In your response ask Foster 2 questions that should help him explain.docx
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In your response ask Foster 2 questions that should help him explain more . Janice was 8years old born to a family of three siblings and lovely parents. The parents had endeavored to give the children equal love by providing everything from food to gifts in equal measures. As a matter of fact, this had presented a warm environment for articulation and expression of the children. Good reports had always been given about the children by the teachers at school except from Janice. Moreover, the children had extensively participated in an array of clubs in school. It was, therefore, a call for concern especially from the teachers when Janice appeared to be relatively withdrawn compared to her aggressive and outgoing sisters. Mr. Patrick had reported that the child was rarely involved in class discussion and could only voice her view when prompted by the teacher. Additionally, she seemed to be engrossed in her world an indication of an outright disconnect from class. Her friend, Victoria also noted that she had severally dismissed her insisting that she wanted to be left alone. Her performance was dismal, and this was becoming worse with time. She was also shy to participate in any class role that would involve articulation and presentation. Besides, her self-esteem had drastically been affected when she failed to give a presentation only to retreat halfway eloquently. This had drawn jeers and despicable laughter from the class who portrayed her as a coward and a shy girl. It is this situation that had prompted the teacher to have a meeting with Janice parents on how they could address the situation. Apparently, Janice seriously needed help before the situation could become terrible culmination to use of drugs as a means of solace as it had been observed in other students. The parents agreed to schedule a session for Janice to meet with a psychologist. Janice mother agreed that she would be present during the session. Despite Janice adamantly throwing a tantrum about her disinterest for the session, she finally had to comply because the parents had insisted. Dragging her feet with hunched shoulder, Janice slumped on the seat adjacent to the door, a clear indication that she wanted to be done with this as soonest and get out. The psychologist was however fortunate to have a good rapport with Janice in the subsequent session. Janice explicitly noted that she dreaded school and she had always wanted to pursue her hobby than sit in class the entire day listening to extremely plain lessons from the teachers. She also noted that she had developed an extreme dislike for mathematics because she kept on failing each single test despite severally dedicating enough hours to study the subject. She had chosen to live a solitude life because she realized the world, especially schoolmates did not like to identity with losers. The shame she suffered in class for failing to express herself had had a grave toll on her. Most of the time she had beco ...
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Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
answers to questions on anxiety disorders.docx
The document discusses two case studies, Jennifer and Tommy, and asks questions about diagnosing and treating them.
For Jennifer, a 6-year-old girl with anxiety about school separation, the diagnosis would likely be separation anxiety disorder given her fears of harm coming to her mother and difficulty separating from her. Her symptoms have impacted her peer relationships and could affect her academics if left untreated.
For Tommy, a 13-year-old boy who is increasingly worried and engages in rituals and compulsions, the diagnosis would be obsessive-compulsive disorder. His symptoms have begun interfering with his schoolwork and social life. Initial treatment would involve cognitive behavioral therapy, and medication could be considered if symptoms are not fully relieved
Full Psychological Report.Sample
Jane, age 9 years 7 months, was referred for a psychological evaluation by her mother who was concerned about Jane's reading fluency and comprehension difficulties. Jane appeared comfortable during assessments but struggled with reading aloud and decoding words. Test results and teacher reports indicated issues with reading. Jane's medical and family history were unremarkable, though she reported being bullied at school which upset her. The psychological evaluation was conducted to better understand Jane's challenges and provide recommendations to support her reading development.
CIS 256 Lab 2Getting Started---------------The fil.docx
CIS 256 Lab 2
Getting Started
---------------
The files in the lab2 directory contain classes for two different types of
doubly-linked list. The DList1 class does not use a sentinel, whereas the
DList2 class does. The DList1 class is not circularly linked, but the DList2
class is (through the sentinel). Compile DList1.java and DList2.java (using
"javac -g DList1.java DList2.java".)
Your task is to implement two insertFront() and two removeFront() methods--one
of each for each list class. insertFront() and removeFront() insert or remove
an item at the beginning of a list. Make sure your implementations work for
empty lists, one-node lists, and larger lists.
The main() methods of DList1 and DList2 include test code, which you can run
with "java DList1" and "java DList2".
Part I: insertFront in DList1 (1 point)
----------------------------------------
Write a method called DList1.insertFront() that inserts an int at the front of
"this" DList1.
Part II: removeFront in DList1 (1 point)
-----------------------------------------
Write a method called DList1.removeFront() that removes the first item (and
node) from "this" DList1.
Part III: insertFront in DList2 (1 point)
------------------------------------------
Write a method called DList2.insertFront() that inserts an int at the front of
"this" DList2. Your code should NOT use any "if" statements or conditionals.
Part IV: removeFront in DList2 (2 points)
------------------------------------------
Write a method called DList2.removeFront() that removes the first item (and
non-sentinel node) from "this" DList2. Your code should not require separate
branches for the one-node case and the more-than-one-node case. (You will
need one "if", to handle the zero-node case.)
Check-off
---------
Run the DList1 and DList2 test code.
1 point: DList1.insertFront().
1 point: DList1.removeFront().
1 point: DList2.insertFront().
1 point: DList2.removeFront().
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some .
Case Study of a Child with Autism John an only child was b.pdf
Case Study of a Child with Autism
John, an only child, was born after normal pregnancy and delivery. As an infant, he was easy to
breast-feed, the transition to solid foods posed no difficulties, and he slept well. At first, his mother
and father were delighted at how easy he was: he seemed happy and content to lie in his cot for
hours. He sat unsupported at six months (this is within the normal range), and soon after he
crawled energetically. His parents considered him independent and willful. However, his
grandmother was puzzled by his independence. To her mind, he showed an undue preference for
his own company: it was as if he lacked interest in people. John walked on his first birthday, much
to the delight of his parents; yet during his second year, he did not progress as well as expected.
At 3 years old. Although he made sounds, he did not use words indeed; his ability to communicate
was so limited that even when he was three years old his mother still found herself trying to guess
what he wanted. Often, she tried giving him a drink or some food in the hope that she had
guessed his needs correctly. Occasionally he would grab hold of her wrist and drag her to the sink,
yet he never said anything like drink, or he would just point to the tap. This was obviously a source
of concern in itself: but at about this time his parents became concerned about the extreme of his
independence. For example, even if he fell down, he would not come to his parents to show them
he had hurt himself. At times, they even felt he was uninterested in them, because he never
became upset when his mother had to go out and leave him with a friend or relative. In fact, he
seemed to be more interested in playing with his bricks than spending time with people. He made
long straight lines of bricks repeatedly. He spends an extraordinary number of hours lining them
up in exactly the same way and in precisely the same sequence of colors. From time to time, his
parents also worried about his hearing and wondered if he were deaf, particularly as he often
showed no response when they called his name. At other times, however, his hearing seemed to
be very acute, he would turn his head to the slightest sound of a plane or a fire engine in the
distance. In the weeks following his birthday, they became increasingly concerned, despite
reassurances from health professionals. He was not using any words to express himself, and he
showed no interest in playing with other children. For example, he did not wave bye bye or show
any real joy when they tried to play peek-a-boo. His mother agonized about her relationship with
john, because he always wriggled away from her cuddles, and only seemed to like rough and
tumble play with his father. She worried that she had done something wrong as a mother, and felt
depressed, rejected and guilty.
When he was three and a half years old, the family General Practitioner referred John to a
specialist. The specialist, a child psychiatrist, told the p.
this is the one I nee today I need this today Work #1 and Work #2 .docx
this is the one I nee today I need this today Work #1 and Work #2 PLEASE
These are attachments to do the work #1 and work #2
Working With Children and Adolescents: The Case of Chase Chase is a 12-year-old male who was brought in for services by his adoptive mother. He is very small in stature, appearing to be only 8 years old. He also acts younger than his 12 years, carrying around toy cars in his pockets, which he proudly displays and talks about in detail. Chase was adopted at age 3, from an orphanage in Russia. The adoptive parents are upper middle class and have three biological children (ages 9, 7, and 5). Chase is reported to often get upset with his siblings and hit or kick them. His mother stated that Chase has always had issues with jealousy, and when her other children were younger, she had to closely monitor him when he was around them. She reported several occasions when she found Chase attempting to suffocate each of his younger siblings when they were babies. The mother stated that Chase came to the United States without knowing any English. She knows very little about his family of origin other than that he lived with his biological parents until age 2 and then lived in the orphanage until he was adopted. She reported that the plane ride from Russia was horrible and that Chase cried the entire flight and refused to sleep for the first 2 days they had him. The mother reported that Chase often hides food in his room and gorges himself when he eats. She does not understand this behavior because he always has enough food, and she never restricts his eating. In fact, because of his small size and weight, she often encourages him to eat more. She also reported that Chase hates any type of transition and will get upset and have temper tantrums if she does not prepare him for any changes in plans. He is reported to kick and hit both parents, and they have had to restrain him at Working With Children and Adolescents: The Case of Chase / Page 2 of 3 © 2016 Laureate Education, Inc. times to stop him from hurting himself and others. The parents have never sought help before, but recently the school has been complaining of his inability to focus and increasing disruptive behaviors. His teachers report that he struggles with school, has no friends, and often has “meltdowns” when he does not get his way. Prior to our meeting, Chase had never had any testing for special education nor had he ever received any counseling services. During intake, I met briefly with Chase alone. He appeared anxious, had pressured speech and facial tics, and was unable to keep his legs still. He chose to play a board game during our time in the session and talked in detail about World War II and each of the boats in the game. When asked how he knew all about warships, he stated that he often watched television documentaries on the subject. Chase’s medical history shows an outdated prior diagnosis in DSM-IV of the following: Pervasive developmental disorder NOS ...
Family Systems Analysis Paper
In this paper, I watched the movie "Gifted" and analyzed the key concepts that make up the family system.
Recommended
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
answers to questions on anxiety disorders.docx
The document discusses two case studies, Jennifer and Tommy, and asks questions about diagnosing and treating them.
For Jennifer, a 6-year-old girl with anxiety about school separation, the diagnosis would likely be separation anxiety disorder given her fears of harm coming to her mother and difficulty separating from her. Her symptoms have impacted her peer relationships and could affect her academics if left untreated.
For Tommy, a 13-year-old boy who is increasingly worried and engages in rituals and compulsions, the diagnosis would be obsessive-compulsive disorder. His symptoms have begun interfering with his schoolwork and social life. Initial treatment would involve cognitive behavioral therapy, and medication could be considered if symptoms are not fully relieved
Full Psychological Report.Sample
Jane, age 9 years 7 months, was referred for a psychological evaluation by her mother who was concerned about Jane's reading fluency and comprehension difficulties. Jane appeared comfortable during assessments but struggled with reading aloud and decoding words. Test results and teacher reports indicated issues with reading. Jane's medical and family history were unremarkable, though she reported being bullied at school which upset her. The psychological evaluation was conducted to better understand Jane's challenges and provide recommendations to support her reading development.
