Develop a PowerPoint with a timeline of the Childcare for the worki.docx
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Develop a PowerPoint with a timeline of the “Childcare for the working families“ policy. when it started how it started who started the policy a timeline should also include what’s been happening sine the policy started up until what going on now with the policy .
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Develop a strategic plan for the company that you selected at the .docx
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Create
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An introduction with mission and vision statements
Core values, ethics, and social responsibility principles
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External environment (e.g. opportunities and threats related to market trends, economic trends, demographics, or regulations)
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Develop a research paper on the project charter process. Follow this outline:
PART 1: INTRODUCTION
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2) Summarize why a project charter is critical to project management success.
PART 2: PROJECT CHARTER LITERATURE REVIEW
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2.) List the various elements of a project charter and why each is used (i.e. title, scope overview, business case, background, etc.).
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Please attend to the following guidelines:
1) Prepare your report in APA format.
2) Literature Review should utilize outside sources substantially. A literature review is a comprehensive narrative on the most recent scholarly work on a certain subject. Therefore, seven (7) to ten (10) scholarly or professional journal articles should be utilized for this section. Other sources (websites, blogs, dictionaries, etc.) may be used in support but do not count toward this total. Also, the sources need to be current research which means contemporary sources (no more than ten years old).
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PART 1: PROJECT CHARTER LITERATURE REVIEW
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Use
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Include
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®
PowerPoint
®
presentation with detailed speaker notes describing the following:
The main influences involved in the development of psychology
Early research on the function of the brain.
How the research influenced the study of the mind-body interaction.
The major developments that led to experimental psychology
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Developmental Review 32 (2012) 224–267Contents lists availab.docx
This document summarizes research on the reliability of children's testimony. It discusses how legal changes in the 1970s-1980s increased the need for children's testimony in abuse cases. This clashed with traditional views that children are highly unreliable witnesses due to false memories. However, some argued children's memories of traumatic personal experiences are accurate. Subsequent experimental research found that children are more suggestible and prone to false memories than adults. A large body of evidence now shows that false memories decline between childhood and adulthood. This implies children's testimony may be less reliable than adults' testimony.
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A description of the transformation process
A schema diagram identifying the changes needed (revise the diagram you submitted for the Week Two Individual Assignment, "U.S. Student Aid Database Schema and Query Recommendations" per your instructor's feedback)
Specific integration plans
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Developmental Review 32 (2012) 205–223Contents lists availab.docx
Developmental Review 32 (2012) 205–223
Contents lists available at SciVerse ScienceDirect
Developmental Review
journal homepage: www.elsevier .com/locate/dr
Natural conversations as a source of false memories
in children: Implications for the testimony
of young witnesses
Gabrielle F. Principe ⇑, Erica Schindewolf
Department of Psychology, Ursinus College, United States
a r t i c l e i n f o a b s t r a c t
Article history:
Available online 25 July 2012
Keywords:
Memory
Suggestibility
Children
Social interaction
Rumor
Eyewitness testimony
0273-2297/$ - see front matter � 2012 Elsevier In
http://dx.doi.org/10.1016/j.dr.2012.06.003
⇑ Corresponding author. Address: Department o
United States. Fax: +1 610 409 3633.
E-mail address: [email protected] (G.F. Pri
Research on factors that can affect the accuracy of children’s auto-
biographical remembering has important implications for under-
standing the abilities of young witnesses to provide legal
testimony. In this article, we review our own recent research on
one factor that has much potential to induce errors in children’s
event recall, namely natural memory sharing conversations with
peers and parents. Our studies provide compelling evidence that
not only can the content of conversations about the past intrude
into later memory but that such exchanges can prompt the gener-
ation of entirely false narratives that are more detailed than true
accounts of experienced events. Further, our work show that dee-
per and more creative participation in memory sharing dialogues
can boost the damaging effects of conversationally conveyed mis-
information. Implications of this collection of findings for chil-
dren’s testimony are discussed.
� 2012 Elsevier Inc. All rights reserved.
Introduction
Perhaps only one simple and straightforward claim can be made about the accuracy of children’s
testimony: not all statements made by children are true. Admittedly, exact accuracy is not the usual
goal of memory in everyday life. Most autobiographical remembering is carried out for social pur-
poses, such as to build bonds and foster connectedness with friends and family (see e.g., Nelson,
1993), and can serve these functions even when recollections do not precisely represent the past. In
c. All rights reserved.
f Psychology, Ursinus College, PO Box 1000, Collegeville, PA 19426-1000,
ncipe).
http://dx.doi.org/10.1016/j.dr.2012.06.003
mailto:[email protected]
http://dx.doi.org/10.1016/j.dr.2012.06.003
http://www.sciencedirect.com/science/journal/02732297
http://www.elsevier.com/locate/dr
206 G.F. Principe, E. Schindewolf / Developmental Review 32 (2012) 205–223
fact, many everyday situations encourage some degree of unfaithfulness. Exaggerated, improvised, or
even fabricated stories can be more engaging or more amusing to conversational partners than verid-
ical reports. These tendencies to embellish personal experiences may be especially pronounced at
young ages given children’s proclivity for pretense and.
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Develop a 6- to 7-page manual using the
Security Standards, Policies, and Procedures Template
with recommendations to management of security standards, polices, and procedures which should be implemented in your chosen organization.
Research and include the following:
REFER TO ADDITIONAL RESOURCES BELOW and the grading rubric.
Explain the importance to your organization of implementing security policies, plans, and procedures. Discuss how security policies, plans, and procedures will improve the overall security of the organization.
Recommend appropriate policies and procedures for:
Data classification policies and procedures (data isolation)
Non-disclosure Agreement policies and procedures
Strong authentication (password policies and procedures... and multi factor authentication)
Acceptable use of organizational assets and data
Employee policies (separation of duties/training)
Risk Management
Avoidance
Transference
Mitigation
Acceptance
Compliance examples that might affect your organization or others [Regulatory, Advisory, Informative]
HIPAA
NIST Cybersecurity Framework
Sarbanes/Oxley
GLBA
PCI DSS
Incident response (How should we prepare, and what should happen in each phase)
Preparation
Identification
Containment
Eradication
Recovery
Lessons learned (root cause analysis and action plan)
Auditing
Environmental/Physical
Administrative
From the text:
"Controls are implemented as administrative, logical, and physical. Administrative controls are also known as management controls and include policies and procedures. Logical controls are also known as technical controls and are implemented through technology. Physical controls use physical means to protect objects."
