5 (27%) - 15 (30%)
Assignment fully addresses all instruction prompts.
Content
18 (36%) - 20 (40%)
Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas. Paper demonstrates exemplary critical thought.
Writing
13.5 (27%) - 15 (30%)
Assignment is well organized, uses scholarly tone, follows APA style, uses original writing and .
Care Setting Environmental Analysis Scoring GuideCRITERIA .docx
Care Setting Environmental Analysis Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Synthesize stories and
evidence about times when
a care setting performed at
its best with regard to
quality and safety goals.
Does not list stories and
evidence about times
when a care setting
performed at its best with
regard to quality and
safety goals.
Lists but does not synthesize
stories and evidence, or fails to
clearly relate stories and
evidence to quality and safety
goals.
Synthesizes stories and
evidence about times when
a care setting performed at
its best with regard to
quality and safety goals.
Synthesizes stories and evidence
about times when a care setting
performed at its best with regard to
quality and safety goals. Identifies
knowledge gaps, unknowns, missing
information, unanswered questions,
or areas of uncertainty (where
further information could improve the
synthesis).
Propose positive, attainable
quality and safety
improvement goals for a
care setting.
Does not propose positive
goals for a care setting.
Proposed goals are positive
but not attainable, or will not
lead to ethical and culturally
sensitive improvement of
organizational quality and
safety, or are not clearly
aligned with the care setting’s
mission, vision, and values.
Proposes positive,
attainable quality and
safety improvement goals
for a care setting.
Proposes positive, attainable quality
and safety improvement goals for a
care setting, and identifies
assumptions on which proposed
goals are based.
Conduct a SWOT analysis
of a care setting, with
respect to quality and safety
goals.
Does not present the
findings of a SWOT
analysis of a care setting.
Conducts a SWOT analysis of
a care setting that is not clearly
focused on quality and safety
goals.
Conducts a SWOT analysis
of a care setting, with
respect to quality and
safety goals.
Conducts a SWOT analysis of a care
setting, with respect to quality and
safety goals, and impartially
considers conflicting data and other
perspectives.
Describe an area of concern
identified in a SWOT
analysis—relevant to a care
setting's mission, vision,
and values—that should be
improved.
Does not describe an
area of concern identified
in a SWOT analysis that
should be improved.
Describes an area of concern
identified in a SWOT analysis,
but does not show its relevance
to a care setting's mission,
vision, and values.
Describes an area of
concern identified in a
SWOT analysis—relevant
to a care setting's mission,
vision, and values—that
should be improved.
Describes an area of concern
identified in a SWOT analysis—
relevant to a care setting's mission,
vision, and values—that should be
improved. Identifies criteria that
could be used to evaluate such an
improvement.
Compare the AI and SWOT
approaches to analysis with
regard to data gathering and
interactions with others.
Does not describe data
gathering and interactions
with others.
Describes data gathering and
interactions with others, but
does not .
The study of social movement reflects the social issues in differe.docx
The study of social movement reflects the social issues in different periods have faced. This work will focus on the Abolition Movement and the Lesbian, gay, bisexual, and transgender (LGBT) social movements. Social movement are a result of general public consensus towards dealing with major social issues in the community. This work will study the historical background and ideals that supported the development of these two social movement. This is intended to show the correlation between their emergence and the key social issues that the community faced.The Abolition Movement emerged in an effort to end slavery in the country. It held that all people are created equal, and hence the practice of slavery was unacceptable. This movement existed in the 19th century when many people started publicly displaying dissatisfaction for the slavery practices in the country. It placed more pressure on the authorities to outlaw slavery (Martos, Wilson & Meyer, 2017). It would allow for increased debate about segregation and discrimination. The LGBT movement is much more recent. It was started with the goal of affording members of the LGBT community with the same rights and recognition of heterosexual members of the community. For many generations, people categorized as LGBT were shunned and discriminated against. This movement intended to overcome these limitations set on the community members. It was motivated by the need to end widespread homophobic, transphobic and biphobic attitudes in the American community (Lysack, 2012).It is interesting to observe these roles that these social movements played in American history. It is especially interesting to know how each relates to the social issues that affected the American public at different times in the country’s history.
ReferenceLysack, M. (2012). The abolition of slavery movement as a moral movement: Ethical resources, spiritual roots, and strategies for social change. Journal of Religion & Spirituality in Social Work: Social Thought, 31(1-2), 150-171.Martos, A. J., Wilson, P. A., & Meyer, I. H. (2017). Lesbian, gay, bisexual, and transgender
(LGBT) health services in the United States: Origins, evolution, and contemporary landscape. PloS one, 12(7), e0180544.
Adeduntan - What makes you unique? Go learn more about your top Strengths below.
RANK
STRENGTH
1
Harmony
LEARN MORE
RELATIONSHIP BUILDING
People who are especially talented in the Harmony theme look for consensus. They don't enjoy conflict; rather, they seek areas of agreement.
2
Restorative
LEARN MORE
EXECUTING
People who are especially talented in the Restorative theme are adept at dealing with problems. They are good at figuring out what is wrong and resolving it.
3
Achiever
LEARN MORE
EXECUTING
People who are especially talented in the Achiever theme have a great deal of stamina and work hard. They take great satisfaction from being busy and productive.
4
Responsibility
LEARN MORE
EXECUTING
People who are especially talented in the Res.
[Document title] Research Paper Final Grading Rubric Criter
[Document title]
Research Paper: Final Grading Rubric
Criteria
Advanced
Satisfies criteria w/ excellence
Proficient
Satisfies Criteria
Developing
Satisfies most criteria
Below Expectations
Does not satisfy criteria
Not Present
Content
Thesis Statement
10 pts.
Thesis statement is clearly identifiable and strongly presented. It provides a clear overview of the paper’s contents.
9 pts.
Thesis statement is identifiable and presented. It provides an overview of the paper’s contents.
8 pts.
Thesis statement is identifiable but needs improvement.
1 to 7 pts.
Thesis statement is not identifiable and/or does not provide an overview of the paper’s contents.
0 points
Content
69 to 75 pts.
All components as described in the assignment have been thoroughly addressed. Assertions are relevant and properly supported by evidence. The conclusion offers a good summary of issues treated in the paper and offers practical application.
63 to 68 pts.
All components as described in the assignment have been addressed. Assertions are mostly relevant and mostly supported by evidence. The conclusion offers a summary of issues treated in the paper and offers application.
57 to 62 pts.
Most components as described in the assignment have been addressed, or all components are present but need improvement. Some assertions are relevant and supported by evidence. The conclusion may need improvement.
1 to 56 pts.
Few components as described in the assignment have been addressed, or all components are missing. The conclusion is weak or is not present in the paper.
0 points
Sources
19 to 20 pts.
Sources are scholarly, high-quality, and relevant. They are critically evaluated and correctly utilized.
17 to 18 pts.
Sources are scholarly and relevant. They are evaluated and utilized.
16 pts.
Most sources are scholarly and most are relevant. Most are evaluated and utilized.
1 to 15 pts.
Few or no sources are scholarly or relevant. Few or none are evaluated and utilized.
0 points
Structure
Organization
14 to 15 pts.
All required elements are included and presented with strong headings and organizational clarity. There are clear transitions between paragraphs and sections. The treatment of the topic is logically oriented. The paper meets the page length requirement.
13 pts.
All required elements are included and organized. There are transitions between paragraphs and sections. The treatment of the topic is logically oriented. The paper meets the page length requirement or comes very close.
12 pts.
Most required elements are included and are mostly organized. Most paragraphs and sections have transitions. The logical treatment of the topic needs improvement. The paper may not meet the page length requirement.
1 to 11 pts.
Few or no required elements are included. Few or no transitions exist between paragraphs and sections. There may not be a logical treatment of the topic. The paper does not meet the page length requirement.
0 points
Style
14 to 15 pts.
The paper properly ...
9 AssignmentAssignment Typologies of Sexual AssaultsT.docx
9 Assignment
Assignment: Typologies of Sexual Assaults
There are many different types of sexual assaults and many different types of offenders. Although they are different, they can be classified in order to create a common language between the criminal justice field and the mental health field. This in turn will enable more accurate research, predict future offenses, and assist in the prosecution and rehabilitation of the offenders.
In this Assignment, you compare different typologies of sexual offenders to determine the differences in motivation, expression of aggression, and underlining personality structure. You also determine the best way to interview each typology of sexual offenders.
To prepare for this Assignment:
Review the Learning Resources.
Select two typologies of sexual offenders listed in the resources.
By Day 7
In a 3- to 5- page paper:
Compare the two typologies of sexual offenders you selected by explaining the following:
The motivational differences between the two typologies
The expression of aggression in the two typologies
The differences in the underlining personality structure of the two typologies
Excellent - above expectations
Points Range:
47.25 (63%) - 52.5 (70%)
Paper demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.
Points Range:
42 (56%) - 47.2 (62.93%)
Paper demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
Points Range:
36.75 (49%) - 41.95 (55.93%)
Paper demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Paper may be
lacking
in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 36.7 (48.93%)
Paper demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Writing
Points Range:
20.25 (27%) - 22.5 (30%)
Paper is
well
organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is
fully
consistent with graduate level writing style. Paper contains
multiple
, appropriate and exemplary sources expected/required for the assignment.