CIS 256 Lab 2Getting Started---------------The fil.docx
CIS 256 Lab 2
Getting Started
---------------
The files in the lab2 directory contain classes for two different types of
doubly-linked list. The DList1 class does not use a sentinel, whereas the
DList2 class does. The DList1 class is not circularly linked, but the DList2
class is (through the sentinel). Compile DList1.java and DList2.java (using
"javac -g DList1.java DList2.java".)
Your task is to implement two insertFront() and two removeFront() methods--one
of each for each list class. insertFront() and removeFront() insert or remove
an item at the beginning of a list. Make sure your implementations work for
empty lists, one-node lists, and larger lists.
The main() methods of DList1 and DList2 include test code, which you can run
with "java DList1" and "java DList2".
Part I: insertFront in DList1 (1 point)
----------------------------------------
Write a method called DList1.insertFront() that inserts an int at the front of
"this" DList1.
Part II: removeFront in DList1 (1 point)
-----------------------------------------
Write a method called DList1.removeFront() that removes the first item (and
node) from "this" DList1.
Part III: insertFront in DList2 (1 point)
------------------------------------------
Write a method called DList2.insertFront() that inserts an int at the front of
"this" DList2. Your code should NOT use any "if" statements or conditionals.
Part IV: removeFront in DList2 (2 points)
------------------------------------------
Write a method called DList2.removeFront() that removes the first item (and
non-sentinel node) from "this" DList2. Your code should not require separate
branches for the one-node case and the more-than-one-node case. (You will
need one "if", to handle the zero-node case.)
Check-off
---------
Run the DList1 and DList2 test code.
1 point: DList1.insertFront().
1 point: DList1.removeFront().
1 point: DList2.insertFront().
1 point: DList2.removeFront().
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some .
Case Study of a Child with Autism John an only child was b.pdf
Case Study of a Child with Autism
John, an only child, was born after normal pregnancy and delivery. As an infant, he was easy to
breast-feed, the transition to solid foods posed no difficulties, and he slept well. At first, his mother
and father were delighted at how easy he was: he seemed happy and content to lie in his cot for
hours. He sat unsupported at six months (this is within the normal range), and soon after he
crawled energetically. His parents considered him independent and willful. However, his
grandmother was puzzled by his independence. To her mind, he showed an undue preference for
his own company: it was as if he lacked interest in people. John walked on his first birthday, much
to the delight of his parents; yet during his second year, he did not progress as well as expected.
At 3 years old. Although he made sounds, he did not use words indeed; his ability to communicate
was so limited that even when he was three years old his mother still found herself trying to guess
what he wanted. Often, she tried giving him a drink or some food in the hope that she had
guessed his needs correctly. Occasionally he would grab hold of her wrist and drag her to the sink,
yet he never said anything like drink, or he would just point to the tap. This was obviously a source
of concern in itself: but at about this time his parents became concerned about the extreme of his
independence. For example, even if he fell down, he would not come to his parents to show them
he had hurt himself. At times, they even felt he was uninterested in them, because he never
became upset when his mother had to go out and leave him with a friend or relative. In fact, he
seemed to be more interested in playing with his bricks than spending time with people. He made
long straight lines of bricks repeatedly. He spends an extraordinary number of hours lining them
up in exactly the same way and in precisely the same sequence of colors. From time to time, his
parents also worried about his hearing and wondered if he were deaf, particularly as he often
showed no response when they called his name. At other times, however, his hearing seemed to
be very acute, he would turn his head to the slightest sound of a plane or a fire engine in the
distance. In the weeks following his birthday, they became increasingly concerned, despite
reassurances from health professionals. He was not using any words to express himself, and he
showed no interest in playing with other children. For example, he did not wave bye bye or show
any real joy when they tried to play peek-a-boo. His mother agonized about her relationship with
john, because he always wriggled away from her cuddles, and only seemed to like rough and
tumble play with his father. She worried that she had done something wrong as a mother, and felt
depressed, rejected and guilty.
When he was three and a half years old, the family General Practitioner referred John to a
specialist. The specialist, a child psychiatrist, told the p.
this is the one I nee today I need this today Work #1 and Work #2 .docx
this is the one I nee today I need this today Work #1 and Work #2 PLEASE
These are attachments to do the work #1 and work #2
Working With Children and Adolescents: The Case of Chase Chase is a 12-year-old male who was brought in for services by his adoptive mother. He is very small in stature, appearing to be only 8 years old. He also acts younger than his 12 years, carrying around toy cars in his pockets, which he proudly displays and talks about in detail. Chase was adopted at age 3, from an orphanage in Russia. The adoptive parents are upper middle class and have three biological children (ages 9, 7, and 5). Chase is reported to often get upset with his siblings and hit or kick them. His mother stated that Chase has always had issues with jealousy, and when her other children were younger, she had to closely monitor him when he was around them. She reported several occasions when she found Chase attempting to suffocate each of his younger siblings when they were babies. The mother stated that Chase came to the United States without knowing any English. She knows very little about his family of origin other than that he lived with his biological parents until age 2 and then lived in the orphanage until he was adopted. She reported that the plane ride from Russia was horrible and that Chase cried the entire flight and refused to sleep for the first 2 days they had him. The mother reported that Chase often hides food in his room and gorges himself when he eats. She does not understand this behavior because he always has enough food, and she never restricts his eating. In fact, because of his small size and weight, she often encourages him to eat more. She also reported that Chase hates any type of transition and will get upset and have temper tantrums if she does not prepare him for any changes in plans. He is reported to kick and hit both parents, and they have had to restrain him at Working With Children and Adolescents: The Case of Chase / Page 2 of 3 © 2016 Laureate Education, Inc. times to stop him from hurting himself and others. The parents have never sought help before, but recently the school has been complaining of his inability to focus and increasing disruptive behaviors. His teachers report that he struggles with school, has no friends, and often has “meltdowns” when he does not get his way. Prior to our meeting, Chase had never had any testing for special education nor had he ever received any counseling services. During intake, I met briefly with Chase alone. He appeared anxious, had pressured speech and facial tics, and was unable to keep his legs still. He chose to play a board game during our time in the session and talked in detail about World War II and each of the boats in the game. When asked how he knew all about warships, he stated that he often watched television documentaries on the subject. Chase’s medical history shows an outdated prior diagnosis in DSM-IV of the following: Pervasive developmental disorder NOS ...
Family Systems Analysis Paper
In this paper, I watched the movie "Gifted" and analyzed the key concepts that make up the family system.
Choose one of the parenting dilemmas. In 3 pages1. Explain in .docx
Choose one of the parenting dilemmas.
In 3 pages
1. Explain in detail
a. what you would think if you were this child’s parent
b. what you would do if you were this child’s parent
2. Then explain in detail why you would think and do that.
- You will use information from two academic sources to support your interpretation and behavior in APA style.
Parenting dillemas:
· Nevaeh is 3 years old and has recently become a big sister for the first time. Her parents have been busier than usual getting used to having two children to take care of, and Nevaeh hasn’t seemed like her normal self since the birth of her brother. She has had several episodes involving tantrums and aggressive behavior, which is unusual for her. She is normally a well-behaved child and hasn’t had issues with aggressive or inappropriate behavior in the past. Nevaeh’s mother has been a stay at home mom since she was born, therefore she has not experienced day care or settings in which she is exposed to other children for extended periods of time until this point in her life.
· Carsten (Age 4) is the son to a loving mother and father. He has recently started kindergarten and is having fun making friends with his classmates. One day, his mom and dad got a call on their home phone asking them if they had some time after pickup to chat with his teacher. The mother and father agreed to stay after and have a talk with Carsten’s teacher. The parents arrived at the kindergarten at the designated pickup time. Once all of Carsten’s classmates had been picked up, the teacher sat down with the family in her office. The teacher then informed Carsten’s parents that he is having trouble paying attention in class and is becoming a distraction to the other students. The teacher also expressed her concern with his learning progress as Carsten is having a difficult time learning to read and write. The teacher concluded with telling the parents that Carsten has made minimal progress in the 3 months he has been in Kindergarten. Carsten understood what the teacher is saying and is clearly distressed and upset. He told his parents that he doesn’t want to leave his friends and is sorry that he isn’t doing well.
· Ben and his father are new to the community and have decided to attend library programs to meet new friends. Ben is in preschool and loves coming to the library. Ben and his father are both engaged in story time and song with the librarians. When it is time for individual activities, Ben will choose one game and stay there for the entire time. One day, Ben was playing with Play-Doh for the majority of the independent activity time. Another child wanted a turn at the station, so Ben’s father asked if he would like to try a new activity so the other child can have a turn. Ben ignored his father and grabbed onto the Play-Doh tray. After asking Ben again, he began to groan loudly and rock back and forth. At this point, Ben began to scream.
· Kayla (Age 5) and Kyle (Age 8) are the daugh ...
Causes of Delinquent BehaviorNatalie was growing concerned about.docx
Causes of Delinquent Behavior
Natalie was growing concerned about her daughter Brandi’s school performance. Brandi’s grades had dropped since the beginning of the school year, and she seemed reluctant to go to school. On some days, she complained of vague symptoms, such as a stomachache or a headache. On other days, she simply did not get out of bed. Natalie took her to the doctor, but there was no definitive diagnosis. She questioned Brandi about any problems at school, but Brandi was uncommonly quiet. Natalie then looked at Brandi’s Facebook page and saw a series of comments from Brandi’s friends about a school bully. When Natalie confronted Brandi, the child broke down crying and told the whole story. Another girl, who was two years ahead of her in school, was bullying her. She would tease Brandi in school and leave nasty messages on her Facebook page and had even threatened her on several occasions.
Natalie was furious and immediately arranged a meeting with the teacher and the school principal. The school officials attempted to address the problem by speaking to the girl and her parents. The parents placed their daughter in treatment; she was diagnosed with a behavior disorder and put on medication, which seemed to work. Both the girl’s parents and the school officials explained to Natalie that the girl had an underlying medical condition that caused her to become angry and lack impulse control. The school officials were reluctant to suspend the girl because it was “not her fault” but rather a “biological factor” causing the behavior.
Natalie was still upset. She did not understand why her own daughter should suffer. She had a nagging suspicion that the bully’s parents were using the biological cause as an excuse for their daughter’s bad behavior.