Configuration (change management and system hardening)
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Developmental and Communication MilestonesOne of the first tas.docx
Developmental and Communication Milestones
One of the first tasks infants and children must master is communication. The ability to communicate is an important skill. Infants communicate primarily through crying. Parents and caregivers can become quite adept at interpreting a child’s cry so that they can respond to his or her needs quickly and appropriately.
While nature predisposes humans to language, it is nurture that determines language development. Language development can be facilitated a number of ways: Adults can modify their speech (i.e., child-directed speech, simplified speech) to help young children attend to and learn the important parts of speech and appropriate syntax; play simple games with children that encourage turn-taking (a characteristic of good communication); and use of scaffolding (e.g., repetition) to help children learn the basics of language and communication (Pinker, 2004). The milestones of language development range from pre-language babbling to multi-word phrases and sentences. Individual and cultural differences can affect the rate and form of language within these milestones.
To prepare for this Discussion
, select one developmental or communication milestone in infancy and/or toddlerhood.
With these thoughts in mind:
a brief description of the developmental or communication milestone you selected. Then explain the implications of missing or meeting the milestone in terms of normal, advanced, and delayed development. Be sure to include any multicultural and/or diversity considerations.
Support your Discussion assignment with specific resources used in its preparation. You are asked to provide a reference for all resources, including those in the Learning Resources for this course
.
.
Developments New technology that affects policy process • So.docx
Developments
New technology that affects policy process
• Social media
• Blogs
• Open data
• Freedom of information
• Wisdom of the crowds
• Open collaboration
• Transparency in policy simulation
• Agent-based simulation and hybrid modeling techniques
There were several important themes in chapter 1.
Here are a few quotes:
1. “Policy-making and its subsequent implementation are necessary to deal with societal problems.” (Janssen, 2015)
2. “Policy-making is driven by the need to solve societal problems and should result in interventions to solve these societal problems.” (Janssen, 2015)
3. “Examples of societal problems are unemployment, pollution, water quality, safety, criminality, well-being, health, and immigration.” (Janssen, 2015)
The author of chapter 1 discusses several information and communication developments that influence policy-making. Select
two
of the developments in chapter 1 and describe how that development can influence policy to solve a specific problem. You have to research and identify a specific problem in society.
You must do the following:
1)Provide a thoughtful research-based analysis and include at least
three
references to support your thoughts
2) ALL original posts ( two paragraphs supported by resources) and comments must be substantive. (I'm looking for about a paragraph - not just "I agree.")
6) Paraphrase text from resources used and cite. If quoting text, use double-quotes and cite.
Reference
Janssen, M., Wimmer, M. A., & Deljoo, A. (Eds.). (2015).
Policy practice and digital science: Integrating complex systems, social simulation and public administration in policy research
(Vol. 10). Springer.
.
Developmental Stages Week 7Christina Sierra 1Sub.docx
Developmental Stages
Week 7
Christina Sierra
1
Subjects
Developmental Management in Pediatric Primary Care
Developmental Management of Infants
Developmental Management of Early Childhood
Developmental Management of School Age Children
Developmental Management of Adolescents
2
Developmental Management in Pediatric Primary Care
Assessing development
Height weight head circumference
Interviewing parents
Knowing appropriate milestones
Educating families on normal vs abnormal
Educating on developmental expectations
We all grow at different rates so never compare yourself to someone else’s situation, doing so, can only bring disappointment.
- Massy Arias
3
Growth
Chart
In child development nothing is set in stone.
There is a grey area in timing.
Development has a variation in time- it maybe a few weeks or months.
Developmental Management
of Infants
Birth to one month:
Babies lose 5-8% of body weight in their first few days and then regain within 10-14 days
They should gain about 2 lbs per month
Nutritional needs should meet 110 kcal/kg/day
Sleep about 16 hours
Sucking, rooting, tonic neck, moro, grasp- present and symmetric
Moving hand to mouth, sucking, or grasp clothing- self console
May turn to parents voice
Visual space is about 8 -12 in from face, vision is foggy
Hearing and smell is developed- but especially smell
Four ways of being awake:
1. Drowsy
2. Quiet but alert
3. Crying
4. Alert and active
What does a baby’s cry mean?
Normal
Hunger- rhythmic intense
They want to be cuddled-slow, low tone
Pain- high pitch screetchy
Tired- slow rhythmic, intensifies
Cries should be distinctive and vary on needs or feels.
This begins articulation
What does a baby’s cry mean?
Usually colics
Crying for over 30 minutes even after being fed, cleaned, consoled.
High-pitched, shrieking
Abnormal central nervous system
Cornelia de Lange syndrome – like a bleating lamb
Cri-du-chat syndrome- like a cat
Cerebral irritability (i.e. meningitis, hydrocephalus, kernicterus)
Malnutrition especially marasmus
Grunting
Pneumonia
Sepsis
Hoarseness
Hypothyroidism
Trauma to the hypopharynx
Vocal cord paralysis
Muffled
Epiglottis
Stridorous
Foreign body
Infection – abscesses, croup, epiglottitis
Laryngeal abnormalities
Oropharynx abnormalities
Tracheal abnormalities
Neoplasm
Weak or whimperyMuscle weakness
Muscular dystrophy
Myasthenia gravis
Infection
1 month to 3 months
Growth in height is approximately 1.4in per month
Growth in head circumference is approximately 0.8 in
Weight gain is approximately 420 g= about 1 lb a month
Growth spurts are expected and baby will eat more in a quicker time frame
Baby becomes more routined with sleeping, passing stool and eating schedule
Body movement is symmetric
Attempts to grasp objects
Cooing and babbling should be expected
Response to conversations- acknowledgment, turning head, focused with communication with body language
They may show smiles, imitation, tracking objects.
Develop a presentation on the cultural identity with which you align.docx
Develop a presentation on the cultural identity with which you align yourself. Consider the following:
Describe the culture you identify with.
Explain the major components of your culture.
Explain the various symbols associated with your culture including their meanings.
