This study evaluated a web-based training resource called "Keeping Families and Children in Mind" designed to train clinicians working with families where a parent has a mental illness. Focus groups and questionnaires with participants from urban and rural training sites found that the training increased participants' knowledge, skills, and confidence working with these families. It emphasized the importance of collaborative, family-focused care. Participants responded positively to the interactive design of the resource, including video narratives, but noted that using the extensive materials would require time and commitment. The facilitators highlighted both benefits and challenges to delivering the training using the web-based resource.
A presentation given by Prof. Phil Robinson at The Journey, CHA Conference 2012, in the 'Innovations in Mental Health Care for Children and Young People' stream.
A presentation given by Nick Kowalenko at The Journey, CHA Conference 2012, in the 'Innovations in Mental Health Care for Children and Young People' stream.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
A presentation given by Prof. Phil Robinson at The Journey, CHA Conference 2012, in the 'Innovations in Mental Health Care for Children and Young People' stream.
A presentation given by Nick Kowalenko at The Journey, CHA Conference 2012, in the 'Innovations in Mental Health Care for Children and Young People' stream.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
2014-01-22 Dr Ulf Hansson Maternal Mental Health Seminar UNESCO Centre NI
Dr Ulf Hansson presents on UNESCO Centre Chiidren and Youth Programme report, 'Mental Health and Poverty: The Impact on Children's Educational Outcomes', at a packed seminar in the Stormont Hotel Belfast, Wednesday 22nd January 2014
Presentation by Dr Jan Macvarish, entitled The Uses and Abuses of Biology: Neuroscience, Parenting and British Family Policy, given to the conference of the same name on Friday 28 March 2014, Birkbeck, London University. The conference was organised by the Centre for Parenting Culture Studies, the University of Kent.
Transforming Care: Share and Learn Webinar – 29 March 2018NHS England
Topic One: "The ERIN Initiative"
Guest speakers: Susan Holloway, NHS Chorley & South Ribble CCG and NHS Greater Preston CCG and Sheila Roberts, Lancashire Care NHS Foundation Trust
The aim of "The ERIN (Education, Resources, Interventions and Networking) Initiative" is to provide a local, accessible, responsive, early assessment and intervention service for children aged 0-5 years who may be placed on the pre-school Autism Spectrum Disorder (ASD) pathway.
This webinar reports on the progress made during a pilot which commenced on 1st October 2017 to implement a service which deals with complex/challenging behaviors of children who may or may not go on to have a diagnosis with autism.
Topic Two: An introduction and brief overview of the Source4Networks platform
Session led by Rob Cockburn, Sustainable Improvement Team, NHS England
This topic provides an introduction and brief overview of the Source4Networks platform and its potential to support the Transforming Care Programme.
A brief research overview connecting parenting education with health related outcomes for children and families. Created by the Parenting Education team at Oregon State University with funding from the Oregon Parenting Education Collaborative.
Parental Stress among Parents of Children with Autistic, Language Impairment ...ijtsrd
This research is a comparative study of stress between parents having normal children, and parents having children with autism, speech and hearing impairment. The study conducted was on parents of children between the age group of 4 to 15 years old and the age group of parent was 25 60. The study was conducted on 30 parents of children with autism and 30 parents of children with speech hearing impairment 30 parents with normal children. The parental stress scale by Judy O Berry and Warron H Jones was used for the study. The responses were scored according to the manual and the data was analyzed employing appropriate statistical methods using SPSS. The results show that parental stress was high on parents of children with autism than parents with normal children and speech hearing impairment children. Parents of children having autism scored highest mean 48.700 which shows autistic child’s parent experience more stress. The results indicate that parent’s age is a differentiator on parental stress among parents with normal children. The age group of parents with 25 35 got higher mean rank 20.11 than the other age groups 36 45 and 46 60 which shows that as the age increases stress levels decreases. Dr. R Krishnan Bhatt | Dr. Kiran Babu N. C | Ms. Grace Rini Roy "Parental Stress among Parents of Children with Autistic, Language Impairment and Normal Children" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33480.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/psychology/33480/parental-stress-among-parents-of-children-with-autistic-language-impairment-and-normal-children/dr-r-krishnan-bhatt
…if one of the primary purposes of education is to teach young .docxanhlodge
“…if one of the primary purposes of education is to teach young people the skills, knowledge, and critical awareness to become productive members of a diverse and democratic society, a broadly conceptualize multicultural education can have a decisive influence.” Textbook page 338.