.
Note this is not my case scenario at all. it is just how i want m
Note this is not my case scenario at all. it is just how i want m
Please no plagiarism. I have attached an example to go by. The popul.docx
Please no plagiarism. I have attached an example to go by. The population I chose and currently work with are incarcerated juveniles, so at-risk youth.
Boundary Issues
It may not be possible or reasonable for counselors to always avoid dual relationships with clients. For example, counselors who live and work in small rural communities may attend the same religious institutions as their clients, or use the same libraries, doctors, or other services. In these multiple-relationship situations, counselors would not be in violation of ethical standards if they took reasonable steps to protect their objectivity and efficacy, and to avoid possibilities of exploitation or harm.
Counselors and supervisors usually consider dual relationships on a continuum of risk. As you work through the notion of dual relationships, you should consider the relationship with your client and the context of the situation. It is also important to consider the impact of dual roles on the power dynamics of the therapeutic relationship. For example, clients, students, and supervisees have less experience, knowledge, and power compared with licensed counselors and supervisors. Consequently, they are less likely to recognize inappropriate boundary crossings or to express their concerns about these crossings. It is your responsibility as an ethical practitioner to monitor and ensure appropriate boundaries across all related counseling situations.
For this Discussion, review the
Clinical Mental Health Counseling: Boundary Issues
media and consider the population that you are interested in working with as a professional counselor. Then, review the Learning Resources for this week and explore potential boundary issues you may encounter while working with this population. Reflect on potential benefit or harm related to boundary crossing. Finally, consider potential consultants who might be able to address any boundary issues.
Post by Day 3
a brief description of the population you selected. Then, explain any potential boundary issues you anticipate may be challenging in working with this population and explain why. Explain the potential benefit or harm associated with boundary crossing with this population. Finally, explain who you might consult with to address this boundary issue and why.
Be sure to use the Learning Resources and the current literature to support your response.
Respond by Day 5
and expand on your colleague’s posting by providing an alternate perspective on how you would work with your colleague’s selected population. Provide potential boundary crossing challenges that your colleague did not discuss and offer potential solutions for addressing these challenges.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
Herlihy, B., & Corey, G. (2015).
ACA ethical standards casebook
(7th ed.). Alexandria, VA: American Cou.
10222, 430 PMRubric Detail – Blackboard LearnPage 1 of
10/2/22, 4:30 PMRubric Detail – Blackboard Learn
Page 1 of 4https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Excellent Good Fair Poor
Main Posting 45 (45%) - 50
(50%)
Answers all
parts of the
discussion
question(s)
expectations
with re!ective
critical analysis
and synthesis
of knowledge
gained from
the course
readings for the
module and
current credible
sources.
Supported by
at least three
current,
credible
sources.
Written clearly
and concisely
with no
grammatical or
spelling errors
and fully
40 (40%) - 44
(44%)
Responds to
the discussion
question(s) and
is re!ective
with critical
analysis and
synthesis of
knowledge
gained from
the course
readings for the
module.
At least 75% of
post has
exceptional
depth and
breadth.
Supported by
at least three
credible
sources.
Written clearly
and concisely
with one or no
grammatical or
35 (35%) - 39
(39%)
Responds to
some of the
discussion
question(s).
One or two
criteria are not
addressed or
are super"cially
addressed.
Is somewhat
lacking
re!ection and
critical analysis
and synthesis.
Somewhat
represents
knowledge
gained from the
course readings
for the module.
Post is cited
with two
credible
sources.
0 (0%) - 34 (34%)
Does not
respond to the
discussion
question(s)
adequately.
Lacks depth or
super"cially
addresses
criteria.
Lacks re!ection
and critical
analysis and
synthesis.
Does not
represent
knowledge
gained from the
course readings
for the module.
Contains only
one or no
credible
sources.
Not written
Name: NURS_6050_Module04_Week07_Discussion_Rubric EXIT
Grid View List View
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1#
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1#
10/2/22, 4:30 PMRubric Detail – Blackboard Learn
Page 2 of 4https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1
adheres to
current APA
manual writing
rules and style.
spelling errors
and fully
adheres to
current APA
manual writing
rules and style.
Written
somewhat
concisely; may
contain more
than two
spelling or
grammatical
errors.
Contains some
APA formatting
errors.
clearly or
concisely.
Contains more
than two
spelling or
grammatical
errors.
Does not
adhere to
current APA
manual writing
rules and style.
Main Post:
Timeliness
10 (10%) - 10
(10%)
Posts main
post by day 3.
0 (0%) - 0 (0%) 0 (0%) - 0 (0%) 0 (0%) - 0 (0%)
Does not post
by day 3.
First
Response
17 (17%) - 18
(18%)
Response
exhibits
synthesis,
critical thinking,
and application
to practice
settings.
Communication
is professional
and respectful
to colleagues.
Responses to
faculty
questions are
fully answered,
if posed.
Provides clear,
concise
opinions and ...
RESEARCH AND THEORYCHAPTER 2RES.docx
RESEARCH
AND
THEORY
CHAPTER 2
*
RESEARCHMeans to study thoroughly through the process of scholarly or scientific inquiry.
Social science research studiesHuman societyRelationships
SCIENTIFIC METHODFormulate questions (hypotheses)
Seek answers (studies)QuantitativeCount, measureQualitativeVerbal, written
8 STEPS IN THE
SCIENTIFIC METHOD
Topic
Question
Conceptualization
Definitions
Method
Population
Data
Apply
1. Choosing the research topicVariable:Characteristic measured in a study(Independent vs dependent)Correlations:Show relationships between variables in a studyIMPORTANT: CORRELATIONS DO NOT PROVE CAUSE AND EFFECT
2. Creating the research question/ THE HYPOTHESISLiterature ReviewHYPOTHESIS:A speculative statement about a variable or the relationship between variables
3. ConceptualizationList of all the concepts (or constructs) under investigation
Can put abstract concepts into concrete terms
4. Using operational/empirical definitionsDescription of the concept/construct being studied
5. Choosing the research method:
Four Common in Family Research
1. SURVEYSSample—Group of peopleResponse RateValidity
2. OBSERVATIONS
3. CASE STUDIES
4. EXPERIMENTAL DESIGN
Experimental Group Control Group
6. Population and samplingPopulation=Whole groupSample=Selected group out of whole groupProbability/randomNon-probability/not randomRepresentativenessSample size
7. Data: Collecting, processing, analyzing
Ask about sample size and representativeness Response rate 50%+ adequateAsk about “confounding variables”
8. Applying research findingsConferenceJournal—professional, peer reviewedInform policy developmentInform program development
RESEARCH ETHICSInstitutional Review Board (Human Subjects Committee)SafetyInformed consentPrivacy/confidentialityResearch integrity--truth
Family Research PerspectiveStructural FunctionalismInstrumental RolesExpressive RolesStructures-patterns of role arrangementsFocused on nuclear familyGrandfather of family theories
THEORYA general principle that is used to understand or to explain events
SOME THEORIES USED IN FAMILY RESEARCH
Ecological
Family Development
Conflict
Family Systems
Symbolic Interaction
Social Exchange
1. Ecological Theory
Covered in Chapter 1
2. Family Development Theory
PHASES/STAGESDEVELOPMENTAL TASKSOn-timeOff-timeHEALTHY FAMILIES ADAPT OVER TIME
3. Conflict Theory
Conflict normal and predictableUnderstand sources of conflictUnderstand sources of power
4. Family Systems TheoryIs application of the General Systems Theory to families
Wholeness: Must look at whole family
Interconnections: Interactions between family members
Behaviors affected by others in familyMORE IN CHAPTER 3
5. Symbolic Interaction TheoryCONTINUOUS OBSERVATION AND REACTIONS TO OTHERSFocus on communicationVerbal and non-verbalMORE IN CHAPTER 3
6. Social Exchange TheoryCosts vs. RewardsDrawn to relationships that are rewardingAvoid relationsh ...
1RUNNING HEAD PROBLEM IDENTIFICATIONJohnston-Taylor.docx
1
RUNNING HEAD: PROBLEM IDENTIFICATION Johnston-Taylor
Problem Identification and Model Planning
Capella University
HMSV5316: Effective Use of Analytics Human Services
In this paper, this writer, along with this writer’s project group, has identify a specific issue to focus on for our project and has plan how to use the data to examine it. We choose a problem from the scenario of the Homeless Teen Program run by the Riverbend City Community Action Center (CAC) and imply the identify problem to the linear regression model. We have decided to focus on the question/problem #6: “Is there a relationship between participation in individual mental health treatment and family tension?” (Riverbend City, 2020). It is important to learn more about teen mental health and family tension because mental health is important at every stage of life, from childhood to old age. But mental health treatment in young adult is extremely important and it can be examined as a very sensitive subject. Edidin et. al (2012) stated, youth homelessness is a growing concern in the United States. Despite the difficulty studying this particular population due to the inconsistent definitions of what it means to be homeless and a youth, the current body of research indicates disruptive family relationships, family breakdown, and abuse are all common contributing factors to youth homelessness.