Describe the other cultures you are integrated with besides your own. What are the similarities and differences between these cultures with which you are connected?
Evaluate the roles that race, class, age, and gender play in your culture.
Support your statements with examples and scholarly references.
You may use images and other media to present your perspective. Use the speakers’ notes to explain your statements in further detail.
Develop a 10-slide presentation in PowerPoint format. Apply APA standards to citation of sources.
.
Developmental Science. 2018;21e12610. wileyonlinelibrary.com.docx
Developmental Science. 2018;21:e12610. wileyonlinelibrary.com/journal/desc | 1 of 9
https://doi.org/10.1111/desc.12610
© 2017 John Wiley & Sons Ltd
Received: 17 December 2016 | Accepted: 18 July 2017
DOI: 10.1111/desc.12610
S H O R T R E P O R T
Digital disruption? Maternal mobile device use is related to
infant social- emotional functioning
Sarah Myruski1,2 | Olga Gulyayeva2,4 | Samantha Birk2 | Koraly Pérez-Edgar3 |
Kristin A. Buss3 | Tracy A. Dennis-Tiwary1,2
1Department of Psychology, The Graduate
Center, The City University of New York, NY,
USA
2Department of Psychology, Hunter
College, The City University of New York, NY,
USA
3Department of Psychology, The Pennsylvania
State University, University Park, PA, USA
4Department of Psychology, St John’s
University, Queens, NY, USA
Correspondence
Tracy Dennis-Tiwary, 695 Park Avenue,
Department of Psychology, Hunter College,
The City University of New York, New York,
NY 10065, USA.
Email: [email protected]
Funding Information
This research was made possible by grant
R21 MH103627 from the US Department of
Health and Human Services of the National
Institute of Mental Health
Abstract
Mobile device use has become increasingly prevalent, yet its impact on infant develop-
ment remains largely unknown. When parents use mobile devices in front of infants,
the parent is physically present but most likely distracted and unresponsive. Research
using the classic Still Face Paradigm (SFP) suggests that parental withdrawal and unre-
sponsiveness may have negative consequences for children’s social- emotional devel-
opment. In the present study, 50 infants aged 7.20 to 23.60 months (M = 15.40, SD =
4.74) and their mothers completed a modified SFP. The SFP consisted of three phases:
free play (FP; parent and infant play and interact), still face (SF; parent withdraws at-
tention and becomes unresponsive), and reunion (RU; parent resumes normal interac-
tion). The modified SFP incorporated mobile device use in the SF phase. Parents
reported on their typical mobile device use and infant temperament. Consistent with
the standard SFP, infants showed more negative affect and less positive affect during
SF versus FP. Infants also showed more toy engagement and more engagement with
mother during FP versus SF and RU. Infants showed the most social bids during SF and
more room exploration in SF than RU. More frequent reported mobile device use was
associated with less room exploration and positive affect during SF, and less recovery
(i.e., engagement with mother, room exploration positive affect) during RU, even when
controlling for individual differences in temperament. Findings suggest that the SFP
represents a promising theoretical framework for understanding the impact of par-
ent’s mobile device use on infant social- emotional functioning and parent–infant
interactions.
R E S E A R C H H I G H L I G H T S
• The traditional Still Face Paradigm (SFP) was mod.
Developmental Journey Reflection With this assignment, you will .docx
Developmental Journey Reflection
With this assignment, you will look back on your developmental journey and reflect on the major stepping-stones in your life path. Please respond to the following questions
What are significant turning points in your life history?
How have these turning points influenced your world-view and life decisions?
As you review your developmental process, what milestones were important or significant and what would you have done differently?
Where have you felt aligned and where have you felt alienated within your sociocultural identity?
.
Development, Individual Differences, and Classroom Erics.docx
Development, Individual Differences, and Classroom
Eric's Last Stand
Linda K. Elksnin, Linda Hardin, and Susan P. Gurganus
The call came over the loud speaker for me to go immediately to Mrs. Lang's
trailer. I could tell by the sound of the secretary's voice that something was terribly
wrong. I dismissed my older resource students and asked my teaching assistant to
watch my two remaining students, who were from Mrs. Lang's second grade class. The
look in these students' eyes told me they were frightened because they knew something
was happening in their classroom.
I ran over to Mrs. Lang's trailer and saw her standing outside with her students.
I could see our assistant principal Mrs. Lunsford, standing in the doorway of the trailer.
When she looked at me, her eyes warned me to proceed with caution. I could hear the
banging sound of desks hitting desks and the wailing of an upset little boy. When I
reached the trailer, Mrs. Lunsford moved and allowed me to peek inside.
There he was, just a mite of a boy. Tears were streaming down his face like rain
running down a window pane. I saw him kick a stuffed animal across the room like it was
a kickball. He clenched his little fists by the sides of his head and brought them down in a
quick jerk to his hips. He crossed his arms and pushed against his stomach as a loud
groan filled the disarrayed classroom. He remained in that position for a few seconds and
then very slowly and quietly raised his head. He seemed to be in a state of utter
exhaustion. He just stood there, as if suspended in time.
I walked very slowly toward him and softly called his name. "Eric," I said, "let me
sit on the rug and talk to you." He backed away from me like a suspicious animal. I
thought for a moment and slowly got down on my knees. We were eye-to-eye. I could
feel that he was uncomfortable with that so I scrunched up my body a little bit and made
myself shorter than Eric. I wasn't sure if he was going to lose it again and start whirling
chairs around. I did know that I couldn't get up as fast as I used to and that maybe I had
not made such a wise choice of seating positions. However, Eric began to show signs of
feeling more at ease and so did I. My knees were starting to burn like fire so I sat down
and stretched out my legs. Eric was still standing. I looked at him and very calmly said,
"Eric, please bring me the stuffed bear that looks so lonely just sitting by himself. (This
bear was the stuffed animal that Eric had kicked across the room.) He brought the bear to
me. I examined it and asked Eric, "Do you see any places where he might be hurt?" Eric
reached, for the bear, looked it over, and said, "I think he has a headache because he hit
his head on the wall."
Mrs. Lunsford entered the classroom and told Eric that his mother was here to
pick him up. Eric threw down the stuffed bear and ran out the door to find his mother. We
followed and.