What steps do you think schools can or should take to promote our democracy in today’s very diverse country?
Food festivals and celebrating a cultural holiday will not be accepted as an answer. Those are examples of tokenism to make the dominant culture feel like they are doing something. These two activities are fun and interesting, but not how we will strengthen our democracy.
.
✍Report OverviewIn this assignment, you will Document an.docxanhlodge
✍
Report Overview
In this assignment, you will
Document and reflect on your university education and on learning experiences outside of the university;
Articulate how your upper-level coursework is an integrated and individualized curriculum built around your interests; and
Highlight the experiences, skills, and projects that show what you can do.
A successful report submission will be the product of many hours of work over several weeks.
A report earning maximum available points will be a carefully curated and edited explanation of your work that provides tangible evidence of—and insights into—your competencies and capabilities over time. In each section of this report, you are (1) telling a story about your own abilities, and (2) providing specific examples and evidence that illustrate and support your claims.
✍
Required Report Sections
Here the sections are listed as they must appear in your final graded submission. You’ll arrange the sections in this order when
submitting
the final report BUT you won’t follow this order when
writing
drafts of each section.
Note that each section description contains a Pro Tip that tells you how to proceed with the work – what to attempt first, second, and third, etc.
❖ I. Statement of Purpose ❖
Step 1.
Read these four very different
examples of successful Statement of Purpose sections
.
Step 2.
Consider the differences in tone, style, level of detail etc. Your own statement of purpose may resemble one of these. Indeed, writing a first draft based on an example or combination of examples is a good idea. BUT don’t let these examples limit your thinking or personal expression. You may want to begin with a quote from a famous person, use a quote from your mom, or skip the quote. You may want to discuss your personal motivations or get right down to the facts. You may want to list your classes or discuss how your work-life led you to this path.
Step 3.
Write a rough draft – let’s call that Statement of Purpose 1.0. Write Statement of Purpose 1.0 as quickly as you can and then put it away until after you have completed most of the report. Forget about Statement of Purpose 1.0 until most of your report is at least in draft form.
Step 4.
Once you have a draft of all sections of your report, you are in a good position to revise Statement of Purpose 1. You are ready for Step 4. Take Statement of Purpose 1.0 out its dusty vault and hold it up to the sun. Ah. Now read your report draft and compare it to the claims you made in Statement of Purpose 1.0. Ask yourself these questions:
Does Statement of Purpose 1.0. accurately introduce my report?
Are there important ideas or representative experiences in the report that should be highlighted in the Statement of Purpose but aren’t? Remember this isn’t a treasure hunt where its your reader’s job to figure out what matters. It’s your job to show the reader what matters.
If Statement of Purpose 1.0. isn’t the best map it can be for th.
More Related Content
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2014-01-22 Dr Ulf Hansson Maternal Mental Health Seminar UNESCO Centre NI
Dr Ulf Hansson presents on UNESCO Centre Chiidren and Youth Programme report, 'Mental Health and Poverty: The Impact on Children's Educational Outcomes', at a packed seminar in the Stormont Hotel Belfast, Wednesday 22nd January 2014
Presentation by Dr Jan Macvarish, entitled The Uses and Abuses of Biology: Neuroscience, Parenting and British Family Policy, given to the conference of the same name on Friday 28 March 2014, Birkbeck, London University. The conference was organised by the Centre for Parenting Culture Studies, the University of Kent.
Transforming Care: Share and Learn Webinar – 29 March 2018NHS England
Topic One: "The ERIN Initiative"
Guest speakers: Susan Holloway, NHS Chorley & South Ribble CCG and NHS Greater Preston CCG and Sheila Roberts, Lancashire Care NHS Foundation Trust
The aim of "The ERIN (Education, Resources, Interventions and Networking) Initiative" is to provide a local, accessible, responsive, early assessment and intervention service for children aged 0-5 years who may be placed on the pre-school Autism Spectrum Disorder (ASD) pathway.
This webinar reports on the progress made during a pilot which commenced on 1st October 2017 to implement a service which deals with complex/challenging behaviors of children who may or may not go on to have a diagnosis with autism.