According to EMC Educational Services (2015) stated data analytics lifestyle is the process used for incorporating data. It is also organized process that provides arrangement to the whole process of data analytics, which starts before the actual data is analyzed and connected. The data analytics lifestyle assist individuals to ensure there is an identified reason for collecting data, which data is available, and muse about the model using the data before collecting and analyzing the data. The lifecycle has six phases, and the project work can occur in several phases at once. The six phases are discovery, data preparation, model planning, model building, communicate results, and operationalize. Phase three of the data analytics is model planning, where the team has to determine the methods, techniques, and the workflow that tends to follow the subsequent model building phase (EMC Education Services, 2015). The best model chosen imply the identify problem is the linear regression model.
The linear regression model assumes that there is an immediate relationship between the outcome and input variables. As a group, we imply that an individual’s homelessness is can be expressed by two variables, which are family tension and mental health. Mental health and family tension is the input variables while homelessness is the outcome variable. We are focusing on the possible issue between family tension and mental health treatment, and analyze the data provided from the Homeless Teen Program scenario. This model is appropriate for this specific problem due.
1RUNNING HEAD PROBLEM IDENTIFICATIONJohnston-Taylor.docx
1
RUNNING HEAD: PROBLEM IDENTIFICATION Johnston-Taylor
Problem Identification and Model Planning
Capella University
HMSV5316: Effective Use of Analytics Human Services
In this paper, this writer, along with this writer’s project group, has identify a specific issue to focus on for our project and has plan how to use the data to examine it. We choose a problem from the scenario of the Homeless Teen Program run by the Riverbend City Community Action Center (CAC) and imply the identify problem to the linear regression model. We have decided to focus on the question/problem #6: “Is there a relationship between participation in individual mental health treatment and family tension?” (Riverbend City, 2020). It is important to learn more about teen mental health and family tension because mental health is important at every stage of life, from childhood to old age. But mental health treatment in young adult is extremely important and it can be examined as a very sensitive subject. Edidin et. al (2012) stated, youth homelessness is a growing concern in the United States. Despite the difficulty studying this particular population due to the inconsistent definitions of what it means to be homeless and a youth, the current body of research indicates disruptive family relationships, family breakdown, and abuse are all common contributing factors to youth homelessness.
According to EMC Educational Services (2015) stated data analytics lifestyle is the process used for incorporating data. It is also organized process that provides arrangement to the whole process of data analytics, which starts before the actual data is analyzed and connected. The data analytics lifestyle assist individuals to ensure there is an identified reason for collecting data, which data is available, and muse about the model using the data before collecting and analyzing the data. The lifecycle has six phases, and the project work can occur in several phases at once. The six phases are discovery, data preparation, model planning, model building, communicate results, and operationalize. Phase three of the data analytics is model planning, where the team has to determine the methods, techniques, and the workflow that tends to follow the subsequent model building phase (EMC Education Services, 2015). The best model chosen imply the identify problem is the linear regression model.
The linear regression model assumes that there is an immediate relationship between the outcome and input variables. As a group, we imply that an individual’s homelessness is can be expressed by two variables, which are family tension and mental health. Mental health and family tension is the input variables while homelessness is the outcome variable. We are focusing on the possible issue between family tension and mental health treatment, and analyze the data provided from the Homeless Teen Program scenario. This model is appropriate for this specific problem due.
HS6010 LASA RubricAssignment ComponentsUnsatisfactory7.docx
HS6010 LASA Rubric
Assignment Components
Unsatisfactory
77% or lower
Emerging
78–82%
(C+ to B-)
Proficient
83–89%
(B to B+)
Exemplar
90–100%
(A- to A)
Score
To calculate score:
(% / 100) x max pts.
e.g.
(80% / 100) x 12 = 9.6
Identify the legal and ethical obligations to both the girl and the father.
CO 2
Only few of the legal and ethical obligations to both the girl and the father are accurately identified.
Most of the legal and ethical obligations to both the girl and the father are identified but some are missing or unclear.
All direct legal and ethical obligations to both the girl and the father are clearly identified.
All legal and ethical obligations (both direct and indirect) to both the girl and the father are clearly identified and perceptively discussed without bias.
36
Identify the multiple levels of system failure in this case.
CO 4
Levels of system failure are severely incomplete or are inaccurate.
Levels of system failure are incomplete or only represent on level.
Levels of system failure are accurately identified and represent all multiple levels.
Levels of system failure are accurately and perceptively identified; they represent all multiple levels.
36
Discuss the distinction between the legal justification for the release of the girl and the ethical problems with such actions. In your discussion, explain how an individual human services provider might come to deal personally with such a conflict.
CO 1 and 3
Distinction between legal justification for releasing the girl and the ethical problems with that action is inaccurate, or one side is not represented. Evidence is sparse. Explanation of how an individual human services provider might come to deal personally with such a conflict is unreasonable or severely underdeveloped.
Distinction between legal justification for releasing the girl and the ethical problems with that action is discussed, but not clearly, or the two sides are not represented equally. Evidence from scholarly sources is present but how they support ideas is unclear. Explanation includes a description of how an individual human services provider might come to deal personally with such a conflict, but explanation is unclear or underdeveloped.
Distinction between legal justification for releasing the girl and the ethical problems with that action is clearly discussed; both sides are explained clearly with specific evidence from scholarly sources. Explanation includes an accurate description of how an individual human services provider might come to deal personally with such a conflict.
Distinction between legal justification for releasing the girl and the ethical problems with that action is insightfully discussed; both sides are explained clearly, without bias and with specific evidence from scholarly sources. Explanation includes a thoughtful description of how an individual human services provider might come to deal personally with such a conflict.
40
Identify the cultural considerations nee.
Topic Description BullyingAhmed AlqassabPsy.docx
Topic Description: Bullying
Ahmed Alqassab
Psychology
St.Lawrence
Running head: TOPIC DESCRIPTION: BULLYING 1
TOPIC DESCRIPTION: BULLYING 3
Topic Description: Bullying
The topic in psychology chosen to be examined in greater depth in my research is bullying. In ("Bullying," 2017), bullying is described as an aggressive behaviour whereby an individual deliberately and constantly causes someone else discomfort or injury. This kind of behaviour takes place in the form of words, physical contact, or other subtle actions, where the victim is typically incapable of defending themselves. According to ("What Is Bullying," 2017), for a behaviour is considered bullying, it must be aggressive and should include a power imbalance, where the individual who bully use their physical strength, popularity, or access to humiliating information to harm or control others. As well, the behaviour must occur more than once or be probable to take place more than once. Some examples of bullying actions involve spreading rumours, making threats, physical or verbal attack, and detaching a person from a particular group on purpose.
The reason I find this topic interesting is the way bullying’s prevalence has exceeded over the years, an issue that needs to be addressed. Additionally, this behaviour causes negative psychological impacts, not only on the victims but also on the bullies as well as the society in general. According to (Schafer, 2015), the World Health Organization ranks Canada among the nations in the developed world that have the highest rates of bullying. Unfortunately, these rates have remained relatively consistent over the years, despite the calls that Canada needs to be doing better. According to PREVNet, an active non-governmental organization made of a network of Canadian researchers who work together to stop bullying in Canada, 75% of Canadians admit having been affected by bullying. Even though most learning institution and organizations have dedicated numerous resources towards prevention of bullying in Canada, the country still ranks higher than two-thirds of the Organization for Economic Co-operation and Development (OECD) countries. As well, PREVNet claims that 50% of Canadian students acknowledge that bullying is an issue at learning institutions, while 78% of Canadians believe that the efforts being put to stop the behaviour are trivial. Interestingly, the stats by the organization indicate that 60% of bullying males develop criminal records by the time they attain the age of 24. The increase in bullying prevalence may be attributed to the advance in technology, where bullying has been extended to social media sites, often called cyber-bullying (Clark, 2014).
Among the things, I would like to understand in this research is the psychology behind bullying. For example, I would like to learn the correlation between individual traits and bullying. As well, the study should attempt to find out if some external factors like peer influence, ...
Final Paper Guidelines Objective This paper is intended to develo
Final Paper Guidelines Objective: This paper is intended to develop your ability to define, analyze, and address a public health problem from a sociological perspective and to communicate your findings effectively in written form. Format: The paper must be 4 pages and include a minimum of 5 peer-reviewed references. Formatting should be double-spaced, 1” margins, 12pt. Times New Roman. Please include a separate page for references. Quoted material should be used sparingly.
• 10 pts.: Clearly define and describe the dimensions of the public health problem in a well developed introduction. If relevant, present recent prevalence and incidence rates, and/or morbidity and mortality associated with the problem. Show your reader why this is a public health concern that should be addressed.
• 40 pts.: Drawing from sociological literature, analyze the roots of the problem, identifying at least three specific sociological aspects (cultural, economic, educational, political, etc.) that contribute to the problem. All evidence must be carefully cited.