Research the biological, learning, and sociological factors discussed in this module using your textbook, Argosy University online library resources, and the Internet.
On the basis of the scenario and drawing on your readings and research, respond to the following:
What are some theories that would best explain the bully’s behavior? Do you think it is mostly biological, or would you hypothesize that perhaps the bully has learned the behavior? Support your response using cited sources.
According to your analysis, what are some interventions you would recommend that the school utilize in dealing with the bully?
Post your responses in a minimum of 400 words.
...
Running head ABSENT PARENTAL FIGURE .docx
Running head: ABSENT PARENTAL FIGURE 1
Absent Parental Figure
Theresa Johnson, a 35-yr-old African American and Frank Powe, a 35-yr-old Caucasian
male have four daughters. All have taken the birth name of Theresa Johnson; Natalie, who is 17-
yrs old, Ashley is 16, Jasmine is 14, and Nicole is 13. All four daughters are athletic and hold
honors in their studies. Natalie is taking college prep classes is preparing for college. She also
loves basketball and hopes to play on her college team. Natalie enjoys cheerleading and excels
at basketball. Her other sisters, Nicole, Ashley, and are also involved in other sports such as
track, cheerleading, and volleyball. All four sisters are on the honor roll and are involved in
other organizations such as the NAACP and science club.
Recently, there has been conflict and Theresa are now left to raise the four children alone.
Frank has been until Frank was arrested for using and trafficking illegal drugs. Theresa works
long hours as a supervisor for a local fast-food restaurant and has been struggling to make ends
meet. Theresa does not have a high school and did not obtain her GED due to struggling to raise
her children. The family is currently residing with Natalie’s mom, Joanne who is 53 years old
and is physically disabled. They all share a 4-bedroom government assistant home.
Natalie has been dating a guy named Alex for the past two months. Alex is an 18-year-
old Caucasian male. Alex is one of the star football players at their high school and he has been
offered several scholarships for college. In his spare time, Alex works 15-20 hours as a part-time
associate at a local game store. Alex occasionally uses both marijuana an alcohol. Natalie is
aware of his usage with both, but states that she believes that Alex only uses marijuana and
alcohol as a way to balance work, playing sports, and working part-time. Natalie and Alex
became sexually active the night that they met at a mutual friend’s party and they have been
ABSENT PARENTAL FIGURE 2
sexually active ever since. Natalie is currently on birth control pills and her and Alex uses
withdrawal as a method of birth control as well.
Natalie’s mother, Theresa and her father, Frank met at the age of the very young age of
13-years-old when Theresa and her family moved to Frank’s neighborhood. The two continued
to date throughout junior high up until they had their last child Nicole. Frank has had a criminal
history from a young age and has used and sold drugs since the age of 15. Theresa and Frank
broke up once they had their last child. Frank has never been involved or helped with the
children, although he and Theresa were still dating. Frank eventually disappeared and Theresa
nor the ...
Reference Counseling Across Cultures 7th Edition by Paul Pederse.docx
Reference Counseling Across Cultures 7
th
Edition by Paul Pedersen SAGE Publications
Each case response must be 1 page in length, with an APA Cover and Reference page.
Case Study of Donna Little - Chapter 5
Donna Little is a 39-year-old Indian woman who has a history of substance misuse and has struggled with reunification with her adolescent children over the last 6 years. She was in residential school from the age of 6 to 16 years old. She has a history of domestic violence in her previous relationships. Donna was the youngest of four children in her family. Her parents, siblings, and herself were raised in the same small northern reservation. Both her parents had gone to residential school in the early 1950s, as did her grandfathers and grandmothers on both sides of her family system in the late 1910s. Donna was raised in an environment of violence and mayhem in her early childhood, which she has talked about quite extensively in counseling. Although her parents abused alcohol, she emphasizes repeatedly that her family was quite ceremonial and participated in the big drum feast and singing within the community. When Donna was 6, an Indian agent wearing a red, white, and black checkered jacket gave her candy and took her to the residential school. She never had the opportunity to say good-bye to her mom and dad, who died of tuberculosis while she was in the residential school. Donna reflects on her residential school experience with a despondent look. While in the residential school, she had only one friend she could count on. Her siblings, who were also at the school, were older and thus not allowed to play with her or sleep near her at the residence dorms. This created an incredible loneliness that Donna did not know how to fill, and often she would use alcohol to help numb that pain. She did not like to drink, but it helped her to stop her thinking badly about the past. Donna was a victim of sexual abuse in the residential school, primarily by the Roman Catholic priest who was in charge. The first time she was assaulted she was 7; the last assault occurred right before she ran away at age 16. When Donna had attempted to tell the head nun in charge of her dorm what was happening to her, she was beaten severely, to the point of unconsciousness. Donna recalls it was her friend, Sue, who nursed her back to health. Donna describes her life as difficult. She went home to her community, only to find a partner who turned out to be as violent toward her as her father was to her mother. She loves her children and cares for them deeply. She breast-fed her three children and still today can feel that connection to them. When her children were taken from her home after the last time her husband beat her, she spiraled out of control. Donna has had long periods of abstinence, has a home in her community that is well cared for, and now has a partner who loves her deeply. Donna is on welfare but hunts and fishes to help with sustenance. Donna and her ...
Jane, a 9-year-old Latina female, was brought to the clinic for exce.docx
Jane, a 9-year-old Latina female, was brought to the clinic for excessive shyness, difficulty falling asleep, and inability to be alone in the house. In addition, she had begun to brood that the family dog would get sick and die. Her mother just returned home following 3 months of psychiatric hospitalization for severe depression. The mother's illness followed her husband’s (Jane's father) leaving the family in order to live with another woman, whom he intended to marry. Jane had been reluctant to attend school in kindergarten and first grade, but this had reportedly been addressed by the school, which has firm limits about school attendance.
At home, Jane often sleeps in her parent's bed. In the past 2 years, the problems have worsened considerably. Frequently, Jane fakes illness on school days, and her school performance has begun to deteriorate. Recent testing has revealed reading difficulties that appear to be longstanding in duration, and tutoring has begun. This academic year she is repeating third grade. Jane has taken this poorly and has no friends among her classmates. During the interview, Jane spoke with reluctance and appeared sad. She seemed preoccupied with her dog, Spot, and feared that the dog might fall ill. When asked directly, she said she did not sleep well unless she was in the same bed as her mother.
Although she admitted she could not stay in the house alone even for 10 minutes, she claimed this was almost never a problem as long as her older sister, a neighbor, or a housekeeper was with her, which was almost all the time. She admitted she wanted to have more friends but, except for a girl who lived next door, was reluctant to spend time away from home.
2 pages with 3 references
.
C:\fakepath\family experience summary
The child was abandoned at birth in China and near death from malnourishment. She lived in an institute until age 3.5, when a missionary family adopted her thinking she would die within days. At age 5, she was adopted by her current family. She is now 18 and graduating high school. She has autism and other disabilities. Her family aims to help her gain independence through therapies, community activities, and a future job. Her goals are to graduate, get a job, and live with her family forever.
(Discrimination in Society) For the Unit VI Assignment, you will b.docx
(Discrimination in Society) For the Unit VI Assignment, you will be writing a three-page essay addressing discrimination in society by answering a series of response questions applying concepts you learned in this unit’s reading (gender and race/ethnicity).
Please choose one of the following topics related to discrimination for your assignment: Gender discrimination that occurs at work, home, in the media, and/or in the community. LGBT discrimination that occurs at work, home, in the media, and/or in the community. Race/ethnicity discrimination such as racial profiling, hate crimes, white privilege, or institutional discrimination. You can also discuss discrimination against a subcultural group in society.
For this assignment, complete Part A, Part B, and Part C as follows:
Part A: Introduce the topic. What form of discrimination are you discussing? Where does it occur? Who is affected? How serious of an issue is this in the society in which you live? Include general information about the issue and also provide specific examples. Examples can be from your own experience and/or from research material.
Part B: As part of introducing your issue, it is required that you apply one or more of the perspectives (functionalism, interactionism, or conflict theory) to help explain why this type of discrimination occurs. (See page 294 and 325 in your textbook for information on applying the perspectives to these topics.)
Part C: Discuss solutions. What are some things that are currently being done to address this form of discrimination? If you were a community organizer tasked with creating a program to address this form of discrimination, what type of program would you create? What role can an individual take to help fight against this type of discrimination and promote equal treatment in his or her community? For this assignment, ensure you follow the requirements below: 1. Answer ALL the questions listed in Part A, Part B, and Part C in your assignment. 2. Please answer the response questions in essay-style format. You will not be rewriting each question and answering it. You will be creating an essay that addresses the response questions. You are required to write an introduction to your essay.
Working With Children and Adolescents: The Case of Chase / Page 1 of 3
© 2016 Laureate Education, Inc.
Working With Children and Adolescents: The Case of Chase
Chase is a 12-year-old male who was brought in for services by his adoptive mother.
He is very small in stature, appearing to be only 8 years old. He also acts younger than
his 12 years, carrying around toy cars in his pockets, which he proudly displays and talks
about in detail.
Chase was adopted at age 3, from an orphanage in Russia. The adoptive parents are
upper middle class and have three biological children (ages 9, 7, and 5). Chase is reported
to often get upset with his siblings and hit or kick them. His mother stated that Chase has
always had issues with jealousy, an ...
Hpi paeng
The document provides background information on a 20-year-old male patient named Federico Jabol who was brought in for treatment by his sisters. It details his personal history, including the death of his father 14 years prior which had a significant negative impact on him. It describes his struggles with separation anxiety from his mother and difficulties in school, relationships and decision making over the following years due to lack of confidence and feelings of insecurity stemming from the loss of his father at a young age.
Cultural communication
This document discusses cultural communication and defines culture. It notes that culture includes both visible and invisible aspects. The visible culture includes things like dress, food, and traditions, while the invisible culture includes deeper beliefs and assumptions. The document emphasizes the importance of students observing cultural norms and behaviors. It provides examples of why students from different cultures may act differently in class based on their cultural backgrounds. The document concludes with two case studies about cultural misunderstandings between students from different cultures around eating in class and cheating on a test.
ECE430 Week Two Case Study Focus Students Each.docx
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to know her
students very well and knows their strengths and individual areas of
need. We will meet and learn more about six of Mrs. Ashland’s students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first
opportunity Johnny has had to attend school. As a result, he has some difficulty
following the classroom routines such as sharing and following directions. When
Johnny is not at school, he usually rides his tricycle or bounces his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it
comes to his gross motor skills and can easily run, throw, skip, hop, and climb.