Development, Individual Differences, and Classroom Erics Last S.docx
Development, Individual Differences, and Classroom Eric's Last Stand
Linda K. Elksnin, Linda Hardin, and Susan P. Gurganus
The call came over the loud speaker for me to go immediately to Mrs. Lang's trailer. I could tell by the sound of the secretary's voice that something was terribly wrong. I dismissed my older resource students and asked my teaching assistant to watch my two remaining students, who were from Mrs. Lang's second grade class. The look in these students' eyes told me they were frightened because they knew something was happening in their classroom.
I ran over to Mrs. Lang's trailer and saw her standing outside with her students. I could see our assistant principal Mrs. Lunsford, standing in the doorway of the trailer. When she looked at me, her eyes warned me to proceed with caution. I could hear the banging sound of desks hitting desks and the wailing of an upset little boy. When I reached the trailer, Mrs. Lunsford moved and allowed me to peek inside.
There he was, just a mite of a boy. Tears were streaming down his face like rain running down a window pane. I saw him kick a stuffed animal across the room like it was a kickball. He clenched his little fists by the sides of his head and brought them down in a quick jerk to his hips. He crossed his arms and pushed against his stomach as a loud groan filled the disarrayed classroom. He remained in that position for a few seconds and then very slowly and quietly raised his head. He seemed to be in a state of utter exhaustion. He just stood there, as if suspended in time.
I walked very slowly toward him and softly called his name. "Eric," I said, "let me sit on the rug and talk to you." He backed away from me like a suspicious animal. I
thought for a moment and slowly got down on my knees. We were eye-to-eye. I could feel that he was uncomfortable with that so I scrunched up my body a little bit and made myself shorter than Eric. I wasn't sure if he was going to lose it again and start whirling chairs around. I did know that I couldn't get up as fast as I used to and that maybe I had not made such a wise choice of seating positions. However, Eric began to show signs of feeling more at ease and so did I. My knees were starting to burn like fire so I sat down and stretched out my legs. Eric was still standing. I looked at him and very calmly said, "Eric, please bring me the stuffed bear that looks so lonely just sitting by himself. (This bear was the stuffed animal that Eric had kicked across the room.) He brought the bear to me. I examined it and asked Eric, "Do you see any places where he might be hurt?" Eric reached, for the bear, looked it over, and said, "I think he has a headache because he hit his head on the wall."
Mrs. Lunsford entered the classroom and told Eric that his mother was here to pick him up. Eric threw down the stuffed bear and ran out the door to find his mother. We followed and watched as a stout woman bent down and picked the little boy up. A.
Developing PoliciesFor an active policy in an organization, th.docx
Developing Policies
For an active policy in an organization, the following tools should be used while formulating policies; Opinion mining and Big data analytics. To be able to make effective policies that will be used to optimize train and bus schedules, energy consumption and the reduction of the time used by the passengers in a Smart City area. Opinion mining would help in finding out what kind of challenges that passengers face while boarding trains and buses (Charalabidis, Maragoudakis, & Loukis, 2015); Some of the problems could be on the arrival of buses and trains, congestions at the stations. The policymaker would consider such factors while making a policy that will make sure that, all the trains and buses arrive on time and that all the booking booths at the station have enough workers to serve the customers well with less waste of time. The policy that would be made from the public through opinion mining will be widely accepted, as the policymakers would make policies following the matters on the ground (bus and train station).
Most of the government policies are made by relying on Big Data (Kim, Trimi, & Chung, 2014). Since the information that is obtained from the big data analysis would assist in making quality decisions, the use of Big data analytics will help in the making of policies, as the compiled data from past would be analyzed and the challenges that were faced, are facing or will be facing the bus and railway transport can be established. Some of the policies that would be made as a result of using the Big data analytics would be; every train or a bus should follow its schedule failure to what it be charged in the court of law since it has been discovered that most of the congestion has been as a result of rains and buses failing to stick and follow their schedules.
2
The resulting analysis of policymakers in designing a good, active policy, and providing the rationale for implementing it. Their presentation of tools and insights on the most effective tools can be crucial, and will also help strengthen the relationship between government and civil society, and between government and civil society experts in the field as diverse as political science, philosophy, and economics. In policy-making these two tools as follows
Visualization Tools: Visualisation tools are ideal mainly for information provision, namely for presenting data in a user-friendly, easy-to-grasp representation. These tools can be used in any stage of the policy cycle, wherever the need for demographic, social, or spatial data representation emerges. For example, they can be used during the decision-making stage in order to fine-tune new policies, during the implementation and evaluation stage in order to understand whether the application of a particular policy brought any changes or even during the agenda-setting stage in order to identify problems that should be addressed with policies. All types of stakeholders may be potential users of v.
Development Throughout the LifespanErikson and Freud are two of th.docx
Development Throughout the Lifespan
Erikson and Freud are two of the few theorists who have developed a lifespan approach to development. Freud’s approach to development was psychosexual while Erikson’s was psychosocial. Even though Freud’s theory is better known, Erikson’s theory remains a leading and very much applied model in personality and developmental psychology today.
When considering these two stage-oriented theories, you can directly compare the majority of their stages. These are matched in the following table:
Approximate Age
Freud's Stages of Psychosexual Development
Erikson's Stages of Psychosocial development
Infancy (Birth to 1 year)
Oral stage
Trust versus mistrust
Early childhood (1–3 years)
Anal stage
Autonomy versus doubt
Preschool (3–6 years)
Phallic stage
Initiative versus guilt
School age (7–11 years)
Latent period
Industry versus inferiority
Adolescence (12–18 years)
Genital stage
Identity versus role confusion
Young adulthood (19–40 years)
Intimacy versus isolation
Middle adulthood (40–65 years)
Generativity versus stagnation
Older adulthood (65–death)
Integrity versus despair
When considering Erikson's eight stages of development, the way a person moves through each stage directly affects their success in the next stage. Their personality is being built and shaped with each stage. At each stage, there is a turning point, called a crisis by Erikson, which a person must confront.
In this assignment, you will observe or interview
two
different people, each at a different stage of development. For a
third
observation, take a look at yourself and the stage that you are in (this stage must be different from your other two observations).