• 20 pts.: Propose two social policy measures or programs to combat the public health problem or alleviate its impact. You may develop your own policies/programs or describe existing programs. The policies should be a natural extension of your analysis. In other words, they should be linked to one or more social roots of the problem.
• 10 pts.: Discuss potential strengths and weaknesses of your proposed policies. Consider obstacles to implementation as well as opportunities for implementation.
• 10 pts.: Prepare a clear conclusion that offers a general review of the problem and briefly proposes avenues of future research and policy intervention.
• 10 pts.: Overall quality of your paper. This includes both the depth of your analysis and the quality of your writing. Keep in mind that writing concisely is an important scholarly skill, so do follow the 4 page length guidelines.
Case II: Childhood Trauma as a Public Health Crisis
Key Question: How can we address childhood trauma? Children who experience maltreatment are more likely to suffer from impaired brain development, impaired cognitive learning, and depression, and to be at higher risk for heart disease, lung disease, liver disease, high blood pressure, and cancer. Child abuse and neglect has been identified as a red flag in Springfield,3 reflected in preschool suspension and expulsion rates in Springfield, which are twice the Missouri rate and 17 times higher than national K-12 rates.
Your task is (1) to carefully describe the dimensions of childhood trauma from a public health perspective; (2) to identify specific sociological roots of this problem using scholarly and other credible sources; (3) to discuss the consequences of the problem, and (4) articulate one micro- and one macrolevel policy to address it.
Discussion: Comprehensive Integrated Psychiatric Assessment
Many assessment principles are the same for children and adults; however, unl ...
ExemplaryProficientProgressingEmergingElement (1) Respo.docx
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...
Discussion Examining Nursing SpecialtiesYou have probably seen .docx
Discussion: Examining Nursing Specialties
You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.
Often decisions are not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.
To Prepare:
Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization.
By Day 3
Post
an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member.
Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.
By Day 6
Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.
Respond
to at least
two
of your colleagues
on two different days
, by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.
Submission and Grading Information
Grading Criteria
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Bickford, C. J., Marion, L., & Gazaway, S. (2015). Nursing: Scope and standards of practice, third edition—2015. Retrieved from https://www.augusta.edu/nursing/cnr/documents/seminar-files/pp8.28.pdf
Quinn-Szcesuil, J. (2016). Why you should join a nursing association. Retrieved from https://dailynurse.com/join-nursing-association/
Robert Wood Johnson Foundation. (2011). Implementing the ION future of nursing report—part II: The potential of interprofessional collaborative care to improve safety and quality.
Charting Nursing’s Future
, (17)1–8. Retrieved from https://www.rwjf.org/content/dam/farm/reports/issue_briefs/2011/rwjf71709
Robert Wood Johnson Foundation. (2010, November 22). Interdisciplinary collaboration improves safety, quality of care, experts say. Retrieved from https://www.rwjf.org/en/library/articles-and-news/2010/11/interdisciplinary-collaboration-improves-safety-quality-of-care-.html
Walden University. (n.d.). Master of Science in Nursing (MSN). Retrieved October 12, 2018, from https://www.waldenu.edu/masters/master-of-science-in-nursing
Document:
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9©iStockphotoThinkstockPlanning for Material and Reso.docx
9
©iStockphoto/Thinkstock
Planning for Material and Resource
Requirements
Learning Objec�ves
A�er comple�ng this chapter, you should be able to:
Describe the rela�onships among forecas�ng, aggregate planning, master scheduling, MRP, and capacity
planning.
Show how a master schedule is developed from an aggregate plan.
Use the method of overall factors to es�mate capacity requirements based on a master schedule.
Explain the difference between independent and dependent demand, and indicate the type of demand for
which MRP is appropriate.
Use MRP to develop planned order releases for items at all levels of the bill of materials.
Develop a load report and load profile based on MRP output, rou�ngs, and labor standards.
Describe the characteris�cs of MRP II.
The planning process begins with the crea�on of a compe��ve strategy, which is then converted into
a business plan—a blueprint for implemen�ng the strategic plan.
©iStockphoto/Thinkstock
9.1 Role of Planning
Planning is one of the most important, yet least understood, jobs that a manager performs. Poor planning can hinder a company's ability to handle unexpected occurrences. Good
planning can place a company in an extremely strong compe��ve posi�on, one that prepares the organiza�on to deal with any event. All parts of the organiza�on—marke�ng,
opera�ons, finance—must work together in the planning process to ensure that they are moving in harmony with one another.
The start of the planning ac�vity is the development of a compe��ve strategy. In today's extremely compe��ve global marketplace, organiza�ons cannot afford to go forward
without a well-planned strategy, which includes the opera�ons func�on as well as every other part of the organiza�on. The strategy is then converted into a business plan—a
blueprint for implemen�ng the strategic plan. Based on a forecast and the business plan, each part of an organiza�on must then develop its own plans that describe how the
various parts will work to implement the business and strategic plans. Forecasts of demand and other important business factors, such as costs, are vital if an organiza�on wants to
create an effec�ve plan. This series of planning stages is shown in Figure 9.1.
Figure 9.1: Opera�ons planning ac�vi�es
As part of this overall planning effort, firms develop opera�onal plans that extrapolate across different �me periods. Long-range opera�ons planning addresses facili�es and
resources including the number of facili�es to build, the loca�on(s), the capacity, and the type of process technologies. Long-range planning is o�en considered to be five years, but
could be longer or shorter depending on the industry, For example, if an industry such as electric .
a 12 page paper on how individuals of color would be a more dominant.docx
a 12 page paper on how individuals of color would be a more dominant number if they had more resources and discrimination of color was ceased. Must include those who discriminate against skin color and must include facts from sources that help individuals gain insight on the possibility of colored individuals thriving in society if same resourcesAnd equal opportunity was provided.
.
978-1-5386-6589-318$31.00 ©2018 IEEE COSO Framework for .docx
978-1-5386-6589-3/18/$31.00 ©2018 IEEE
COSO Framework for Warehouse Management
Internal Control Evaluation: Enabling Smart
Warehouse Systems
Ratna Sari
Information Systems Department,
School of Information Systems,
Bina Nusantara University,
Jakarta 11480, Indonesia
Computer Science Department, BINUS
Graduate Program – Doctor of
Computer Science, Bina Nusantara
University, Jakarta, Indonesia 11480
[email protected]
Raymond Kosala
Computer Science Department, BINUS
Graduate Program – Doctor of
Computer Science, Bina Nusantara
University, Jakarta, Indonesia 11480
[email protected]
Benny Ranti
Faculty of Computer Science,
Universitas Indonesia,
Depok 16424, Indonesia
[email protected]
Suhono Harso Supangkat
Sekolah Teknik Elektro dan
Informatika,
Institut Teknologi Bandung,
Bandung, Indonesia
[email protected]
Abstract— There are many ways for the company to
improve its performance, one of them is optimizing the
internal control of the company's activities. Internal
control is intended to evaluate company activities and
operations. This study took a case study at PT. XYZ
related to the evaluation of internal controls in
warehouse management using the COSO framework
approach. From 5 elements and 17 Principle, study
found, there are 2 principles that have not been applied
in PT. XYZ; enforced accountability and control over
technology. The recommendation given is system
improvement as intended the inventory system to be
more accurate and reliable to enable smart warehouse
systems inside organizations.
Keywords: internal control, COSO framework, warehouse
management, evaluation
I. INTRODUCTION
There are many ways for the company to improve its
performance, one of them is optimizing the internal control
of the company's activities and also implementation of the
new system to increase efficiency and effectiveness in all
business process activities [4]. Internal control is a process
undertaken by company management to assist the
achievement of operations, reporting and in accordance with
the compliance [9]. The internal optimization is needed
because it describes the overall rules and procedures used by
management to improve management effectiveness in the
business and identify lack of internal control in the business
processes that it can make the organization vulnerable and
possible risks occurs, eventually all these risks can have an
impact on a company's financial performance [2].
In warehouse management, internal controls devoted to
optimizing the functions, including the process of finished
goods inventory, and it useful to organize the distribution
process to the market. According to Rita Makumbi (2013)
[6] the function of the warehouse management is one of a
service that can help the company's operational functions
run smoothly as a store of raw material, unfinished goods,
until stock the finished goods.
92 Academic Journal Article Critique Help with Journal Ar.docx
92 Academic Journal Article Critique
Help with Journal Article Critique Assignment
Ensure the structure of the assignment will include the following:
Title Page
Introduction
Description of the Problem or Issue
Analysis
Discussion
Critique
Conclusion
References
.
A ) Society perspective90 year old female, Mrs. Ruth, from h.docx
A ) Society perspective
90 year old female, Mrs. Ruth, from home with her daughter, is admitted to hospital after sustaining a hip fracture. She has a history of chronic obstructive pulmonary disease on home oxygen and moderate to severe aortic stenosis. (Obstruction of blood flow through part of the heart) She undergoes urgent hemiarthroplasty (hip surgery) with an uneventful operative course.