Topic Two: An introduction and brief overview of the Source4Networks platform
Session led by Rob Cockburn, Sustainable Improvement Team, NHS England
This topic provides an introduction and brief overview of the Source4Networks platform and its potential to support the Transforming Care Programme.
A brief research overview connecting parenting education with health related outcomes for children and families. Created by the Parenting Education team at Oregon State University with funding from the Oregon Parenting Education Collaborative.
Parental Stress among Parents of Children with Autistic, Language Impairment ...ijtsrd
This research is a comparative study of stress between parents having normal children, and parents having children with autism, speech and hearing impairment. The study conducted was on parents of children between the age group of 4 to 15 years old and the age group of parent was 25 60. The study was conducted on 30 parents of children with autism and 30 parents of children with speech hearing impairment 30 parents with normal children. The parental stress scale by Judy O Berry and Warron H Jones was used for the study. The responses were scored according to the manual and the data was analyzed employing appropriate statistical methods using SPSS. The results show that parental stress was high on parents of children with autism than parents with normal children and speech hearing impairment children. Parents of children having autism scored highest mean 48.700 which shows autistic child’s parent experience more stress. The results indicate that parent’s age is a differentiator on parental stress among parents with normal children. The age group of parents with 25 35 got higher mean rank 20.11 than the other age groups 36 45 and 46 60 which shows that as the age increases stress levels decreases. Dr. R Krishnan Bhatt | Dr. Kiran Babu N. C | Ms. Grace Rini Roy "Parental Stress among Parents of Children with Autistic, Language Impairment and Normal Children" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33480.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/psychology/33480/parental-stress-among-parents-of-children-with-autistic-language-impairment-and-normal-children/dr-r-krishnan-bhatt
Similar to ‘Keeping families and children in mind’ an evaluation ofa w.docx (20)
…if one of the primary purposes of education is to teach young .docxanhlodge
“…if one of the primary purposes of education is to teach young people the skills, knowledge, and critical awareness to become productive members of a diverse and democratic society, a broadly conceptualize multicultural education can have a decisive influence.” Textbook page 338.
What steps do you think schools can or should take to promote our democracy in today’s very diverse country?
Food festivals and celebrating a cultural holiday will not be accepted as an answer. Those are examples of tokenism to make the dominant culture feel like they are doing something. These two activities are fun and interesting, but not how we will strengthen our democracy.
.
✍Report OverviewIn this assignment, you will Document an.docxanhlodge
✍
Report Overview
In this assignment, you will
Document and reflect on your university education and on learning experiences outside of the university;
Articulate how your upper-level coursework is an integrated and individualized curriculum built around your interests; and
Highlight the experiences, skills, and projects that show what you can do.
A successful report submission will be the product of many hours of work over several weeks.
A report earning maximum available points will be a carefully curated and edited explanation of your work that provides tangible evidence of—and insights into—your competencies and capabilities over time. In each section of this report, you are (1) telling a story about your own abilities, and (2) providing specific examples and evidence that illustrate and support your claims.
✍
Required Report Sections
Here the sections are listed as they must appear in your final graded submission. You’ll arrange the sections in this order when
submitting
the final report BUT you won’t follow this order when
writing
drafts of each section.
Note that each section description contains a Pro Tip that tells you how to proceed with the work – what to attempt first, second, and third, etc.
❖ I. Statement of Purpose ❖
Step 1.
Read these four very different
examples of successful Statement of Purpose sections
.
Step 2.
Consider the differences in tone, style, level of detail etc. Your own statement of purpose may resemble one of these. Indeed, writing a first draft based on an example or combination of examples is a good idea. BUT don’t let these examples limit your thinking or personal expression. You may want to begin with a quote from a famous person, use a quote from your mom, or skip the quote. You may want to discuss your personal motivations or get right down to the facts. You may want to list your classes or discuss how your work-life led you to this path.
Step 3.
Write a rough draft – let’s call that Statement of Purpose 1.0. Write Statement of Purpose 1.0 as quickly as you can and then put it away until after you have completed most of the report. Forget about Statement of Purpose 1.0 until most of your report is at least in draft form.
Step 4.