Record your three observations in a template. Include the following information:
Name
Age
Gender
Current developmental stage
Status within the stage (i.e., identity achievement or role confusion)
Events that have lead to this status
Download a Development Template from the
Doc Sharing
area to record your observations.
Summarize what you have learned about psychosocial development through these observations/interviews.
Summarize the trends you see in your observations/interviews regarding psychosocial development.
How does movement through Erikson's stages influence personality development? Again, be specific.
How do Erikson's stages of development compare to Freud’s stages? How are they similar? How are they different?
Between these two theories, which one do you feel best explains your own personality development? Justify your answers with specific examples.
Write a 3–4-page paper in Word format. Insert your chart at the end of your paper. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M3_A2.doc.
By
Wednesday, March 19, 2014
,
.
development plan 5 years plan, how am i going to achieve it etcfe.docx
development plan: 5 years plan, how am i going to achieve it etc
feedback from establish leader: my boss from my internship
weakness: poor communication and presenting myself, multi tasking etc
strength: i dont know, but i am a very sporty, adventurous person, assistant diving instructor (dont know if that help in anything anot) lol
.
Development Partners David H. Peters, MD, MPH, DrPH, FACP.docx
Development Partners
David H. Peters, MD, MPH, DrPH, FACPM
Johns Hopkins University
Learning Objectives
Describe the major international agencies involved in global health, as well as their
mandates, strengths, and weaknesses
Describe trends in development assistance and the implications of how development
assistance is provided
2
The material in this video is subject to the copyright of the owners of the material and is being provided for educational purposes under rules
of fair use for registered students in this course only. No additional copies of the copyrighted work may be made or distributed.
Development Partner Mandates,
Structures, and Capabilities
Section A
A Complex Global Architecture
OECD G-20
UN agencies
Bretton
Woods
>200 multilateral
development
agencies
127 bilateral
development
agencies
±18,000
international
development
nongovernmental
organizations
Multinational
corporations and
foreign direct
investment
4
Types of International Health Organizations
Multilateral agencies (>200)
26 UN agencies
20 global and regional funding organizations
90 global health initiatives (McColl, 2008)
Including:
• World Health Organization
• World Bank
• UN organizations (e.g., United Nations Children's Fund [UNICEF], United Nations
Population Fund [UNFPA], Joint United Nations Programme on HIV/AIDS
[UNAIDS], United Nations Development Programme [UNDP])
• Regional Development Banks (e.g., African Development Bank [AfDB], Asian
Development Bank [ADB], Inter-American Development Bank [IADB], European
Bank for Reconstruction and Development [ERBD], New Development Bank [NDB;
Brazil, Russia, India, China, South Africa])
5
Types of International Health Organizations
Bilateral organizations (>120)
23 high-income countries in Development Assistance Committee (DAC) of the
Organisation for Economic Co-operation and Development (OECD)
Including:
• United States Agency for International Development (USAID)
• President's Emergency Plan for AIDS Relief (PEPFAR; United States)
• Japan International Cooperation Agency (JICA)
• Department for International Development (DFID; United Kingdom)
• Dutch Ministry of Foreign Affairs
6
Types of International Health Organizations
Nongovernmental organizations (NGOs) (>18,000)
International Foundations:
• Global Fund to Fight AIDS, TB, and Malaria
• GAVI Alliance
Service and advocacy organizations:
Technical assistance organizations:
– Catholic Relief Services – CARE
– World Lutheran Services – Save the Children
– World Vision – Oxfam
– Management Sciences for Health – Family Health International
– John Snow International – Jhpiego
7
Types of International Health Organizations
Philanthropies
Bill and Melinda Gates Foundation
Ford Foundation
Rockefeller Foundation
Packard Foundation
Corporate foundations:
• Merck Company Foundat.
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Gabrielle F. Principe ⇑, Erica Schindewolf
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a r t i c l e i n f o a b s t r a c t
Article history:
Available online 25 July 2012
Keywords:
Memory
Suggestibility
Children
Social interaction
Rumor
Eyewitness testimony
0273-2297/$ - see front matter � 2012 Elsevier In
http://dx.doi.org/10.1016/j.dr.2012.06.003
⇑ Corresponding author. Address: Department o
United States. Fax: +1 610 409 3633.
E-mail address: [email protected] (G.F. Pri
Research on factors that can affect the accuracy of children’s auto-
biographical remembering has important implications for under-
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can boost the damaging effects of conversationally conveyed mis-
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dren’s testimony are discussed.
� 2012 Elsevier Inc. All rights reserved.
Introduction
Perhaps only one simple and straightforward claim can be made about the accuracy of children’s
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1993), and can serve these functions even when recollections do not precisely represent the past. In
c. All rights reserved.
f Psychology, Ursinus College, PO Box 1000, Collegeville, PA 19426-1000,
ncipe).
http://dx.doi.org/10.1016/j.dr.2012.06.003
mailto:[email protected]
http://dx.doi.org/10.1016/j.dr.2012.06.003
http://www.sciencedirect.com/science/journal/02732297
http://www.elsevier.com/locate/dr
206 G.F. Principe, E. Schindewolf / Developmental Review 32 (2012) 205–223
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REFER TO ADDITIONAL RESOURCES BELOW and the grading rubric.
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Non-disclosure Agreement policies and procedures
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Acceptable use of organizational assets and data
Employee policies (separation of duties/training)
Risk Management
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NIST Cybersecurity Framework
Sarbanes/Oxley
GLBA
PCI DSS
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• Blogs
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There were several important themes in chapter 1.
Here are a few quotes:
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Developmental Stages
Week 7
Christina Sierra
1
Subjects
Developmental Management in Pediatric Primary Care
Developmental Management of Infants
Developmental Management of Early Childhood
Developmental Management of School Age Children
Developmental Management of Adolescents
2
Developmental Management in Pediatric Primary Care
Assessing development
Height weight head circumference
Interviewing parents
Knowing appropriate milestones
Educating families on normal vs abnormal
Educating on developmental expectations
We all grow at different rates so never compare yourself to someone else’s situation, doing so, can only bring disappointment.
- Massy Arias
3
Growth
Chart
In child development nothing is set in stone.
There is a grey area in timing.
Development has a variation in time- it maybe a few weeks or months.