The patient and her family are of Jewish background. The patient’s daughter is her primary caregiver and has financial power-of-attorney, but it is not known whether she has formal power of attorney for personal care. Concerns have been raised to the ICU team about the possibility of elder abuse in the home by the patient’s daughter.
Unfortunately, on postoperative day 4, the patient develops delirium with respiratory failure secondary to hospital acquired pneumonia and pulmonary edema. (Fluid in the lungs) Her goals of care were not assessed pre-operatively. She is admitted to the ICU for non-invasive positive pressure ventilation for 48 hours, and then deteriorates and is intubated. After 48 hours of ventilation, it was determined that due to the severity of her underlying cardio-pulmonary status (COPD and aortic stenosis), ventilator weaning would be difficult and further ventilation would be futile.
The patient’s daughter is insistent on continuing all forms of life support, including mechanical ventilation and even extracorporeal membranous oxygenation (does the work of the lungs) if indicated. However, the Mrs Ruth’s delirium clears within the next 24 hours of intubation, and she is now competent, although still mechanically ventilated. She communicated to the ICU team that she preferred 1-way extubation (removal of the ventilator) and comfort care. This was communicated in writing to the ICU team, and was consistent over time with other care providers. The patient went as far to demand the extubation over the next hour, which was felt to be reasonable by the ICU team.
The patient’s daughter was informed of this decision, and stated that she could not come to the hospital for 2 hours, and in the meantime, that the patient must remain intubated.
At this point, the ICU team concurred with the patient’s wishes, and extubated her before her daughter was able to come to the hospital.
The daughter was angry at the team’s decision, and requested that the patient be re-intubated if she deteriorated. When the daughter arrived at the hospital, the patient and daughter were able to converse, and the patient then agreed to re-intubation if she deteriorated.
(1) What are the ethical issues emerging in this case? State why? (
KRISTINA)
(2) What decision model(s) would be ideal for application in this case? State your justification.
(Lacey Powell
)
(3) Who should make decisions in this situation? Should the ICU team have extubated the patient?
State if additional information was necessary for you to arrive at a better decision(s) in your case.
9 0 0 0 09 7 8 0 1 3 4 4 7 7 4 0 4ISBN-13 978-0-13-44.docx
9 0 0 0 0
9 7 8 0 1 3 4 4 7 7 4 0 4
ISBN-13: 978-0-13-447740-4
ISBN-10: 0-13-447740-5
Selling Today
M A N N I N G
A H E A R N E
R E E C E
Fourteenth EditionPartnering to Create Value
www.pearsonhighered.com
Pearson MyLabTM
Improving Results
A proven way to help individual students achieve the
goals that educators set for their course.
Engaging Experiences
Dynamic, engaging experiences that personalize
and activate learning for each student.
An Experienced Partner
From Pearson, a long-term partner with a true grasp
of the subject, excellent content, and an eye on the
future of education.
Selling Today
Partnering to
Create Value
M A N N I N G
A H E A R N E
R E E C E
Fourteenth
Edition
PARTNERING TO CREATE VALUE
F O U R T E E N T H
E D I T I O N
Selling Today
A01_MANN7404_14_SE_FM.indd 1 08/10/16 11:43 AM
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330 Hudson Street, NY NY 10013
PARTNERING TO CREATE VALUE
F O U R T E E N T H
E D I T I O N
Selling Today
GERALD MANNING
Des Moines Area Community College
MICHAEL AHEARNE
University of Houston
BARRY L . REECE
Virginia Polytechnic Institute and State University
A01_MANN7404_14_SE_FM.indd 3 08/10/16 11:43 AM
Copyright © 2018, 2015, 2012 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Manufactured
in the United States of America. This publication is protected by copyright, and permission should be obtained
from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any
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Acknowledgments of third-party content appear on the appropriate page within the text.
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affiliates in the U.S. and/or other countries.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may appear in this work
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Library of Congress Cataloging-in-Publication Data
Names: Manning, Gerald L., author. | Ahearne, Michael, author. | Reece, Barry
L., author.
Title: Selling today : partnering to create value / Gerald Manning, Des
Moines Area Community College, Michael Ahearne, University of Houston,
Barry L. Reece, Virginia Polytechnic Institute and State Universit.
900 BritishJournalofNursing,2013,Vol22,No15©2.docx
900� British�Journal�of�Nursing,�2013,�Vol�22,�No�15
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T he� challenges� to� the� NHS� over� the�coming�years�to�maintain�and�enhance�public� health� and� wellbeing� are� vast�and� complex.� Lifestyle� choices� and�
the� causes� of� ill� health� are� now� more� fully�
understood� by� health� professionals� who� have�
strategies� at� their� disposal� to� support� people�
better� in� making� decisions� and� choices� that�
are� positive� for� their� general� health.� In� June�
2013,� to� help� accelerate� this� process,� Public�
Health�England�published�Nursing and Midwifery
Contribution to Public Health� (Public� Health�
England,�2013).�This�new�guidance�document�
is� designed� to� illuminate� the� specific� roles�
of� specialist� public� health� nurses,� but� also�
to� reinforce� the� pivotal� health-promoting�
practitioner� role� that� every� registered� nurse�
and� midwife� has� in� making� every� patient/
client�contact�count.
Background
A� report� by� The� King’s� Fund� (2012)� has�
shown�that�high�levels�of�admission�to�hospital,�
especially� of� elderly� patients,� can� often� be�
attributed� to� poor� coordination� between� the�
different� elements� of� the� healthcare� system,�
in�particular�between�primary� and� secondary�
care.� Furthermore,� the� King’s� Fund� believe�
that� emergency� admissions� among� people�
with� long-term� conditions� that� could� have�
been�managed�in�primary�care�cost�the�NHS�
£1.42� billion� per� year,� a� figure� that� could�
be� significantly� reduced� through� investment�
in� primary� and� community-based� services.�
Key� to� this� aspiration� is� promoting� the� role�
of� nursing� and� midwifery� in� protecting� and�
improving� public� health� care,� one� of� the�
six� key� action� areas� of� the� national� nursing�
midwifery� and� care� strategy,� Compassion in
Practice�(DH,�2012).
This� strategy� is� designed� to� support� the�
delivery� of� the� values� and� behaviours� of� the�
‘6Cs’,� now� the� principal� driver� for� nursing�
in� the�wake�of� the�publication�of� the�Francis�
Inquiry,�which�revealed�suboptimal�standards�of�
care�at�the�Mid�Staffordshire�NHS�Foundation�
Trust�(Francis,�2013).
To�help�achieve�this,�Public�Health�England��
(PHE)�has�prioritised�five�key�areas�for�action:
■■ Designing� strategies� to� promote� longevity�
and� improved� health� outcomes� by� tackling�
preventable� deaths� and� ill� health� associated�
with� smoking,� hypertension,� obesity,�
poor� nutrition,� suboptimal� mental� health,�
insufficient�exercise�and�alcohol�abuse
■■ Decreasing� the� personal� suffering� caused�
by� disease� and� disability� by� concentrating�
resources�on�preventing�and�recovering�from�
the�long-term�conditions�that�have�significant�
impact�on�lives,�including�dementia,�anxiety,�
depression�and�drug�dependency
■■ Safeguarding�the�population�from�infectious�
diseases�and�environmental�hazards,�including�
antibiotic-resistant� infections.� PHE.
9 Augustine Confessions (selections) Augustine of Hi.docx
9 Augustine
Confessions
(selections)
Augustine of Hippo wrote his Confessions between 397 -400 CE. In it he gives an
autobiographical account of his whole life up through his conversion to Christianity.
In Book 2, excerpted here, he thinks over the passions and temptations of his youth,
especially during a period where he had to come home from where he was studying
and return to living with his parents. His mother Monica was already Christian and
his father was considering it. They want him to be academically successful and
become a great orator.
From Augustine, Confessions. Translated by Caroline J-B Hammond. Loeb Classical
Library Harvard University Press 2014
(Links to an external site.)
.
1. (1) I wish to put on record the disgusting deeds in which I engaged, and
the corrupting effect of sensual experience on my soul, not because I love
them, but so that I may love you, my God. I do this because of my love for
your love, to the end that—as I recall my wicked, wicked ways in the
bitterness of recollection—you may grow even sweeter to me. For you are
a sweetness which does not deceive, a sweetness which brings happiness
and peace, pulling me back together from the disintegration in which I was
being shattered and torn apart, when I turned away from you who are unity
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
and dispersed into the multiplicity that is oblivion. For there was a time
during my adolescence when I burned to have my fill of hell. I ran wild and
reckless in all manner of shady liaisons, and my outward appearance
deteriorated, and I degenerated before your eyes as I went on pleasing
myself and desiring to appear pleasing in human sight.
2. (2) What was it that used to delight me, if not loving and being loved? But
there was no boundary maintained between one mind and another, and
reaching only as far as the clear confines of friendship. Instead the slime
of fleshly desire and the spurts of adolescence belched out their fumes,
and these clouded and obscured my heart, so that it was impossible to
distinguish the purity of love from the darkness of lust. Both of them
together seethed in me, dragging my immaturity over the heights of bodily
desire, and plunging me down into a whirlpool of sin. Your anger grew
strong against me, but I was unaware of it. I had been deafened by the
loud grinding of the chain of my mortality, the punishment for the pride of
my soul, and I went even further away from yo.