Mrs. Ashland also noticed that during center time Johnny frequently avoids the
art center. When she observed Johnny in the art center, Mrs. Ashland noticed
that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that center.
Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions
during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play collaboratively with his peers, but
once she engages with other children, he quickly switches to an independent activity. Johnny does
care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a
tissue.
Maya
Maya is 4 years old and one of the most curious students in Mrs.
Ashland’s class this year. Maya recently moved to the United States
from Mexico and is eager to learn as much as she can about her new
environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to
observe that Maya is developing her fine and gross motor skills by
practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say. ,Often, Mrs. A ...
ECE430 Week Two Case Study Focus Students Each.docx
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to know her
students very well and knows their strengths and individual areas of
need. We will meet and learn more about six of Mrs. Ashland’s students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first
opportunity Johnny has had to attend school. As a result, he has some difficulty
following the classroom routines such as sharing and following directions. When
Johnny is not at school, he usually rides his tricycle or bounces his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it
comes to his gross motor skills and can easily run, throw, skip, hop, and climb.
Mrs. Ashland also noticed that during center time Johnny frequently avoids the
art center. When she observed Johnny in the art center, Mrs. Ashland noticed
that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that center.
Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions
during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play collaboratively with his peers, but
once she engages with other children, he quickly switches to an independent activity. Johnny does
care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a
tissue.
Maya
Maya is 4 years old and one of the most curious students in Mrs.
Ashland’s class this year. Maya recently moved to the United States
from Mexico and is eager to learn as much as she can about her new
environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to
observe that Maya is developing her fine and gross motor skills by
practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say. ,Often, Mrs. A ...
Bullying parent workshop
This document provides an overview of a parent workshop on bullying. It defines bullying as intentional aggressive behavior that involves an imbalance of power. There are different types of bullying, including direct physical bullying as well as indirect bullying such as rumor spreading. Research finds that about 20% of students report being bullied. Boys generally bully more than girls. Bullying often occurs in common school areas and children who bully are more likely to engage in other problem behaviors. The document outlines warning signs that a child may be bullied and recommends parents talk to their child, teachers, and school staff if they suspect bullying. It provides sample questions parents can ask and advises taking action, as bullying can have serious effects.
Bullying Parent Workshop
This document provides an overview of a parent workshop on bullying. It defines bullying as intentional aggressive behavior that involves an imbalance of power. There are different types of bullying, including direct physical bullying as well as indirect bullying like social exclusion. Studies find that around 20% of students report being bullied. Boys generally bully more but girls experience bullying from both boys and girls. Bullying often occurs in common school areas and children who bully are more likely to engage in other problem behaviors. The document outlines warning signs that a child may be bullied and recommends parents talk to their child, teachers, and school staff if they suspect bullying. It provides sample questions and advises taking action to address bullying.
Bullying parent workshop
This document provides an overview of a parent workshop on bullying. It defines bullying as intentional aggressive behavior that involves an imbalance of power. There are different types of bullying, including direct physical bullying as well as indirect bullying such as social exclusion. Research finds that about 20% of students report being bullied. Boys generally bully more than girls, while girls are more likely to engage in indirect bullying. Bullying often occurs in common school areas and children who bully are more likely to engage in other problem behaviors. The document outlines warning signs that a child may be bullied and provides guidance on steps parents can take if they suspect their child is being bullied, such as talking to their child, teachers, and school administrators.
Each day Mrs. Ashland enters her classroom excited to make a diffe.docx
Each day Mrs. Ashland enters her classroom excited to make a difference in the lives of her 15 students. She has grown to know her students very well and knows their strengths and individual areas of need. We will meet and learn more about six of Mrs. Ashland’s students in the next few weeks.
Johnny is an independent 4-year old boy. Mrs. Ashland’s class is the first opportunity Johnny has had to attend school. As a result, he has some difficulty following the classroom routines such as sharing and following directions. When Johnny is not at school, he usually rides his tricycle or bounces his basketball in his backyard. During outside play, Mrs. Ashland noticed that Johnny is advanced when it comes to his gross motor skills and can easily run, throw, skip, hop, and climb. Mrs. Ashland also noticed that during center time Johnny frequently avoids the art center. When she observed Johnny in the art center, Mrs. Ashland noticed that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding markers. Mrs. Ashland wondered if this is why he avoids that center. Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs. Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland asked Johnny what he likes to do, he told her, “ I like to ply by myself because my parents are usually busy working encourages Johnny to play collaboratively with his peers, but once she engages with other children, he quickly switches to an independent activity. Johnny does care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a tissue.
Maya is 4 years old and one of the most curious students in Mrs. Ashland’s class this year. Maya recently moved to the United States from Mexico and is eager to learn as much as she can about her new environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to observe that Maya is developing her fine and gross motor skills by practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs. Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or takes Mrs. Ashland’s hand to shows her what she can’t say. ,Often, Mrs. Ashland hears Maya say a new word that she couldn’t say the day before!
Socially, Maya struggles to interact with her peers due to her limited proficiency in English. Maya usually eng ...
Wisdom Research and Development
The aims of Wisdom are to improve the wellbeing of young carers through communication, bring young carers together within one virtual space and provide young carers with the tools to help them take back some control of their own lives.
ScenerioNatalie was growing concerned about her daughter Brandi’.docx
Scenerio
Natalie was growing concerned about her daughter Brandi’s school performance. Brandi’s grades had dropped since the beginning of the school year, and she seemed reluctant to go to school. On some days, she complained of vague symptoms, such as a stomachache or a headache. On other days, she simply did not get out of bed. Natalie took her to the doctor, but there was no definitive diagnosis. She questioned Brandi about any problems at school, but Brandi was uncommonly quiet. Natalie then looked at Brandi’s Facebook page and saw a series of comments from Brandi’s friends about a school bully. When Natalie confronted Brandi, the child broke down crying and told the whole story. Another girl, who was two years ahead of her in school, was bullying her. She would tease Brandi in school and leave nasty messages on her Facebook page and had even threatened her on several occasions.
Natalie was furious and immediately arranged a meeting with the teacher and the school principal. The school officials attempted to address the problem by speaking to the girl and her parents. The parents placed their daughter in treatment; she was diagnosed with a behavior disorder and put on medication, which seemed to work. Both the girl’s parents and the school officials explained to Natalie that the girl had an underlying medical condition that caused her to become angry and lack impulse control. The school officials were reluctant to suspend the girl because it was “not her fault” but rather a “biological factor” causing the behavior
.
Natalie was still upset. She did not understand why her own daughter should suffer. She had a nagging suspicion that the bully’s parents were using the biological cause as an excuse for their daughter’s bad behavior.
On the basis of the scenario and drawing on your readings and research, respond to the following:
What are some theories that would best explain the bully’s behavior? Do you think it is mostly biological, or would you hypothesize that perhaps the bully has learned the behavior? Support your response using cited sources.
According to your analysis, what are some interventions you would recommend that the school utilize in dealing with the bully?
Post your responses in a minimum of 400 words.
.
Anamnesis for fedz
The document discusses the subject's interests, sexual history, relationships, and religious activities. It notes that the subject enjoys playing board games and basketball with friends. His sexual interests developed in high school when he watched a pornographic movie. He has been in three relationships and seeks a new partner. The subject is a born again Christian and actively practices his faith.
·The pamphlet should contain the following·Content and la.docx
·
The pamphlet should contain the following:
·
Content and language that targets a lay audience. All terms should be explained and diagrams and graphics should be provided to clarify concepts and ideas.
·
A brief description of the disease, including its symptoms and signs
·
Explanation of the effects of the disease on healthy body function including cellular, tissue, organ and organ system levels
·
Risk factors contributing to the onset of the disease
·
Description of preventive steps to avoid the disease (if avoidable)
·
Available diagnostic and therapeutic tools
·
Outcomes of the disease (such as prognosis or recovery potential)
·
Information about how a person suffering from the disease can maintain a desirable quality of life, minimize or slow the progress of the disease
Create an informative pamphlet about the chosen chronic or preventable disease for a non-scientific community. Ideally, the pamphlet should be in the form of a
six-page pamphlet.
·
Format of the pamphlet
·
Single-spaced
·
Tri-fold
·
All content written in your own words
·
Reference citations included in APA format (not part of the tri-fold; should be provided on a separate page)
At a minimum,
your pamphlet should contain the following required elements:
·
Introductory paragraph describing your subject and its importance
·
Body of the pamphlet
·
o
Addresses signs, symptoms
o
Explains effects of the disease on healthy body functions, and relates this to signs and symptoms
o
Analyzes risk factors and preventive steps
o
Describes maintenance of quality of life
o
Discusses diagnostic and therapeutic tools
o
Explains expected outcomes and prognosis
o
Describes current areas of research into prevention, treatment or cure
o
Describes possible future areas of research into prevention, treatment or cure
·
References
·
Conclusion - summary of your findings
List all references at the end of your pamphlet. You must use at least five references from credible, scientifically rigorous sources and cite them using American Psychological Association (APA) style. Two or more references should be from the UMUC Library. The references cited should be no older than seven years (published 2004 - 2011). References should be listed on a separate page that does not count toward the required length of the paper.
.
·Quantitative Data Analysis StatisticsIntroductionUnd.docx
·
Quantitative Data Analysis: Statistics
Introduction
Understanding the use of basic statistical strategies is part of being a critical consumer of published research literature. Unless they plan to conduct research themselves, it is not as important for counselors to understand the mathematical calculations of the statistical techniques as it is to be able to recognize the names of the common ones and what kind of information they provide. There are several commercially-available software packages for analyzing quantitative data, one of which is described in detail in Chapter 14 of
Counseling Research: Quantitative, Qualitative, and Mixed Methods
.
Descriptive and Inferential Statistics
In quantitative studies, statistical techniques are used for data analysis. The two main categories of statistics are descriptive and inferential. Descriptive statistics are used to summarize the data. Some common descriptive statistics are the measures of central tendency: the mean, median, and mode. They provide information about where the middle is in distribution of scores. On the normal distribution, the mean, median, and mode are the same. Distributions are said to be skewed when extreme scores draw the mean away from the middle of the distribution. Measures of variability, such as the range, variance, and standard deviation, provide information about how widely a distribution of scores is dispersed (Erford, 2015, p. 250). The standard deviation is a measure of how the scores cluster around the mean. The greater the standard deviation, the greater the spread of scores.