Once you have a draft of all sections of your report, you are in a good position to revise Statement of Purpose 1. You are ready for Step 4. Take Statement of Purpose 1.0 out its dusty vault and hold it up to the sun. Ah. Now read your report draft and compare it to the claims you made in Statement of Purpose 1.0. Ask yourself these questions:
Does Statement of Purpose 1.0. accurately introduce my report?
Are there important ideas or representative experiences in the report that should be highlighted in the Statement of Purpose but aren’t? Remember this isn’t a treasure hunt where its your reader’s job to figure out what matters. It’s your job to show the reader what matters.
If Statement of Purpose 1.0. isn’t the best map it can be for th.
☰Menu×NURS 6050 Policy and Advocacy for Improving Population H.docxanhlodge
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NURS 6050 Policy and Advocacy for Improving Population Health
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Course Calendar
Syllabus
Course Information
Resource List
Support, Guidelines, and Policies
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
.
▪ Learning Outcomes1.Understand the basic concepts and termin.docxanhlodge
▪
Learning Outcomes:1.
Understand the basic concepts and terminology used in Strategic Management. (Lo 1.2)2.
Understand the Corporation Social Responsibility
(Lo 1.4).3.
Explain how executive leadership is an important part of strategic management (Lo 3.4)
✓
Question 1
: How does strategic management typically evolve in a corporation? (
1Mark)
✓
Question 2
: Discuss the influence of globalization, social responsibility and environmental sustainability on strategic management of a corporation.(
2 Marks
)
✓
Question 3:
In what ways can a corporation’s structure and culture be internal strengths or weaknesses? Justify your answer by examples from real market. (
1Mark)
✓
Question 4:
When does a corporation need a board of directors? Justify your answer by an example from Saudi market.
(1 Mark)
Notes:
-
Your answers
(for the
4
questions)
MUST include at least
three scholarly peer-reviewed references
,
using a proper referencing style (APA).
Keep in mind that these scholarly references
can be found
in the
Saudi Digital Library (SDL).
-
Make sure to support your statements with logic and argument, citing all sources referenced.
Your answers should not include m
.
● What are some of the reasons that a MNE would choose internationa.docxanhlodge
● What are some of the reasons that a MNE would choose international expansion through an acquisition? An IJV? An alliance?
● What are the variables that would influence the decision?
● Which choice do you believe is best for the likely benefit of the firm? (Cite and reference).
.
▶︎ Prompt 1 Think about whether you identify with either Blue or .docxanhlodge
▶︎ Prompt 1:
Think about whether you identify with either Blue or Red or "Left vs. Right" characteristics of conservative or liberal, left or right America. Do you see yourself, or the people in the place you grew up, on either side of the divide, or perhaps in a different political category? Share some ways in which you identify with some of the descriptions, or ways in which they seem foreign to you.
I'll attach the picture below
.
⁞ InstructionsChoose only ONE of the following options .docxanhlodge
⁞ Instructions
Choose only
ONE
of the following options below and, in your post, write a paraphrase that avoids plagiarism of the paragraph you have chosen. Your paraphrase can be as long as the excerpt you have chosen, but should not duplicate any phrasing from the excerpt. If you must, you can quote up to three words in a phrase.
Choose to paraphrase ONE of the excerpts below:
Option 1
Morrison began writing Sula in 1969, a time of great activism among African Americans and others who were working toward equal civil rights and opportunities. The book addresses issues of racism, bigotry, and suppression of African Americans; it depicts the despair people feel when they can't get decent jobs, and the determination of some to survive. Eva, for example, cuts off her leg in order to get money to raise her family. Morrison shows how, faced with racist situations, some people had to grovel to whites simply to get by, as Helene does on a train heading through the South. Others, however, fought back, as Sula does when she threatens some white boys who are harassing her and Nel.
or
Option 2
In 1993, Morrison was awarded the Nobel Prize for literature, and thus became the first African American and only the eighth woman ever to win the award. According to Maureen O'Brien in Publishers Weekly, Morrison said, "What is most wonderful for me personally is to know that the Prize has at last been awarded to an African American. I thank God that my mother is alive to see this day." In 1996, she received the National Book Foundation Medal for Distinguished Contribution to American Letters.
.