8.3 Intercultural CommunicationLearning Objectives1. Define in.docx
8.3 Intercultural Communication
Learning Objectives
1. Define intercultural communication.
2. List and summarize the six dialectics of intercultural communication.
3. Discuss how intercultural communication affects interpersonal relationships.
It is through intercultural communication that we come to create, understand, and transform culture and identity. Intercultural communication is communication between people with differing cultural identities. One reason we should study intercultural communication is to foster greater self-awareness (Martin & Nakayama, 2010). Our thought process regarding culture is often “other focused,” meaning that the culture of the other person or group is what stands out in our perception. However, the old adage “know thyself” is appropriate, as we become more aware of our own culture by better understanding other cultures and perspectives. Intercultural communication can allow us to step outside of our comfortable, usual frame of reference and see our culture through a different lens. Additionally, as we become more self-aware, we may also become more ethical communicators as we challenge our ethnocentrism, or our tendency to view our own culture as superior to other cultures.
As was noted earlier, difference matters, and studying intercultural communication can help us better negotiate our changing world. Changing economies and technologies intersect with culture in meaningful ways (Martin & Nakayama). As was noted earlier, technology has created for some a global village where vast distances are now much shorter due to new technology that make travel and communication more accessible and convenient (McLuhan, 1967). However, as the following “Getting Plugged In” box indicates, there is also a digital divide, which refers to the unequal access to technology and related skills that exists in much of the world. People in most fields will be more successful if they are prepared to work in a globalized world. Obviously, the global market sets up the need to have intercultural competence for employees who travel between locations of a multinational corporation. Perhaps less obvious may be the need for teachers to work with students who do not speak English as their first language and for police officers, lawyers, managers, and medical personnel to be able to work with people who have various cultural identities.
“Getting Plugged In”
The Digital Divide
Many people who are now college age struggle to imagine a time without cell phones and the Internet. As “digital natives” it is probably also surprising to realize the number of people who do not have access to certain technologies. The digital divide was a term that initially referred to gaps in access to computers. The term expanded to include access to the Internet since it exploded onto the technology scene and is now connected to virtually all computing (van Deursen & van Dijk, 2010). Approximately two billion people around the world now access the Internet regularl.
8413 906 AMLife in a Toxic Country - NYTimes.comPage 1 .docx
8/4/13 9:06 AMLife in a Toxic Country - NYTimes.com
Page 1 of 4http://www.nytimes.com/2013/08/04/sunday-review/life-in-a-toxic-country.html?ref=world&pagewanted=all&pagewanted=print
August 3, 2013
Life in a Toxic Country
By EDWARD WONG
BEIJING — I RECENTLY found myself hauling a bag filled with 12 boxes of milk powder and a
cardboard container with two sets of air filters through San Francisco International Airport. I was
heading to my home in Beijing at the end of a work trip, bringing back what have become two of
the most sought-after items among parents here, and which were desperately needed in my own
household.
China is the world’s second largest economy, but the enormous costs of its growth are becoming
apparent. Residents of its boom cities and a growing number of rural regions question the safety of
the air they breathe, the water they drink and the food they eat. It is as if they were living in the
Chinese equivalent of the Chernobyl or Fukushima nuclear disaster areas.
Before this assignment, I spent three and a half years reporting in Iraq, where foreign
correspondents talked endlessly of the variety of ways in which one could die — car bombs,
firefights, being abducted and then beheaded. I survived those threats, only now to find myself
wondering: Is China doing irreparable harm to me and my family?
The environmental hazards here are legion, and the consequences might not manifest themselves
for years or even decades. The risks are magnified for young children. Expatriate workers
confronted with the decision of whether to live in Beijing weigh these factors, perhaps more than at
any time in recent decades. But for now, a correspondent’s job in China is still rewarding, and so I
am toughing it out a while longer. So is my wife, Tini, who has worked for more than a dozen years
as a journalist in Asia and has studied Chinese. That means we are subjecting our 9-month-old
daughter to the same risks that are striking fear into residents of cities across northern China, and
grappling with the guilt of doing so.
Like them, we take precautions. Here in Beijing, high-tech air purifiers are as coveted as luxury
sedans. Soon after I was posted to Beijing, in 2008, I set up a couple of European-made air
purifiers used by previous correspondents. In early April, I took out one of the filters for the first
time to check it: the layer of dust was as thick as moss on a forest floor. It nauseated me. I ordered
two new sets of filters to be picked up in San Francisco; those products are much cheaper in the
United States. My colleague Amy told me that during the Lunar New Year in February, a family
http://topics.nytimes.com/top/reference/timestopics/people/w/edward_wong/index.html
http://topics.nytimes.com/top/news/international/countriesandterritories/china/index.html?inline=nyt-geo
8/4/13 9:06 AMLife in a Toxic Country - NYTimes.com
Page 2 of 4http://www.nytimes.com/2013/08/04/sunday-review/life-in-a-toxic-country..
8. A 2 x 2 Experimental Design - Quality and Economy (x1 and x2.docx
8. A 2 x 2 Experimental Design: - Quality and Economy (x1 and x2 as independent variables)
Dr. Boonghee Yoo
[email protected]
RMI Distinguished Professor in Business and
Professor of Marketing & International Business
Make changes on the names, labels, and measure on the variable view.
Check the measure.
Have the same keys between “Name” and “Label.”
Run factor analysis for ys (dependent variables).
Select “Principal axis factoring” from “Extraction.”
The two-factor solution seems the best as (1) they are over one eigenvalue each and (2) the variance explained for is over 60%.
The new eigenvalues after the rotation.
The rotated factor matrix is clear.
But note that y3 and y1 are collapsed into one factor.
If not you should rerun factor analysis after removing the most problematic item one at a time.
Repeat this procedure until the rotated factor pattern has
(1) no cross-loading,
(2) no weak factor loading (< 0.5), and
(3) an adequate number of items (not more than 5 items per factor).
If a clear factor pattern is obtained, name the factors.
Attitude and purchase intention (y3 and y1)
Boycotting intention (y2)
Compute the reliability of the items of each factor
Make sure all responses were used.
Cronbach’s a (= Reliability a) must be greater than 0.70. Then, you can create the composite variable out of the member items.
Means and STDs must be similar among the items.
No a here should be greater than Cronbach’s a. If not, you should delete such item(s) to increase a.
Create the composite variable for each factor.
BI = mean (y2_1,y2_2,y2_3)
“PI” will be added to the data.
Go to the Variable View and change its “Name” and “Label.”
8. A 2 x 2 Experimental Design: - Quality and Economy (x1 and x2 as independent variables)
Dr. Boonghee Yoo
[email protected]
RMI Distinguished Professor in Business and
Professor of Marketing & International Business
BLOCK 1. Title and introductory paragraph.
Title and introductory paragraph
Plus, background questions
BLOCK 2 to 5. Show one of four treatments randomly.
x1(hi), x2 (hi)
x1 (hi), x2 (low)
x1 (low), x2 (hi)
x1 (low), x2 (low)
BLOCK 6. Questions.
Manipulation check questions (multi-item scales)
y1, y2, and y3 (multi-item scales)
Socio-demographic questions
Write “Thank you for participation.”
The questionnaire (6 blocks)
A 2x2 between-sample design: SQ (Service quality and ECON (Contribution to local economy)
Each of the four BLOCKs consist of:
The instruction: e.g., “Please read the following description of company ABC carefully.”
The scenario: An image file or written statement
(No questions inside the scenario blocks)
Qualtrics Survey Flow (6 blocks)
Manipulation check questions y1, y2, …, yn
Questions to verify that subjects were manipulated as intended. For example, if the stimulus is dollar-amount price, the manipulation check.
800 Words 42-year-old man presents to ED with 2-day history .docx
800 Words
42-year-old man presents to ED with 2-day history of dysuria, low back pain, inability to fully empty his bladder, severe perineal pain along with fevers and chills. He says the pain is worse when he stands up and is somewhat relieved when he lies down. Vital signs T 104.0 F, pulse 138, respirations 24. PaO2 96% on room air. Digital rectal exam (DRE) reveals the prostate to be enlarged, extremely tender, swollen, and warm to touch.
In your Case Study Analysis related to the scenario provided, explain the following:
The factors that affect fertility (STDs).
Why inflammatory markers rise in STD/PID.
Why prostatitis and infection happen. Also explain the causes of systemic reaction.
Why a patient would need a splenectomy after a diagnosis of ITP.
Anemia and the different kinds of anemia (i.e., micro, and macrocytic).
.
8.1 What Is Corporate StrategyLO 8-1Define corporate strategy.docx
8.1 What Is Corporate Strategy?
LO 8-1
Define corporate strategy and describe the three dimensions along which it is assessed.