Toggle DrawerHide Full Introduction
Inferential statistics are used to make inferences from the sample to the population. All inferential statistical procedures are based on probability theory. They are used to test hypotheses. Three commonly used inferential statistics are chi square, t-test, and analysis of variance (ANOVA). Chi square is used with nominal data to determine if the observed expected frequency differs significantly from the expected frequency. A t-test is used to determine whether there is a statistically significant difference between the means of two groups. ANOVA is used to determine whether there is a statistically significant difference between the means of three or more groups.
Statistical Significance
When a quantitative study tests a hypothesis, it is technically the null hypothesis being tested. The null hypothesis says there is no difference between the groups, or relationship between the variables (depending on the research design). If the statistical procedure indicates there is statistical significance, the null hypothesis is rejected, meaning that the probability is high that there really is a group difference or strong relationship between the variables.
Rejecting the null hypothesis is not equivalent to proving the research or alternative hypothesis. Researchers can embrace the research hypothesis as one plausible explanation, but because only .
·The health communication plan should be expounded upon to resul.docx
·
The health communication plan should be expounded upon to result in a
3 – 4 page paper
using APA format. The criteria for grading will be the student’s ability to demonstrate: (1) critical thinking, (2) precision in stating the topic, (3) originality, (4) breadth and depth of the subject, (5) grammar and (6) punctuation.
The criteria for grading will be weighted as follows: 80% contents and 20% mechanics.
.
·ResearchEach student will select a medical disorder or c.docx
·
Research
:
Each student will select a medical disorder or chromosome abnormality to present to the class by developing a fact sheet.
The student will also share information will be presented in the form of fact sheet that students can keep for later reference.
The following information will be covered in the fact sheet and presented to the class:
DUE PER SIGNUP SHEET
·
Name of the disorder
·
How is it diagnosed and who does the diagnosis
·
Major body systems affected and how development is affected (cover all developmental domains)
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Implications for care of the child in the home and school (what medical issues may arise in the classroom)
What would need to be included in an Individual Health Care Plan
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Educational implications (what areas of the curriculum might be impacted), what interventions are beneficial?
·
What modifications to the curriculum and classroom environment
may be needed as well as assistive technology/related services that may be included in the IEP or IFSP
·
Contacts in the local community for family support/ medical assistance and assistive technology devices and at least 5 web sites or internet resources
(these should not be the same as the community resources list) that can be used for future reference.
The community contacts must be local.
Depending upon what disorder you choose, the fact sheet will be anywhere between 3-4 pages.
Refer to the attachment to the syllabus for possible topics, you can also choose
a topic you might be interested in, just check with me first to make sure you will be able to access enough information.
You should use at least 3-5 credible resources, they must be peer reviewed to gather information about the disorder.
Do not use your text book.
Cite those in the fact sheet that you prepare using APA style citation.
DO NOT CUT AND PASTE FROM OTHER SITES.
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In 3 pages
1. Explain in detail
a. what you would think if you were this child’s parent
b. what you would do if you were this child’s parent
2. Then explain in detail why you would think and do that.
- You will use information from two academic sources to support your interpretation and behavior in APA style.
Parenting dillemas:
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Causes of Delinquent Behavior
Natalie was growing concerned about her daughter Brandi’s school performance. Brandi’s grades had dropped since the beginning of the school year, and she seemed reluctant to go to school. On some days, she complained of vague symptoms, such as a stomachache or a headache. On other days, she simply did not get out of bed. Natalie took her to the doctor, but there was no definitive diagnosis. She questioned Brandi about any problems at school, but Brandi was uncommonly quiet. Natalie then looked at Brandi’s Facebook page and saw a series of comments from Brandi’s friends about a school bully. When Natalie confronted Brandi, the child broke down crying and told the whole story. Another girl, who was two years ahead of her in school, was bullying her. She would tease Brandi in school and leave nasty messages on her Facebook page and had even threatened her on several occasions.
Natalie was furious and immediately arranged a meeting with the teacher and the school principal. The school officials attempted to address the problem by speaking to the girl and her parents. The parents placed their daughter in treatment; she was diagnosed with a behavior disorder and put on medication, which seemed to work. Both the girl’s parents and the school officials explained to Natalie that the girl had an underlying medical condition that caused her to become angry and lack impulse control. The school officials were reluctant to suspend the girl because it was “not her fault” but rather a “biological factor” causing the behavior.
Natalie was still upset. She did not understand why her own daughter should suffer. She had a nagging suspicion that the bully’s parents were using the biological cause as an excuse for their daughter’s bad behavior.
Research the biological, learning, and sociological factors discussed in this module using your textbook, Argosy University online library resources, and the Internet.
On the basis of the scenario and drawing on your readings and research, respond to the following:
What are some theories that would best explain the bully’s behavior? Do you think it is mostly biological, or would you hypothesize that perhaps the bully has learned the behavior? Support your response using cited sources.
According to your analysis, what are some interventions you would recommend that the school utilize in dealing with the bully?
Post your responses in a minimum of 400 words.
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Running head: ABSENT PARENTAL FIGURE 1
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male have four daughters. All have taken the birth name of Theresa Johnson; Natalie, who is 17-
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Recently, there has been conflict and Theresa are now left to raise the four children alone.
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ABSENT PARENTAL FIGURE 2
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Natalie’s mother, Theresa and her father, Frank met at the age of the very young age of
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Reference Counseling Across Cultures 7
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Each case response must be 1 page in length, with an APA Cover and Reference page.
Case Study of Donna Little - Chapter 5
Donna Little is a 39-year-old Indian woman who has a history of substance misuse and has struggled with reunification with her adolescent children over the last 6 years. She was in residential school from the age of 6 to 16 years old. She has a history of domestic violence in her previous relationships. Donna was the youngest of four children in her family. Her parents, siblings, and herself were raised in the same small northern reservation. Both her parents had gone to residential school in the early 1950s, as did her grandfathers and grandmothers on both sides of her family system in the late 1910s. Donna was raised in an environment of violence and mayhem in her early childhood, which she has talked about quite extensively in counseling. Although her parents abused alcohol, she emphasizes repeatedly that her family was quite ceremonial and participated in the big drum feast and singing within the community. When Donna was 6, an Indian agent wearing a red, white, and black checkered jacket gave her candy and took her to the residential school. She never had the opportunity to say good-bye to her mom and dad, who died of tuberculosis while she was in the residential school. Donna reflects on her residential school experience with a despondent look. While in the residential school, she had only one friend she could count on. Her siblings, who were also at the school, were older and thus not allowed to play with her or sleep near her at the residence dorms. This created an incredible loneliness that Donna did not know how to fill, and often she would use alcohol to help numb that pain. She did not like to drink, but it helped her to stop her thinking badly about the past. Donna was a victim of sexual abuse in the residential school, primarily by the Roman Catholic priest who was in charge. The first time she was assaulted she was 7; the last assault occurred right before she ran away at age 16. When Donna had attempted to tell the head nun in charge of her dorm what was happening to her, she was beaten severely, to the point of unconsciousness. Donna recalls it was her friend, Sue, who nursed her back to health. Donna describes her life as difficult. She went home to her community, only to find a partner who turned out to be as violent toward her as her father was to her mother. She loves her children and cares for them deeply. She breast-fed her three children and still today can feel that connection to them. When her children were taken from her home after the last time her husband beat her, she spiraled out of control. Donna has had long periods of abstinence, has a home in her community that is well cared for, and now has a partner who loves her deeply. Donna is on welfare but hunts and fishes to help with sustenance. Donna and her ...
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Although she admitted she could not stay in the house alone even for 10 minutes, she claimed this was almost never a problem as long as her older sister, a neighbor, or a housekeeper was with her, which was almost all the time. She admitted she wanted to have more friends but, except for a girl who lived next door, was reluctant to spend time away from home.
2 pages with 3 references
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C:\fakepath\family experience summary
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(Discrimination in Society) For the Unit VI Assignment, you will be writing a three-page essay addressing discrimination in society by answering a series of response questions applying concepts you learned in this unit’s reading (gender and race/ethnicity).
Please choose one of the following topics related to discrimination for your assignment: Gender discrimination that occurs at work, home, in the media, and/or in the community. LGBT discrimination that occurs at work, home, in the media, and/or in the community. Race/ethnicity discrimination such as racial profiling, hate crimes, white privilege, or institutional discrimination. You can also discuss discrimination against a subcultural group in society.
For this assignment, complete Part A, Part B, and Part C as follows:
Part A: Introduce the topic. What form of discrimination are you discussing? Where does it occur? Who is affected? How serious of an issue is this in the society in which you live? Include general information about the issue and also provide specific examples. Examples can be from your own experience and/or from research material.
Part B: As part of introducing your issue, it is required that you apply one or more of the perspectives (functionalism, interactionism, or conflict theory) to help explain why this type of discrimination occurs. (See page 294 and 325 in your textbook for information on applying the perspectives to these topics.)
Part C: Discuss solutions. What are some things that are currently being done to address this form of discrimination? If you were a community organizer tasked with creating a program to address this form of discrimination, what type of program would you create? What role can an individual take to help fight against this type of discrimination and promote equal treatment in his or her community? For this assignment, ensure you follow the requirements below: 1. Answer ALL the questions listed in Part A, Part B, and Part C in your assignment. 2. Please answer the response questions in essay-style format. You will not be rewriting each question and answering it. You will be creating an essay that addresses the response questions. You are required to write an introduction to your essay.
Working With Children and Adolescents: The Case of Chase / Page 1 of 3
© 2016 Laureate Education, Inc.
Working With Children and Adolescents: The Case of Chase
Chase is a 12-year-old male who was brought in for services by his adoptive mother.
He is very small in stature, appearing to be only 8 years old. He also acts younger than
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about in detail.
Chase was adopted at age 3, from an orphanage in Russia. The adoptive parents are
upper middle class and have three biological children (ages 9, 7, and 5). Chase is reported
to often get upset with his siblings and hit or kick them. His mother stated that Chase has
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The document provides background information on a 20-year-old male patient named Federico Jabol who was brought in for treatment by his sisters. It details his personal history, including the death of his father 14 years prior which had a significant negative impact on him. It describes his struggles with separation anxiety from his mother and difficulties in school, relationships and decision making over the following years due to lack of confidence and feelings of insecurity stemming from the loss of his father at a young age.
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This document discusses cultural communication and defines culture. It notes that culture includes both visible and invisible aspects. The visible culture includes things like dress, food, and traditions, while the invisible culture includes deeper beliefs and assumptions. The document emphasizes the importance of students observing cultural norms and behaviors. It provides examples of why students from different cultures may act differently in class based on their cultural backgrounds. The document concludes with two case studies about cultural misunderstandings between students from different cultures around eating in class and cheating on a test.