Developmental Management
of Infants
Birth to one month:
Babies lose 5-8% of body weight in their first few days and then regain within 10-14 days
They should gain about 2 lbs per month
Nutritional needs should meet 110 kcal/kg/day
Sleep about 16 hours
Sucking, rooting, tonic neck, moro, grasp- present and symmetric
Moving hand to mouth, sucking, or grasp clothing- self console
May turn to parents voice
Visual space is about 8 -12 in from face, vision is foggy
Hearing and smell is developed- but especially smell
Four ways of being awake:
1. Drowsy
2. Quiet but alert
3. Crying
4. Alert and active
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Normal
Hunger- rhythmic intense
They want to be cuddled-slow, low tone
Pain- high pitch screetchy
Tired- slow rhythmic, intensifies
Cries should be distinctive and vary on needs or feels.
This begins articulation
What does a baby’s cry mean?
Usually colics
Crying for over 30 minutes even after being fed, cleaned, consoled.
High-pitched, shrieking
Abnormal central nervous system
Cornelia de Lange syndrome – like a bleating lamb
Cri-du-chat syndrome- like a cat
Cerebral irritability (i.e. meningitis, hydrocephalus, kernicterus)
Malnutrition especially marasmus
Grunting
Pneumonia
Sepsis
Hoarseness
Hypothyroidism
Trauma to the hypopharynx
Vocal cord paralysis
Muffled
Epiglottis
Stridorous
Foreign body
Infection – abscesses, croup, epiglottitis
Laryngeal abnormalities
Oropharynx abnormalities
Tracheal abnormalities
Neoplasm
Weak or whimperyMuscle weakness
Muscular dystrophy
Myasthenia gravis
Infection
1 month to 3 months
Growth in height is approximately 1.4in per month
Growth in head circumference is approximately 0.8 in
Weight gain is approximately 420 g= about 1 lb a month
Growth spurts are expected and baby will eat more in a quicker time frame
Baby becomes more routined with sleeping, passing stool and eating schedule
Body movement is symmetric
Attempts to grasp objects
Cooing and babbling should be expected
Response to conversations- acknowledgment, turning head, focused with communication with body language
They may show smiles, imitation, tracking objects.
Develop a presentation on the cultural identity with which you align.docx
Develop a presentation on the cultural identity with which you align yourself. Consider the following:
Describe the culture you identify with.
Explain the major components of your culture.
Explain the various symbols associated with your culture including their meanings.
Describe the other cultures you are integrated with besides your own. What are the similarities and differences between these cultures with which you are connected?
Evaluate the roles that race, class, age, and gender play in your culture.
Support your statements with examples and scholarly references.
You may use images and other media to present your perspective. Use the speakers’ notes to explain your statements in further detail.
Develop a 10-slide presentation in PowerPoint format. Apply APA standards to citation of sources.
.
Developmental Science. 2018;21e12610. wileyonlinelibrary.com.docx
Developmental Science. 2018;21:e12610. wileyonlinelibrary.com/journal/desc | 1 of 9
https://doi.org/10.1111/desc.12610
© 2017 John Wiley & Sons Ltd
Received: 17 December 2016 | Accepted: 18 July 2017
DOI: 10.1111/desc.12610
S H O R T R E P O R T
Digital disruption? Maternal mobile device use is related to
infant social- emotional functioning
Sarah Myruski1,2 | Olga Gulyayeva2,4 | Samantha Birk2 | Koraly Pérez-Edgar3 |
Kristin A. Buss3 | Tracy A. Dennis-Tiwary1,2
1Department of Psychology, The Graduate
Center, The City University of New York, NY,
USA
2Department of Psychology, Hunter
College, The City University of New York, NY,
USA
3Department of Psychology, The Pennsylvania
State University, University Park, PA, USA
4Department of Psychology, St John’s
University, Queens, NY, USA
Correspondence
Tracy Dennis-Tiwary, 695 Park Avenue,
Department of Psychology, Hunter College,
The City University of New York, New York,
NY 10065, USA.
Email: [email protected]
Funding Information
This research was made possible by grant
R21 MH103627 from the US Department of
Health and Human Services of the National
Institute of Mental Health
Abstract
Mobile device use has become increasingly prevalent, yet its impact on infant develop-
ment remains largely unknown. When parents use mobile devices in front of infants,
the parent is physically present but most likely distracted and unresponsive. Research
using the classic Still Face Paradigm (SFP) suggests that parental withdrawal and unre-
sponsiveness may have negative consequences for children’s social- emotional devel-
opment. In the present study, 50 infants aged 7.20 to 23.60 months (M = 15.40, SD =
4.74) and their mothers completed a modified SFP. The SFP consisted of three phases:
free play (FP; parent and infant play and interact), still face (SF; parent withdraws at-
tention and becomes unresponsive), and reunion (RU; parent resumes normal interac-
tion). The modified SFP incorporated mobile device use in the SF phase. Parents
reported on their typical mobile device use and infant temperament. Consistent with
the standard SFP, infants showed more negative affect and less positive affect during
SF versus FP. Infants also showed more toy engagement and more engagement with
mother during FP versus SF and RU. Infants showed the most social bids during SF and
more room exploration in SF than RU. More frequent reported mobile device use was
associated with less room exploration and positive affect during SF, and less recovery
(i.e., engagement with mother, room exploration positive affect) during RU, even when
controlling for individual differences in temperament. Findings suggest that the SFP
represents a promising theoretical framework for understanding the impact of par-
ent’s mobile device use on infant social- emotional functioning and parent–infant
interactions.
R E S E A R C H H I G H L I G H T S
• The traditional Still Face Paradigm (SFP) was mod.
Developmental Journey Reflection With this assignment, you will .docx
Developmental Journey Reflection
With this assignment, you will look back on your developmental journey and reflect on the major stepping-stones in your life path. Please respond to the following questions
What are significant turning points in your life history?
How have these turning points influenced your world-view and life decisions?
As you review your developmental process, what milestones were important or significant and what would you have done differently?
Where have you felt aligned and where have you felt alienated within your sociocultural identity?
.