Strategy formulation centers around the key questions of where and how to compete. Business strategy concerns the question of how to compete in a single product market. As discussed in Chapter 6, the two generic business strategies that firms can follow to pursue their quest for competitive advantage are to increase differentiation (while containing cost) or lower costs (while maintaining differentiation). If trade-offs can be reconciled, some firms might be able to pursue a blue ocean strategy by increasing differentiation and lowering costs. As firms grow, they are frequently expanding their business activities through seeking new markets both by offering new products and services and by competing in different geographies. Strategic leaders must formulate a corporate strategy to guide continued growth. To gain and sustain competitive advantage, therefore, any corporate strategy must align with and strengthen a firm’s business strategy, whether it is a differentiation, cost-leadership, or blue ocean strategy.
Corporate strategy comprises the decisions that leaders make and the goal-directed actions they take in the quest for competitive advantage in several industries and markets simultaneously.3 It provides answers to the key question of where to compete. Corporate strategy determines the boundaries of the firm along three dimensions: vertical integration along the industry value chain, diversification of products and services, and geographic scope (regional, national, or global markets). Strategic leaders must determine corporate strategy along the three dimensions:
1. Vertical integration: In what stages of the industry value chain should the company participate? The industry value chain describes the transformation of raw materials into finished goods and services along distinct vertical stages.
2. Diversification: What range of products and services should the company offer?
3. Geographic scope: Where should the company compete geographically in terms of regional, national, or international markets?
In most cases, underlying these three questions is an implicit desire for growth. The need for growth is sometimes taken so much for granted that not every manager understands all the reasons behind it. A clear understanding will help strategic leaders to pursue growth for the right reasons and make better decisions for the firm and its stakeholders.
WHY FIRMS NEED TO GROW
LO 8-2
Explain why firms need to grow, and evaluate different growth motives.
Several reasons explain why firms need to grow. These can be summarized as follows:
1. Increase profits.
2. Lower costs.
3. Increase market power.
4. Reduce risk.
5. Motivate management.
Let’s look at each reason in turn.
INCREASE PROFITS
Profitable growth allows businesses to provide a higher return for their shareholders, or owners, if privately held. For publicly trade.
8.0 RESEARCH METHODS These guidelines address postgr.docx
8.0 RESEARCH METHODS
These guidelines address postgraduate students who have completed course
requirements and assumed to have sufficient background experience of high-level
engagement activities like recognizing, relating, applying, generating, reflecting and
theorizing issues. It is an ultimate period in our academic life when we feel confident
at embarking on independent research.
It cannot be overemphasized that we must enjoy the experience of research process
and not look at it as an academic chore.
To enable such a desired behaviour, these guidelines consider the research process
in terms of the skills and knowledge needed to develop independent and critical
styles of thinking in order to evaluate and use research as well as to conduct fresh
research.
The guidelines should be viewed as briefs which the Research Supervisors are expected
to exemplify based on their own experience as well as expertise.
8.1 Chapter 1 - Introduction
INTRODUCE the subject or problem to be studied. This might require the
identification of key managerial concerns, theories, laws and governmental rulings,
critical incidents or social changes, and current environmental issues, that make the
subject critical, relevant and worthy of managerial or research attention.
• To inform the Reader (stylistically - forthright, direct, and brief / concise),
• The first sentence should begin with `This Study was intended
to’….’ And immediately tell the Reader the nature of the study for the
reader's interest and desire to read on.
8.1.1 The Research Problem
What is the statement of the problem? The statement of the problem or problem
statement should follow logically from what has been set forth in the background of
the problem by defining the specific research need providing impetus for the
study, a need not met through previous research. Present a clear and precise
statement of the central question of research, formulated to address the need.
8.1.2 The Purpose of the Study
What is the purpose of the study? What are the RESEARCH QUESTION (S) of
the study? What are the specific objective (s) of the study? Define the specific
research objective (s) that would answer the research Question (s) of the study.
8.1.3 The Rationale of the Study:
1. Why in a general sense?
2. One or two brief references to previous research or theories critical in structuring
this study to support and understand the rationale.
3. The importance of the study for the reader to know, to fully appreciate the need
for the study - and its significance.
4. Own professional experience that stimulated the study or aroused interest in the
area of research.
5. The Need for the Study - will deal with valid questions or professional concerns
to provide data leading to an answer - reference to literature helpful and
appropriate.
8.1.4 The Significance of the Study:
1. Clearly .
95People of AppalachianHeritageChapter 5KATHLEEN.docx
95
People of Appalachian
Heritage
Chapter 5
KATHLEEN W. HUTTLINGER and LARRY D. PURNELL
Overview, Inhabited Localities,
and Topography
OVERVIEW
Appalachia consists of that large geographic expanse in
the eastern United States that is associated with the
Appalachian mountain system, a 200,000-square-mile
region that extends from the northeastern United States
in southern New York to northern Mississippi. It includes
all of West Virginia and parts of Alabama, Georgia,
Kentucky, Maryland, Mississippi, New York, North
Carolina, Ohio, Pennsylvania, South Carolina, Tennessee,
and Virginia. This very rural area is characterized by a
rolling topography with very rugged ridges and hilltops,
some extending over 4000 feet high, with remote valleys
between them. The surrounding valleys are often 2000
feet or more in elevation and give one a sense of isolation,
peacefulness, and separateness from the lower and more
heavily traveled urban areas. This isolation and rough
topography have contributed to the development of
secluded communities in the hills and natural hollows or
narrow valleys where people, over time, have developed a
strong sense of independence and family cohesiveness.
These same isolated valleys and rugged mountains pre-
sent many transportation problems for those who do not
have access to cars or trucks. Very limited public trans-
portation is available only in the larger urbanized areas.
Even though the Appalachian region includes several
large cities, many people live in small settlements and in
inaccessible hollows or “hollers” (Huttlinger, Schaller-
Ayers, & Lawson, 2004a). The rugged location of many
communities in Appalachia results in a population that is
often isolated from the mainstream of health-care ser-
vices. In some areas of Appalachia, substandard secondary
and tertiary roads, as well as limited public bus, rail, and
airport facilities, prevent easy access to the area (Fig. 5–1).
Difficulty in accessing the area is partially responsible for
continued geographic and sociocultural isolation. The
rugged terrain can significantly delay ambulance response
time and is a deterrent to people who need health care
when their health condition is severe. This is one area in
which telehealth innovations can and often do provide
needed services.
Many of the approximately 24 million people who live
in Appalachia can trace their family roots back 150 or
more years, and it is common to find whole communities
comprising extended, related families. The cultural her-
itage of the region is rich and reflected in their distinctive
music, art, and literature. Even though family roots are
strong, many of the region’s younger residents have left
the area to pursue job opportunities in the larger urban
cities of the north. The remaining, older population
reflects a group that often has less than a high-school edu-
cation, is frequently unemployed, may be on welfare
and/or disability, and is regularly uninsured (20.4 per-
cent) (Virginia He.
9 781292 041452ISBN 978-1-29204-145-2Forensic Science.docx
9 781292 041452
ISBN 978-1-29204-145-2
Forensic Science
From the Crime Scene to the Crime Lab
Richard Saferstein
Second Edition
Fo
re
n
sic
Sc
ie
n
c
e
Sa
fe
rste
in
Se
c
o
n
d
Ed
itio
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Pearson New International Edition
International_PCL_TP.indd 1 7/29/13 11:23 AM
Forensic Science
From the Crime Scene to the Crime Lab
Richard Saferstein
Second Edition
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England and Associated Companies throughout the world
Visit us on the World Wide Web at: www.pearsoned.co.uk
© Pearson Education Limited 2014
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the
prior written permission of the publisher or a licence permitting restricted copying in the United Kingdom
issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS.
All trademarks used herein are the property of their respective owners. The use of any trademark
in this text does not vest in the author or publisher any trademark ownership rights in such
trademarks, nor does the use of such trademarks imply any affi liation with or endorsement of this
book by such owners.
ISBN 10: 1-269-37450-8
ISBN 13: 978-1-269-37450-7
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Printed in the United States of America
Copyright_Pg_7_24.indd 1 7/29/13 11:28 AM
ISBN 10: 1-292-04145-5
ISBN 13: 978-1-292-04145-2
ISBN 10: 1-292-04145-5
ISBN 13: 978-1-292-04145-2
Table of Contents
P E A R S O N C U S T O M L I B R A R Y
I
1. Introduction
1
1Richard Saferstein
2. Securing and Searching the Crime Scene
33
33Richard Saferstein
3. Recording the Crime Scene
51
51Richard Saferstein
4. Collection of Crime-Scene Evidence
83
83Richard Saferstein
5. Physical Evidence
107
107Richard Saferstein
6. Death Investigation
125
125Richard Saferstein
7. Crime-Scene Reconstruction
155
155Richard Saferstein
8. Fingerprints
167
167Richard Saferstein
9. Firearms, Toomarks, and Other Impressions
195
195Richard Saferstein
10. Bloodstain Pattern Analysis
235
235Richard Saferstein
11. Computer Forensics
257
257Richard Saferstein
12. Drugs
291
291Richard Saferstein
13. Forensic Toxicology
331
331Richard Saferstein
II
14. Trace Evidence I: Hairs and Fibers
361
361Richard Saferstein
15. Trace Evidence II: Paint, Glass, and Soil
387
387Richard Saferstein
16. Biological Stain Analysis: DNA
415
415Richard Saferstein
17. Forensic Aspects of Fire and Explosion Investigation
457
457Richard Saferstein
18. Document Examination
487
487Richard Saferstein
19. Appendix: Guides to the Collection of Physical Evidence–FBI
511
511Richard Saferstein
20. Appendix: Instructions for Collecting Guns.
8-10 slide Powerpoint The example company is Tesla.Instructions.docx
8-10 slide Powerpoint The example company is Tesla.