ECE430 Week Two Case Study Focus Students Each.docx
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to know her
students very well and knows their strengths and individual areas of
need. We will meet and learn more about six of Mrs. Ashland’s students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first
opportunity Johnny has had to attend school. As a result, he has some difficulty
following the classroom routines such as sharing and following directions. When
Johnny is not at school, he usually rides his tricycle or bounces his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it
comes to his gross motor skills and can easily run, throw, skip, hop, and climb.
Mrs. Ashland also noticed that during center time Johnny frequently avoids the
art center. When she observed Johnny in the art center, Mrs. Ashland noticed
that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that center.
Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions
during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play collaboratively with his peers, but
once she engages with other children, he quickly switches to an independent activity. Johnny does
care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a
tissue.
Maya
Maya is 4 years old and one of the most curious students in Mrs.
Ashland’s class this year. Maya recently moved to the United States
from Mexico and is eager to learn as much as she can about her new
environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to
observe that Maya is developing her fine and gross motor skills by
practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say. ,Often, Mrs. A ...
ECE430 Week Two Case Study Focus Students Each.docx
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to know her
students very well and knows their strengths and individual areas of
need. We will meet and learn more about six of Mrs. Ashland’s students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first
opportunity Johnny has had to attend school. As a result, he has some difficulty
following the classroom routines such as sharing and following directions. When
Johnny is not at school, he usually rides his tricycle or bounces his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it
comes to his gross motor skills and can easily run, throw, skip, hop, and climb.
Mrs. Ashland also noticed that during center time Johnny frequently avoids the
art center. When she observed Johnny in the art center, Mrs. Ashland noticed
that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that center.
Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions
during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play collaboratively with his peers, but
once she engages with other children, he quickly switches to an independent activity. Johnny does
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Maya
Maya is 4 years old and one of the most curious students in Mrs.
Ashland’s class this year. Maya recently moved to the United States
from Mexico and is eager to learn as much as she can about her new
environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to
observe that Maya is developing her fine and gross motor skills by
practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say. ,Often, Mrs. A ...
Bullying parent workshop
This document provides an overview of a parent workshop on bullying. It defines bullying as intentional aggressive behavior that involves an imbalance of power. There are different types of bullying, including direct physical bullying as well as indirect bullying such as rumor spreading. Research finds that about 20% of students report being bullied. Boys generally bully more than girls. Bullying often occurs in common school areas and children who bully are more likely to engage in other problem behaviors. The document outlines warning signs that a child may be bullied and recommends parents talk to their child, teachers, and school staff if they suspect bullying. It provides sample questions parents can ask and advises taking action, as bullying can have serious effects.
Bullying Parent Workshop
This document provides an overview of a parent workshop on bullying. It defines bullying as intentional aggressive behavior that involves an imbalance of power. There are different types of bullying, including direct physical bullying as well as indirect bullying like social exclusion. Studies find that around 20% of students report being bullied. Boys generally bully more but girls experience bullying from both boys and girls. Bullying often occurs in common school areas and children who bully are more likely to engage in other problem behaviors. The document outlines warning signs that a child may be bullied and recommends parents talk to their child, teachers, and school staff if they suspect bullying. It provides sample questions and advises taking action to address bullying.
Bullying parent workshop
This document provides an overview of a parent workshop on bullying. It defines bullying as intentional aggressive behavior that involves an imbalance of power. There are different types of bullying, including direct physical bullying as well as indirect bullying such as social exclusion. Research finds that about 20% of students report being bullied. Boys generally bully more than girls, while girls are more likely to engage in indirect bullying. Bullying often occurs in common school areas and children who bully are more likely to engage in other problem behaviors. The document outlines warning signs that a child may be bullied and provides guidance on steps parents can take if they suspect their child is being bullied, such as talking to their child, teachers, and school administrators.
Each day Mrs. Ashland enters her classroom excited to make a diffe.docx
Each day Mrs. Ashland enters her classroom excited to make a difference in the lives of her 15 students. She has grown to know her students very well and knows their strengths and individual areas of need. We will meet and learn more about six of Mrs. Ashland’s students in the next few weeks.
Johnny is an independent 4-year old boy. Mrs. Ashland’s class is the first opportunity Johnny has had to attend school. As a result, he has some difficulty following the classroom routines such as sharing and following directions. When Johnny is not at school, he usually rides his tricycle or bounces his basketball in his backyard. During outside play, Mrs. Ashland noticed that Johnny is advanced when it comes to his gross motor skills and can easily run, throw, skip, hop, and climb. Mrs. Ashland also noticed that during center time Johnny frequently avoids the art center. When she observed Johnny in the art center, Mrs. Ashland noticed that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding markers. Mrs. Ashland wondered if this is why he avoids that center. Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs. Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland asked Johnny what he likes to do, he told her, “ I like to ply by myself because my parents are usually busy working encourages Johnny to play collaboratively with his peers, but once she engages with other children, he quickly switches to an independent activity. Johnny does care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a tissue.
Maya is 4 years old and one of the most curious students in Mrs. Ashland’s class this year. Maya recently moved to the United States from Mexico and is eager to learn as much as she can about her new environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to observe that Maya is developing her fine and gross motor skills by practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs. Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or takes Mrs. Ashland’s hand to shows her what she can’t say. ,Often, Mrs. Ashland hears Maya say a new word that she couldn’t say the day before!
Socially, Maya struggles to interact with her peers due to her limited proficiency in English. Maya usually eng ...
Wisdom Research and Development
The aims of Wisdom are to improve the wellbeing of young carers through communication, bring young carers together within one virtual space and provide young carers with the tools to help them take back some control of their own lives.
ScenerioNatalie was growing concerned about her daughter Brandi’.docx
Scenerio
Natalie was growing concerned about her daughter Brandi’s school performance. Brandi’s grades had dropped since the beginning of the school year, and she seemed reluctant to go to school. On some days, she complained of vague symptoms, such as a stomachache or a headache. On other days, she simply did not get out of bed. Natalie took her to the doctor, but there was no definitive diagnosis. She questioned Brandi about any problems at school, but Brandi was uncommonly quiet. Natalie then looked at Brandi’s Facebook page and saw a series of comments from Brandi’s friends about a school bully. When Natalie confronted Brandi, the child broke down crying and told the whole story. Another girl, who was two years ahead of her in school, was bullying her. She would tease Brandi in school and leave nasty messages on her Facebook page and had even threatened her on several occasions.
Natalie was furious and immediately arranged a meeting with the teacher and the school principal. The school officials attempted to address the problem by speaking to the girl and her parents. The parents placed their daughter in treatment; she was diagnosed with a behavior disorder and put on medication, which seemed to work. Both the girl’s parents and the school officials explained to Natalie that the girl had an underlying medical condition that caused her to become angry and lack impulse control. The school officials were reluctant to suspend the girl because it was “not her fault” but rather a “biological factor” causing the behavior
.
Natalie was still upset. She did not understand why her own daughter should suffer. She had a nagging suspicion that the bully’s parents were using the biological cause as an excuse for their daughter’s bad behavior.
On the basis of the scenario and drawing on your readings and research, respond to the following:
What are some theories that would best explain the bully’s behavior? Do you think it is mostly biological, or would you hypothesize that perhaps the bully has learned the behavior? Support your response using cited sources.
According to your analysis, what are some interventions you would recommend that the school utilize in dealing with the bully?
Post your responses in a minimum of 400 words.
.
Anamnesis for fedz
The document discusses the subject's interests, sexual history, relationships, and religious activities. It notes that the subject enjoys playing board games and basketball with friends. His sexual interests developed in high school when he watched a pornographic movie. He has been in three relationships and seeks a new partner. The subject is a born again Christian and actively practices his faith.
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More from lanagore871
·The pamphlet should contain the following·Content and la.docx
·
The pamphlet should contain the following:
·
Content and language that targets a lay audience. All terms should be explained and diagrams and graphics should be provided to clarify concepts and ideas.
·
A brief description of the disease, including its symptoms and signs
·
Explanation of the effects of the disease on healthy body function including cellular, tissue, organ and organ system levels
·
Risk factors contributing to the onset of the disease
·
Description of preventive steps to avoid the disease (if avoidable)
·
Available diagnostic and therapeutic tools
·
Outcomes of the disease (such as prognosis or recovery potential)
·
Information about how a person suffering from the disease can maintain a desirable quality of life, minimize or slow the progress of the disease
Create an informative pamphlet about the chosen chronic or preventable disease for a non-scientific community. Ideally, the pamphlet should be in the form of a
six-page pamphlet.
·
Format of the pamphlet
·
Single-spaced
·
Tri-fold
·
All content written in your own words
·
Reference citations included in APA format (not part of the tri-fold; should be provided on a separate page)
At a minimum,
your pamphlet should contain the following required elements:
·
Introductory paragraph describing your subject and its importance
·
Body of the pamphlet
·
o
Addresses signs, symptoms
o
Explains effects of the disease on healthy body functions, and relates this to signs and symptoms
o
Analyzes risk factors and preventive steps
o
Describes maintenance of quality of life
o
Discusses diagnostic and therapeutic tools
o
Explains expected outcomes and prognosis
o
Describes current areas of research into prevention, treatment or cure
o
Describes possible future areas of research into prevention, treatment or cure
·
References
·
Conclusion - summary of your findings
List all references at the end of your pamphlet. You must use at least five references from credible, scientifically rigorous sources and cite them using American Psychological Association (APA) style. Two or more references should be from the UMUC Library. The references cited should be no older than seven years (published 2004 - 2011). References should be listed on a separate page that does not count toward the required length of the paper.
.
·Quantitative Data Analysis StatisticsIntroductionUnd.docx
·
Quantitative Data Analysis: Statistics
Introduction
Understanding the use of basic statistical strategies is part of being a critical consumer of published research literature. Unless they plan to conduct research themselves, it is not as important for counselors to understand the mathematical calculations of the statistical techniques as it is to be able to recognize the names of the common ones and what kind of information they provide. There are several commercially-available software packages for analyzing quantitative data, one of which is described in detail in Chapter 14 of
Counseling Research: Quantitative, Qualitative, and Mixed Methods
.
Descriptive and Inferential Statistics
In quantitative studies, statistical techniques are used for data analysis. The two main categories of statistics are descriptive and inferential. Descriptive statistics are used to summarize the data. Some common descriptive statistics are the measures of central tendency: the mean, median, and mode. They provide information about where the middle is in distribution of scores. On the normal distribution, the mean, median, and mode are the same. Distributions are said to be skewed when extreme scores draw the mean away from the middle of the distribution. Measures of variability, such as the range, variance, and standard deviation, provide information about how widely a distribution of scores is dispersed (Erford, 2015, p. 250). The standard deviation is a measure of how the scores cluster around the mean. The greater the standard deviation, the greater the spread of scores.