Development, Individual Differences, and Classroom Erics.docx
Development, Individual Differences, and Classroom
Eric's Last Stand
Linda K. Elksnin, Linda Hardin, and Susan P. Gurganus
The call came over the loud speaker for me to go immediately to Mrs. Lang's
trailer. I could tell by the sound of the secretary's voice that something was terribly
wrong. I dismissed my older resource students and asked my teaching assistant to
watch my two remaining students, who were from Mrs. Lang's second grade class. The
look in these students' eyes told me they were frightened because they knew something
was happening in their classroom.
I ran over to Mrs. Lang's trailer and saw her standing outside with her students.
I could see our assistant principal Mrs. Lunsford, standing in the doorway of the trailer.
When she looked at me, her eyes warned me to proceed with caution. I could hear the
banging sound of desks hitting desks and the wailing of an upset little boy. When I
reached the trailer, Mrs. Lunsford moved and allowed me to peek inside.
There he was, just a mite of a boy. Tears were streaming down his face like rain
running down a window pane. I saw him kick a stuffed animal across the room like it was
a kickball. He clenched his little fists by the sides of his head and brought them down in a
quick jerk to his hips. He crossed his arms and pushed against his stomach as a loud
groan filled the disarrayed classroom. He remained in that position for a few seconds and
then very slowly and quietly raised his head. He seemed to be in a state of utter
exhaustion. He just stood there, as if suspended in time.
I walked very slowly toward him and softly called his name. "Eric," I said, "let me
sit on the rug and talk to you." He backed away from me like a suspicious animal. I
thought for a moment and slowly got down on my knees. We were eye-to-eye. I could
feel that he was uncomfortable with that so I scrunched up my body a little bit and made
myself shorter than Eric. I wasn't sure if he was going to lose it again and start whirling
chairs around. I did know that I couldn't get up as fast as I used to and that maybe I had
not made such a wise choice of seating positions. However, Eric began to show signs of
feeling more at ease and so did I. My knees were starting to burn like fire so I sat down
and stretched out my legs. Eric was still standing. I looked at him and very calmly said,
"Eric, please bring me the stuffed bear that looks so lonely just sitting by himself. (This
bear was the stuffed animal that Eric had kicked across the room.) He brought the bear to
me. I examined it and asked Eric, "Do you see any places where he might be hurt?" Eric
reached, for the bear, looked it over, and said, "I think he has a headache because he hit
his head on the wall."
Mrs. Lunsford entered the classroom and told Eric that his mother was here to
pick him up. Eric threw down the stuffed bear and ran out the door to find his mother. We
followed and.
Development, Individual Differences, and Classroom Erics Last S.docx
Development, Individual Differences, and Classroom Eric's Last Stand
Linda K. Elksnin, Linda Hardin, and Susan P. Gurganus
The call came over the loud speaker for me to go immediately to Mrs. Lang's trailer. I could tell by the sound of the secretary's voice that something was terribly wrong. I dismissed my older resource students and asked my teaching assistant to watch my two remaining students, who were from Mrs. Lang's second grade class. The look in these students' eyes told me they were frightened because they knew something was happening in their classroom.
I ran over to Mrs. Lang's trailer and saw her standing outside with her students. I could see our assistant principal Mrs. Lunsford, standing in the doorway of the trailer. When she looked at me, her eyes warned me to proceed with caution. I could hear the banging sound of desks hitting desks and the wailing of an upset little boy. When I reached the trailer, Mrs. Lunsford moved and allowed me to peek inside.
There he was, just a mite of a boy. Tears were streaming down his face like rain running down a window pane. I saw him kick a stuffed animal across the room like it was a kickball. He clenched his little fists by the sides of his head and brought them down in a quick jerk to his hips. He crossed his arms and pushed against his stomach as a loud groan filled the disarrayed classroom. He remained in that position for a few seconds and then very slowly and quietly raised his head. He seemed to be in a state of utter exhaustion. He just stood there, as if suspended in time.
I walked very slowly toward him and softly called his name. "Eric," I said, "let me sit on the rug and talk to you." He backed away from me like a suspicious animal. I
thought for a moment and slowly got down on my knees. We were eye-to-eye. I could feel that he was uncomfortable with that so I scrunched up my body a little bit and made myself shorter than Eric. I wasn't sure if he was going to lose it again and start whirling chairs around. I did know that I couldn't get up as fast as I used to and that maybe I had not made such a wise choice of seating positions. However, Eric began to show signs of feeling more at ease and so did I. My knees were starting to burn like fire so I sat down and stretched out my legs. Eric was still standing. I looked at him and very calmly said, "Eric, please bring me the stuffed bear that looks so lonely just sitting by himself. (This bear was the stuffed animal that Eric had kicked across the room.) He brought the bear to me. I examined it and asked Eric, "Do you see any places where he might be hurt?" Eric reached, for the bear, looked it over, and said, "I think he has a headache because he hit his head on the wall."
Mrs. Lunsford entered the classroom and told Eric that his mother was here to pick him up. Eric threw down the stuffed bear and ran out the door to find his mother. We followed and watched as a stout woman bent down and picked the little boy up. A.
Developing PoliciesFor an active policy in an organization, th.docx
Developing Policies
For an active policy in an organization, the following tools should be used while formulating policies; Opinion mining and Big data analytics. To be able to make effective policies that will be used to optimize train and bus schedules, energy consumption and the reduction of the time used by the passengers in a Smart City area. Opinion mining would help in finding out what kind of challenges that passengers face while boarding trains and buses (Charalabidis, Maragoudakis, & Loukis, 2015); Some of the problems could be on the arrival of buses and trains, congestions at the stations. The policymaker would consider such factors while making a policy that will make sure that, all the trains and buses arrive on time and that all the booking booths at the station have enough workers to serve the customers well with less waste of time. The policy that would be made from the public through opinion mining will be widely accepted, as the policymakers would make policies following the matters on the ground (bus and train station).
Most of the government policies are made by relying on Big Data (Kim, Trimi, & Chung, 2014). Since the information that is obtained from the big data analysis would assist in making quality decisions, the use of Big data analytics will help in the making of policies, as the compiled data from past would be analyzed and the challenges that were faced, are facing or will be facing the bus and railway transport can be established. Some of the policies that would be made as a result of using the Big data analytics would be; every train or a bus should follow its schedule failure to what it be charged in the court of law since it has been discovered that most of the congestion has been as a result of rains and buses failing to stick and follow their schedules.