Instructions
As the organization’s top leader, you are responsible for communicating the organization’s strategies in a way that makes the employees understand the role that they play in helping to achieve the organization’s strategies. Design a presentation that explains the following:
The company is Tesla
1. Your Organization's Mission and Vision
2. Your organization’s overall strategies and how they align with the Mission and Vision
3. At least five of your organization’ strategic SMART goals that align with the overall organizational strategy
4. At least three different departments’ specific roles in helping to achieve those strategic SMART goals
5. This can be a PowerPoint presentation with a voice-over or it can be a video presentation.
Length: 8 – 10 slides, not including title and reference slide.
Notes Length: 200-250 words for each slide.
References: Include a minimum of five scholarly resources.
I will do the voice over. I do not need a separate document of speaker notes as long as the PowerPoint has the requested 200-250 words for each slide
.
8Network Security April 2020FEATUREAre your IT staf.docx
8
Network Security April 2020
FEATURE
Are your IT staff ready
for the pandemic-driven
insider threat? Phil Chapman
Obviously the threat to human life is
the top concern for everyone at this
moment. But businesses are also starting
to suffer as productivity slips globally
and the workforce itself is squeezed.
The UK Government’s March budget
did announce some measures, especially
for small and medium-size enterprises
(SMEs), that will make this period
slightly less painful for organisations.
However, as is apparent from the tank-
ing stock market (the FTSE 100 has
hit levels not seen since June 2012) the
economy and pretty much all businesses
in the country (unless you produce hand
sanitiser) are going to suffer. There is no
time like now for the UK to embrace
its mantra of ‘keep calm and carry on’
because that is what we must do if we’re
going to keep business flowing.
For the IT department at large there is
lots of urgent work to do to ensure that
the business is prepared to keep running
smoothly even if people are having to
work remotely. The task at hand for cyber
security professionals is arguably even
larger as Covid-19 is seeing cyber criminals
capitalising on the fact that the insider
threat is worse than ever, with more people
working remotely from personal devices
than many IT and cyber security teams
have likely ever prepared for.
This article will argue that the cyber
security workforce, which is already suf-
fering a digital skills crisis, may also be
lacking the adequate soft skills required
to effectively tackle the insider threat
that has been exacerbated by the pan-
demic. It will first examine the insider
threat, and why this has become so
much more insidious because of Covid-
19. It will then look into the essential
soft skills required to tackle this threat,
before examining how organisations can
effectively implement an apprentice-
ship strategy that generates professionals
with both hard and soft skills, includ-
ing advice from the CISO of globally
respected law firm Pinsent Masons, who
will provide insight into how he is mak-
ing his strategy work. It will conclude
that many of these issues could be solved
if the industry didn’t rely so heavily on
recruiting graduates and rather looked
towards hiring apprentices.
The insider threat
In the best of times, every cyber-pro-
fessional knows that the biggest threat
to an organisation’s IT infrastructure
is people, both malicious actors and
– much more often – employees and
partners making mistakes. The problem
is that people lack cyber knowledge and
so commit careless actions – for exam-
ple, forwarding sensitive information to
the wrong recipient over email or plug-
ging rogue USBs into their device (yes,
that still happens). Cyber criminals
capitalise on this ignorance by utilising
social engineering tactics ranging from
the painfully simple, like fake emails
from Amazon, to the very sophisticated,
such as.
9 781292 041292ISBN 978-1-29204-129-2Movies and Meanin.docx
9 781292 041292
ISBN 978-1-29204-129-2
Movies and Meaning
An Introduction to Film
Stephen Prince
Sixth Edition
M
o
v
ie
s a
n
d
M
e
a
n
in
g
P
rin
c
e
Sixth
Ed
itio
n
Pearson New International Edition
International_PCL_TP.indd 1 7/29/13 11:23 AM
Movies and Meaning
An Introduction to Film
Stephen Prince
Sixth Edition
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England and Associated Companies throughout the world
Visit us on the World Wide Web at: www.pearsoned.co.uk
© Pearson Education Limited 2014
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the
prior written permission of the publisher or a licence permitting restricted copying in the United Kingdom
issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS.
All trademarks used herein are the property of their respective owners. The use of any trademark
in this text does not vest in the author or publisher any trademark ownership rights in such
trademarks, nor does the use of such trademarks imply any affi liation with or endorsement of this
book by such owners.
ISBN 10: 1-269-37450-8
ISBN 13: 978-1-269-37450-7
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Printed in the United States of America
Copyright_Pg_7_24.indd 1 7/29/13 11:28 AM
ISBN 10: 1-292-04129-3
ISBN 13: 978-1-292-04129-2
ISBN 10: 1-292-04129-3
ISBN 13: 978-1-292-04129-2
Table of Contents
P E A R S O N C U S T O M L I B R A R Y
I
Glossary
1
1Stephen Prince
1. Film Structure
13
13Stephen Prince
2. Cinematography
57
57Stephen Prince
3. Production Design
95
95Stephen Prince
4. Acting
121
121Stephen Prince
5. Editing: Making the Cut
149
149Stephen Prince
6. Principles of Sound Design
187
187Stephen Prince
7. The Nature of Narrative in Film
229
229Stephen Prince
8. Visual Effects
287
287Stephen Prince
9. Modes of Screen Reality
325
325Stephen Prince
381
381Index
II
G L O S S A R Y
3D digital matte A matte painting that has been camera
mapped onto a 3D geometrical model in computer space.
The digital matte can then be moved or rotated to
simulate the perspective of a moving camera. See also
camera mapping .
Additive Color Mixing A system used for creating color
on television where red, blue, and green lights are mixed
together to create all other hues.
ADR Automated dialogue replacement (ADR) is a post-
production practice in which actors re-record lines of dia-
logue or add new ones not present at the point of filming.
Computer software enables proper synching of these lines
with the performer’s lip movements as recorded on film.
Aerial Image Printing Method of producin.
88C H A P T E R7 Creating IT Shared Services11 Thi.docx
88
C H A P T E R
7 Creating IT Shared Services1
1 This chapter is based on the authors’ previously published article, McKeen, J. D., and H. A. Smith. “Creating
IT Shared Services.” Communications of the Association for Information Systems 29, Article 34 (October 2011):
645–656. Reproduced by permission of the Association for Information Systems.
A “shared service” is the “provision of a service by one part of an organization where that service had previously been found in more than one part of the organization. Thus the funding and resourcing of the service is shared and the
providing department effectively becomes an internal service provider” (Wikipedia
2014). The key idea is “sharing” within an organization. It suggests centralization of
resources, uniformity of service, consistent processes for service provisioning, econo-
mies of scale, reduced headcount, and enhanced professionalism. As such it has definite
appeal for IT organizations, and creating them has been identified as one of the effective
habits of successful CIOs (Andriole 2007).
For the business, an IT shared service is also appealing but for a different set of
reasons. Although the promise of reducing costs, time, and complexity through reuse
and the ability to leverage IT skills and knowledge are attractive, they rank a distant
second to the ability to free up resources by transferring responsibility for a noncore
activity to another organizational body. Not surprisingly, the successful creation of a
shared service is by necessity an exercise in goal alignment (between the business and
IT) coupled with a strategy for goal attainment.
A shared services organization constitutes an alternate business model. Therefore,
the decision to adopt a shared services model entails a number of critical questions for
management, such as What are the key attributes of a good candidate for a shared ser-
vice? How should a shared service be organized, managed, and governed? What is the
relationship between shared services and the parent organization? What can be learned
from experience with a shared services model? What theoretical and practical insight is
offered by published studies of shared services?
This chapter explores these questions. It begins with a review of the published
literature to provide some definitional clarity concerning the shared services model
� $IBQUFS��� r� $SFBUJOH�*5�4IBSFE�4FSWJDFT 89
and to differentiate shared services from other closely related models. The remainder of
the chapter focuses on the key management issues surrounding the IT shared services
model, including the pros and cons, key organizational factors, and identifying candi-
date shared services. It concludes with an integrated shared services conceptual model
and recommendations for moving toward successful shared services in IT.
IT SHARED SERVICES: AN OVERVIEW
As already noted, the key high-level concepts of a shared service are that a single group
within the o.
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- 3. the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. Points Range: 0 (0%) - 16.77 (41.93%) Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings. Reply Post & Peer Interaction Points Range: 7.2 (18%) - 8 (20%) Student interacts frequently with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes. Points Range: 6.4 (16%) - 7.16 (17.9%)
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