Toggle DrawerHide Full Introduction
Inferential statistics are used to make inferences from the sample to the population. All inferential statistical procedures are based on probability theory. They are used to test hypotheses. Three commonly used inferential statistics are chi square, t-test, and analysis of variance (ANOVA). Chi square is used with nominal data to determine if the observed expected frequency differs significantly from the expected frequency. A t-test is used to determine whether there is a statistically significant difference between the means of two groups. ANOVA is used to determine whether there is a statistically significant difference between the means of three or more groups.
Statistical Significance
When a quantitative study tests a hypothesis, it is technically the null hypothesis being tested. The null hypothesis says there is no difference between the groups, or relationship between the variables (depending on the research design). If the statistical procedure indicates there is statistical significance, the null hypothesis is rejected, meaning that the probability is high that there really is a group difference or strong relationship between the variables.
Rejecting the null hypothesis is not equivalent to proving the research or alternative hypothesis. Researchers can embrace the research hypothesis as one plausible explanation, but because only .
·The health communication plan should be expounded upon to resul.docx
·
The health communication plan should be expounded upon to result in a
3 – 4 page paper
using APA format. The criteria for grading will be the student’s ability to demonstrate: (1) critical thinking, (2) precision in stating the topic, (3) originality, (4) breadth and depth of the subject, (5) grammar and (6) punctuation.
The criteria for grading will be weighted as follows: 80% contents and 20% mechanics.
.
·ResearchEach student will select a medical disorder or c.docx
·
Research
:
Each student will select a medical disorder or chromosome abnormality to present to the class by developing a fact sheet.
The student will also share information will be presented in the form of fact sheet that students can keep for later reference.
The following information will be covered in the fact sheet and presented to the class:
DUE PER SIGNUP SHEET
·
Name of the disorder
·
How is it diagnosed and who does the diagnosis
·
Major body systems affected and how development is affected (cover all developmental domains)
·
Implications for care of the child in the home and school (what medical issues may arise in the classroom)
What would need to be included in an Individual Health Care Plan
·
Educational implications (what areas of the curriculum might be impacted), what interventions are beneficial?
·
What modifications to the curriculum and classroom environment
may be needed as well as assistive technology/related services that may be included in the IEP or IFSP
·
Contacts in the local community for family support/ medical assistance and assistive technology devices and at least 5 web sites or internet resources
(these should not be the same as the community resources list) that can be used for future reference.
The community contacts must be local.
Depending upon what disorder you choose, the fact sheet will be anywhere between 3-4 pages.
Refer to the attachment to the syllabus for possible topics, you can also choose
a topic you might be interested in, just check with me first to make sure you will be able to access enough information.
You should use at least 3-5 credible resources, they must be peer reviewed to gather information about the disorder.
Do not use your text book.
Cite those in the fact sheet that you prepare using APA style citation.
DO NOT CUT AND PASTE FROM OTHER SITES.
.
·IntroductionQuantitative research methodology uses a dedu.docx
·
Introduction
Quantitative research methodology uses a deductive reasoning process (Erford, 2015, p. 5). It is based on philosophical assumptions that are very different from those that support qualitative research. Quantitative studies fall under what is broadly described as a positivist perspective. Epistemologically, knowledge is something that is believed to be objective and measurable, and the nature of reality (that is, ontology) is such that there is one fixed, observable, and definable reality. Quantitative approaches to research emphasize the objectivity of the researcher, and because a goal is to uncover the one true reality, values (axiological assumptions) and the subjective nature of experience are not likely to be examined.
Quantitative Research Designs
Quantitative research can be categorized in different ways. Brief descriptions of some designs appear below. The chosen research design is determined by the nature of the inquiry, that is, what the researcher wants to learn by conducting the study.
Counseling Research: Quantitative, Qualitative, and Mixed Methods
thoroughly describes several major reseach.
Experimental Research
Experimental research, one of the quantitative designs, involves random selection and random assignment of subjects to two or more groups over which the researcher has control. This is what distinguishes experimental studies from the other designs. Experimental studies in counseling are not that common, because many research questions do not lend themselves to random selection and assignment for ethical reasons. Experimental studies compare the effect of one or more independent variables on one or more dependent variables. Independent variables fall into two broad categories. One type of independent variable involves measuring some characteristic inherent in the study's participants, such as their age, gender, IQ, personality traits, income, or education level. These demographic or blocking variables are not something which the researcher can manipulate, though the researcher can statistically control for them. The treatment or experimental conditions that the researcher sets up is the other type of independent variable, which is unique to experimental designs. The element of control is what permits researchers to conclude that one variable has caused a change in another variable.
Quasi-Experimental Research
Quasi-experimental research designs come in many different forms. Like experimental research, the researcher aims to compare the effect of the independent variable under their control on the dependent variable. However, the researcher does not or cannot randomly assign individual participants to treatment and control groups, so cause-and-effect relationships cannot be as strongly inferred from the results. Pre-existing conditions of one group in comparison to the other may confound the findings. An example might be a study to examine the potential effects of a new curriculum aimed at reducin.
·Response GuidelinesReply to the posts of two peers in thi.docx
·
Response Guidelines
Reply to the posts of two peers in this discussion. Share any professional or personal insights you may have that are related to your peer's research problem. Comment on how it might benefit you as a counselor if research on your peer's research problem were conducted.
First Peer’s Post
Since, Trauma Focused- Cognitive Behavioral Therapy or TF-CBT has been found to be very successful with children and adolescents why hasn't there been much if any research done to see if it would be effective for adults as well? TF-CBT is an evidence based program that addresses childhood symptoms of PTSD
(
Sigel
, Benton, Lynch, & Kramer, 2013)
. Research has shown that TF-CBT it has as "well-established" efficacy and in a recent study it was the only treatment to be given the highest rating in all reviews
(Sigel, Benton, Lynch, & Kramer, 2013)
. Having used the treatment method myself with a client during my internship I've seen the effectiveness first hand on how it can impact a client in a positive manner. While the treatment was made with children in mind, it brings up the question of why it hasn't been tweaked in a way that it might benefit an adult as well.
What's great about TF-CBT is it's almost like a bunch of different treatments all wrapped up into one. Each treatment is essentially put into a unit or section that the counselor and client will work on. Some of the sections include psycho education, stress management, cognitive coping, etc.. Stress management, in my opinion, is probably one of the most important sections to go over with the client. If the client doesn't know how to deal with their stress than the rest of the treatment will be for naught because the client won't be able to control their stress. The stress management section focuses on teaching the cl controlled breathing, thought stopping and relaxation techniques.
A mind-body skills program was made in Gaza to essentially determine how effective these things were for people's overall quality of life in people with PTSD, depression, and anxiety
(Gordon, Staples, He, & Atti, 2016)
. They did a 10 session mind-body skills group that included meditation, guided imagery, breathing techniques, autogenic training, biofeedback, genograms, and self-expression through words, drawings, and movement
(Gordon, Staples, He, & Atti, 2016)
.
At the end of the program they found a significant improvement in overall quality of life in the clients that participated in the program, and at a 10 month follow-up the improvements were fully maintained
(Gordon, Staples, He, & Atti, 2016)
. This shows that one of the major parts of treatment in TF-CBT can be effective and makes me wonder even more if more research was done could an adult-version of TF-CBT be made and implemented while still be as effective and successful as the child/adolescent version
Resources:
Gordon, J. S., Staples, J. K., He, D. Y., & Atti, J. A. (2016). Mind–body skills groups for posttr.
·Read Side Trip” #2 (page 183) and discuss what forms of in.docx
·
Read “Side Trip”
#2 (page 183)
and discuss what forms of intercultural praxis with interactions between the French-speaking and English- speaking Quebec/ Canadian cultures?
·
Side Trip
#3 (page 211)
The Amish culture is known to resist the “English” culture of the outside world. Both seem to manage quite well. Identify the Amish approach to managing conflict.
·
Pendulum Principle and Transaction Principle (include these principles in
each
answer)
Transaction Principle: intercultural communication is a process whereby people from different cultures move within a negotiation zone from postiions to interests, in search of an acceptance resolution.
Pendulum Principle: intercultural communication is an ongoing and interactive process that simultaneously connects and keeps apart people from different cultures, producing multiple voices.
Reading materials are attached, 500 words, due in 12 hours.
.
·Logical mathematical·Linguistic ·Musical·.docx
·
Logical mathematical
·
Linguistic
·
Musical
·
Spatial
·
Bodily kinesthetic
·
Interpersonal
·
Intrapersonal
Think about how you would test these dimensions of intelligence. For this assignment, assume that you are going to test intelligence of people of two differing cultures.
·
Choose three of the above dimensions of intelligence to measure. Describe each type of intelligence.
·
Describe the two cultures you have chosen. What type of intelligence does each culture favor?
What does it mean to be intelligent in each culture? What is the history of each culture? What is the environment like? Provide approximately half a page of description for each culture.
·
Describe how you would test these different dimensions of intelligence in each culture. Do you need to test differently? Why?
·
Discuss theories of intelligence and how they account for cultural differences.
Paper should be 4-6 pages in length, formatted as per APA sixth edition guidelines.
APA paper template attached.
.
·Response GuidelinesReply to the posts of two peer.docx
·
Response Guidelines
Reply to the posts of two peers in this discussion. You may want to share insights you have related to your peer's application of research concepts, or ask a clarifying question. You may choose to comment on how the article presented by your peer is relevant to your own professional interests. Each peer response need to have at least two references.
1
st
Peer posting
Chang et al. (2016) conducted a study to determine if there was an answer to the contradicting study results regarding the brain activity in schizophrenics and their siblings. Earlier research has given mixed results stating that schizophrenics have excessive brain activity and others show that they have incoherent activity. The same mixed results showed up in research on siblings of schizophrenics. This study used amplitudes of low-frequency fluctuations (ALFF) as well as regional homogeneity (Reho). The used the ALFF and Reho to track the intensity as well as any synchronization of local spontaneous neuronal activity among three groups of participants (Chang et al., 2016).