2
The resulting analysis of policymakers in designing a good, active policy, and providing the rationale for implementing it. Their presentation of tools and insights on the most effective tools can be crucial, and will also help strengthen the relationship between government and civil society, and between government and civil society experts in the field as diverse as political science, philosophy, and economics. In policy-making these two tools as follows
Visualization Tools: Visualisation tools are ideal mainly for information provision, namely for presenting data in a user-friendly, easy-to-grasp representation. These tools can be used in any stage of the policy cycle, wherever the need for demographic, social, or spatial data representation emerges. For example, they can be used during the decision-making stage in order to fine-tune new policies, during the implementation and evaluation stage in order to understand whether the application of a particular policy brought any changes or even during the agenda-setting stage in order to identify problems that should be addressed with policies. All types of stakeholders may be potential users of v.
Development Throughout the LifespanErikson and Freud are two of th.docx
Development Throughout the Lifespan
Erikson and Freud are two of the few theorists who have developed a lifespan approach to development. Freud’s approach to development was psychosexual while Erikson’s was psychosocial. Even though Freud’s theory is better known, Erikson’s theory remains a leading and very much applied model in personality and developmental psychology today.
When considering these two stage-oriented theories, you can directly compare the majority of their stages. These are matched in the following table:
Approximate Age
Freud's Stages of Psychosexual Development
Erikson's Stages of Psychosocial development
Infancy (Birth to 1 year)
Oral stage
Trust versus mistrust
Early childhood (1–3 years)
Anal stage
Autonomy versus doubt
Preschool (3–6 years)
Phallic stage
Initiative versus guilt
School age (7–11 years)
Latent period
Industry versus inferiority
Adolescence (12–18 years)
Genital stage
Identity versus role confusion
Young adulthood (19–40 years)
Intimacy versus isolation
Middle adulthood (40–65 years)
Generativity versus stagnation
Older adulthood (65–death)
Integrity versus despair
When considering Erikson's eight stages of development, the way a person moves through each stage directly affects their success in the next stage. Their personality is being built and shaped with each stage. At each stage, there is a turning point, called a crisis by Erikson, which a person must confront.
In this assignment, you will observe or interview
two
different people, each at a different stage of development. For a
third
observation, take a look at yourself and the stage that you are in (this stage must be different from your other two observations).
Record your three observations in a template. Include the following information:
Name
Age
Gender
Current developmental stage
Status within the stage (i.e., identity achievement or role confusion)
Events that have lead to this status
Download a Development Template from the
Doc Sharing
area to record your observations.
Summarize what you have learned about psychosocial development through these observations/interviews.
Summarize the trends you see in your observations/interviews regarding psychosocial development.
How does movement through Erikson's stages influence personality development? Again, be specific.
How do Erikson's stages of development compare to Freud’s stages? How are they similar? How are they different?
Between these two theories, which one do you feel best explains your own personality development? Justify your answers with specific examples.
Write a 3–4-page paper in Word format. Insert your chart at the end of your paper. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M3_A2.doc.
By
Wednesday, March 19, 2014
,
.
development plan 5 years plan, how am i going to achieve it etcfe.docx
development plan: 5 years plan, how am i going to achieve it etc
feedback from establish leader: my boss from my internship
weakness: poor communication and presenting myself, multi tasking etc
strength: i dont know, but i am a very sporty, adventurous person, assistant diving instructor (dont know if that help in anything anot) lol
.
Development Partners David H. Peters, MD, MPH, DrPH, FACP.docx
Development Partners
David H. Peters, MD, MPH, DrPH, FACPM
Johns Hopkins University
Learning Objectives
Describe the major international agencies involved in global health, as well as their
mandates, strengths, and weaknesses
Describe trends in development assistance and the implications of how development
assistance is provided
2
The material in this video is subject to the copyright of the owners of the material and is being provided for educational purposes under rules
of fair use for registered students in this course only. No additional copies of the copyrighted work may be made or distributed.
Development Partner Mandates,
Structures, and Capabilities
Section A
A Complex Global Architecture
OECD G-20
UN agencies
Bretton
Woods
>200 multilateral
development
agencies
127 bilateral
development
agencies
±18,000
international
development
nongovernmental
organizations
Multinational
corporations and
foreign direct
investment
4
Types of International Health Organizations
Multilateral agencies (>200)
26 UN agencies
20 global and regional funding organizations
90 global health initiatives (McColl, 2008)
Including:
• World Health Organization
• World Bank
• UN organizations (e.g., United Nations Children's Fund [UNICEF], United Nations
Population Fund [UNFPA], Joint United Nations Programme on HIV/AIDS
[UNAIDS], United Nations Development Programme [UNDP])
• Regional Development Banks (e.g., African Development Bank [AfDB], Asian
Development Bank [ADB], Inter-American Development Bank [IADB], European
Bank for Reconstruction and Development [ERBD], New Development Bank [NDB;
Brazil, Russia, India, China, South Africa])
5
Types of International Health Organizations
Bilateral organizations (>120)
23 high-income countries in Development Assistance Committee (DAC) of the
Organisation for Economic Co-operation and Development (OECD)
Including:
• United States Agency for International Development (USAID)
• President's Emergency Plan for AIDS Relief (PEPFAR; United States)
• Japan International Cooperation Agency (JICA)
• Department for International Development (DFID; United Kingdom)
• Dutch Ministry of Foreign Affairs
6
Types of International Health Organizations
Nongovernmental organizations (NGOs) (>18,000)
International Foundations:
• Global Fund to Fight AIDS, TB, and Malaria
• GAVI Alliance
Service and advocacy organizations:
Technical assistance organizations:
– Catholic Relief Services – CARE
– World Lutheran Services – Save the Children
– World Vision – Oxfam
– Management Sciences for Health – Family Health International
– John Snow International – Jhpiego
7
Types of International Health Organizations
Philanthropies
Bill and Melinda Gates Foundation
Ford Foundation
Rockefeller Foundation
Packard Foundation
Corporate foundations:
• Merck Company Foundat.
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BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Develop a PowerPoint with a timeline of the Childcare for the worki.docx
- 1. Develop a PowerPoint with a timeline of the “Childcare for the working families“ policy. when it started how it started who started the policy a timeline should also include what’s been happening sine the policy started up until what going on now with the policy