Repovs and Barch (2012) conducted a study using a similar research design but instead they were looking for how functional connectivity may differ in schizophrenics when there is no cognitive task involved, a light cognitive task, and then a more demanding cognitive task. The study used participants who were diagnosed with schizophrenia and their siblings, and health individuals and their siblings. These four different groups helped to determine if there was any difference between a sibling of an individual with schizophrenia compared to siblings that were not impaired. The study focused on the working memory of the individuals. fMRI scans were used as well as other basic imaging and recall memory assessment activities (Repovs & Barch, 2012).
The study conducted by Chang et al. (2016) was using reliable testing techniques in regards to the neuronal activity that was tracked. The sample size was not very large but did have the randomized factor by comparing the results to not one but two variables (siblings and non-related healthy individuals). Had the sample size been larger the results could likely be more generalizable. The participants were gathered using participants from a other studies the researchers had done. There were 27 participants who were diagnosed with schizophrenia, 27 non effected siblings, and 27 healthy unrelated participants. The research design was used to map the activity in the brain of all three groups in different circumstances so they could compare the results to find any commonalities or clear differences. This method of research helped to determine if there was any validity to the claims of either excessive brain activity or incoherent activity in schizophrenics and their siblings. This study seems to be a quasi-experimental study since it has a group used for comparison but it does not use random assignment (Sherperis, Young & .
·Identify the pathophysiological mechanisms of inflammatory bowe.docx
Inflammatory bowel disease and irritable bowel syndrome have different pathophysiological mechanisms but some similarities. Common treatments for inflammatory bowel disease may not work for irritable bowel syndrome. Certain patient factors like genetics, gender, ethnicity, age, or behavior could impact the pathophysiology and effective treatments for each disorder differently.
·From the e-Activity, analyze the basis for classifying courts i.docx
·
From the e-Activity, analyze the basis for classifying courts into jurisdictions, and differentiate between the key elements of courts of limited jurisdictions and courts of general jurisdictions. Describe a court of general jurisdiction in (Memphis, Tennessee) in which you mention two (2) types of cases that it can hear. Provide a rationale for your response.
·
Imagine that you are a new judge of a court in (Memphis, Tennessee) with limited jurisdiction. Determine three (3) kinds of cases that you believe you will be receiving as part of the caseload for your court. Provide specific examples of your chosen case types to support your rationale.
.
·Discuss the last three decades (1978- present) of China rapid.docx
·
Discuss the last three decades (1978- present) of China rapid economic expansion cycle (socialism market economy)
·
Outline the period after 2013, the change of new leadership (handover of president XU to XI)
·
Describe the
main features
of new normal in China and the
opportunities and challenges with leadership under Xi.
·
Consider challenges such as
the steep decline in GDP growth rate to one digit growth
,
potentially destabilise the country
,
risk for financial health
,
debt repudiation
,
over- capacity in SOE’s production
,
misuse of resources
,
environmental pollution
,
middle income trap
etc.
·
Explain the efforts of the government to reform the system. These include consumerism (demand pull), innovation, urbanization, accelerate to service industries, environment protection, diffuse bubble… slow but steadier growth strategies and change of engine not nearly change of gear
·
Elaborate the action plans: increase individualized and diversified consumer demand, increase investment in new and innovative technologies, import of high -tech products, promote services, green technologies de-leverage and burst bubbles and control over capacity…
·
Conclusions
.
·Develop a webinar presentation for staff personnel to support t.docx
·
Develop a webinar presentation for staff personnel to support the implementation and use of the new telehealth technology. Create 10–15 slides to support your presentation, including a title slide and a references slide. Cite 3–5 sources of scholarly or professional evidence.
·
List your sources on the references slide at the end of your presentation.
.
·Describe the clinical presentation of chronic kidney disease..docx
·
Describe the clinical presentation of chronic kidney disease.
·
·
Explain how you might diagnose a patient with chronic kidney disease including the role that patient history, physical exams, and diagnostics play in diagnosis.
·
Explain implications of potential treatment options for this disease including prescribed drugs.
·
Describe how patient factors (
genetics, gender, ethnicity, age, and behavior)
might impact the diagnosis and treatment of patients with chronic kidney disease.
.
·Assignment 1 Implications of Health Economic Concepts for Heal.docx
·
Assignment 1: Implications of Health Economic Concepts for Healthcare
Select at least five (5) economic concepts covered in the first four weeks’ readings, and discuss the primary manner in which these concepts impact the world of health care economics. Some examples of selected concepts are health demand and supply, elasticity, resources, health measures, and costs.
Write a four to six (4-6) page paper in which you:
Assess the value of healthcare professionals and decision makers understanding the discipline of health economics.
Defend or critique the importance of considering the complex nature of health and healthcare when examining the economic principles related to healthcare delivery.
Analyze the primary potential benefits of learning about health economics related to government involvement in healthcare economics, financing, and delivery.
Analyze the main potential benefits of learning about health economics related to private sector government involvement in healthcare economics, financing, and delivery.
Use at least five (5) current references. Three of these references must be from current peer-reviewed sources to support and substantiate your comments and perspectives.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
.
·Analyze the current uses of HTTP and HTTPS, and predict the fut.docx
·
Analyze the current uses of HTTP and HTTPS, and predict the future outlook for both protocols. Describe any foreseen changes in the frequency or way each protocol is used.
·
Identify the various uses for HTTP and HTTPS, and justify the use of one over the other. Include two examples to demonstrate the use of each protocol.
.
Wrrite 3 pages about shakespearePlease write it as s.docx
Wrrite 3 pages about shakespeare:
Please write it as simple as you can, so I can read it. Simple vocap
1.
Who is this person? (Name, photo, birth/death dates)
2.
Why is this person a noted literary figure? What they are noted for?
3.
Provide a short biography of the person’s life a little about the person’s biography,
4.
What has s/he has written?
5.
How have these works contributed to literary history?
6.
Provide a short video of the author reading or a video on their work (no more than 3 minutes).
7.
Provide a list of their major works and any major films/shows made from them.
8.
Provide appropriate reference from at least four academic sources and bring in at least three of their books or books in which they are noted.
.
What do the four parts of the Christian Biblical Narrative (i.e.,.docx
What do the four parts of the Christian Biblical Narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? From where would one find comfort and hope in the light of illness according to this narrative? Explain in detail each part of the narrative above and analyze the implications.
.
Week 3 - News StorySeeing is BelievingWhile we can easily bec.docx
Week 3 - News Story
Seeing is Believing
While we can easily become engaged in a print news story that is well-written and tailored for a specific audience, the ability of television to “show us” the news is something that has given it the edge over print news media for decades. Traditional radio also provides us with the “storytelling” aspect where we may find ourselves sitting in the car hanging on to every word of a great news story. This week, you will write a broadcast script for a television news story and for a radio news story. The television script and the radio script will both be designed for the delivery of a story that is 5 minutes in length.
Topic and Sources of Information:
The issue that you choose to write about must be current and have some relevance for your local community, city, and/or state. You must derive the information for this story from
print media only
. You will need to read several print publications for mention of the story and take notes of the facts of the story from several national publications.
For this assignment you must:
Adhere to the
Broadcast Script Template
Summarize facts and/or statistics that are relevant to the story
Develop the story for the local audience
Compare two opposing opinions about the topic
Provide proper attribution for all sources of information included (facts, statistics, images/video, and opinions).
Incorporate at least three visual elements to enhance the television story
Incorporate at least three indirect quotes (citing other sources) to enhance the radio story
A list of each of the sources must be included using the
Media News Source Template
Saving Your Work:
To maintain the formatting of your work, you are strongly encouraged to save your assignment as a PDF file. View
Saving a Word Document as a PDF
for steps on how to do this.
Check it!
Your print news stories must be submitted through Grammarly and Turnitin prior to submission.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
TEMPLET
Television Broadcast Story Script
Broadcast Network:
WTTM
Program Title:
The Farm Report
Name:
Teresa Taylor Moore
Topic:
Common Core
Time:
2 minutes
TIME
VISUAL ELEMENT
AUDIO
Inthis column, insertnumberofsecondsor minutes for each vision/audio portion of the story.
Inthis column,describe the images (piecesofvideo) thatbest representtheaudio onthe right handside. You will indicate whether they are graphics, video, of if you will be onscreen delivering the story. Remember that everything
here must align to the time frame on the left and the audio on the right. Each visual element should be included in a separate gray area of the template.
Inthis column you will adapt the written story to be broadcast. Keep in mind that some of the language will need to be modified from the written story to go with the visual elements that come along with video and to fit the time frame. If there will be audio that goes .
The paper must following the formatting guidelines in The Pub.docx
The paper must following the formatting guidelines in The Publication Manual of the American Psychological Association (2010), (6th ed., 7th printing), and contain a title page, five scholarly references, three to five pages of content, and a reference page
NOTE:- TO GET GOOD GRADE I NEED THIS THINGS PLEASE WORK ON IT
Knowledge of Content
·
Work /participation stands-out as exemplary and is accurately detailed
·
Skill in gathering, storing & retrieving data is highly evolved
·
Uses a thorough # of ref(s) and integrates them clearly and concisely. Provides links for the references
Critical Thinking
·
Integration of information is well analyzed, interpreted, and documented to meet research objectives
·
Graphically defines other systems or subsystems and can accurately identify relationships
·
Sentences are clear and well-constructed - Evidence of variety in format, length, and complexity
WRITTEN
·
No spelling, punctuation, and/or grammatical errors are readily apparent
·
No APA errors are readily apparent
.
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- 1. In your response ask Foster 2 questions that should help him explain more . Janice was 8years old born to a family of three siblings and lovely parents. The parents had endeavored to give the children equal love by providing everything from food to gifts in equal measures. As a matter of fact, this had presented a warm environment for articulation and expression of the children. Good reports had always been given about the children by the teachers at school except from Janice. Moreover, the children had extensively participated in an array of clubs in school. It was, therefore, a call for concern especially from the teachers when Janice appeared to be relatively withdrawn compared to her aggressive and outgoing sisters. Mr. Patrick had reported that the child was rarely involved in class discussion and could only voice her view when prompted by the teacher. Additionally, she seemed to be engrossed in her world an indication of an outright disconnect from class. Her friend, Victoria also noted that she had severally dismissed her insisting that she wanted to be left alone. Her performance was dismal, and this was becoming worse with time. She was also shy to participate in any class role that would involve articulation and presentation. Besides, her self-esteem had drastically been affected when she failed to give a presentation only to retreat halfway eloquently. This had drawn jeers and despicable laughter from the class who portrayed her as a coward and a shy girl. It is this situation that had prompted the teacher to have a meeting with Janice parents on how they could address the situation. Apparently, Janice seriously needed help before the situation could become terrible culmination to use of drugs as a means of solace as it had been observed in other students.
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