⁞ InstructionsChoose only ONE of the following options below.docxanhlodge
⁞ Instructions
Choose only
ONE
of the following options below and, in your post, write a paraphrase that avoids plagiarism of the paragraph you have chosen. Your paraphrase can be as long as the excerpt you have chosen, but should not duplicate any phrasing from the excerpt. If you must, you can quote up to three words in a phrase.
When you are done posting your paraphrase, reply to at least one classmate’s paraphrase, commenting on what s/he has done well and what s/he can improve with the wording. Your response should be written in no fewer than 75 words.
Choose to paraphrase ONE of the excerpts below:
Option 1
Morrison began writing Sula in 1969, a time of great activism among African Americans and others who were working toward equal civil rights and opportunities. The book addresses issues of racism, bigotry, and suppression of African Americans; it depicts the despair people feel when they can't get decent jobs, and the determination of some to survive. Eva, for example, cuts off her leg in order to get money to raise her family. Morrison shows how, faced with racist situations, some people had to grovel to whites simply to get by, as Helene does on a train heading through the South. Others, however, fought back, as Sula does when she threatens some white boys who are harassing her and Nel.
or
Option 2
In 1993, Morrison was awarded the Nobel Prize for literature, and thus became the first African American and only the eighth woman ever to win the award. According to Maureen O'Brien in Publishers Weekly, Morrison said, "What is most wonderful for me personally is to know that the Prize has at last been awarded to an African American. I thank God that my mother is alive to see this day." In 1996, she received the National Book Foundation Medal for Distinguished Contribution to American Letters.
Your discussion post will be graded according to the following criteria:
- Clear paraphrase the selected text in your own words with minimal use of quotations
.
⁞ InstructionsAfter reading The Metamorphosis by Frank .docxanhlodge
⁞ Instructions
After reading
The Metamorphosis
by Frank Kafka , choose
one
of the following assertions and write a 200-word response supporting why you agree or disagree with it.
Gregor’s transformation highlights his isolation and alienation before his metamorphosis.
Or
Despite having become an insect, Gregor is more humane and sensitive than his family.
Or
If Gregor had been a stronger person, he would have been able to avoid all of the suffering and alienation he endures.
.
⁞ InstructionsAfter reading all of Chapter 5, please se.docxanhlodge
⁞ Instructions:
After reading all of
Chapter 5
, please select
ONE
of the following
primary source readings
:
“Utilitarianism” by John Stuart Mill
(starting on page 111)
-or-
“A Theory of Justice” by John Rawls
(starting on page 115)
-or-
“The Entitlement Theory of Justice” by Robert Nozick
(starting on page 122)
Write a short, objective summary of
250-500 words
which summarizes the main ideas being put forward by the author in this selection. Your summary should include no direct quotations from any author. Instead, summarize in your own words, and include a citation to the original. Format your Reading Summary assignment according to either MLA or APA formatting standards, and attach as either a .doc, .docx, or .rtf filetype. Other filetypes, or assignments that are merely copy/pasted into the box will be returned ungraded.
.
⁞ InstructionsAfter reading all of Chapter 2, please select.docxanhlodge
⁞ Instructions:
After reading all of
Chapter 2
, please select
ONE
of the following
primary source readings
:
“Anthropology and the Abnormal” by Ruth Benedict
(starting on page 33)
-or-
“Trying Out One’s New Sword” by Mary Midgley
(starting on page 35)
Write a short, objective summary of
250
which summarizes the main ideas being put forward by the author in this selection.
Write a short summary that identifies the thesis and outlines the main argument.
Reading summaries are not about your opinion or perspective – they are expository essays that explain the content of the reading.
All reading summaries must include substantive content based on the students reading of the material.
Reading Material: Doing Ethics
ORIGINIAL WORK. NO PLAGIARISM
.
⁞ Instructions After reading all of Chapter 9, please .docxanhlodge
⁞ Instructions:
After reading all of
Chapter 9
, please select the following
primary source reading
:
“A Defense of Abortion” by Judith Jarvis Thomson
(starting on page 237)
Write a short, objective summary of
250-500 words
which summarizes the main ideas being put forward by the author in this selection. Your summary should include no direct quotations from any author. Instead, summarize in your own words, and include a citation to the original. Format your Reading Summary assignment according to either MLA or APA formatting standards, and attach as either a .doc, .docx, or .rtf filetype. Other filetypes, or assignments that are merely copy/pasted into the box will be returned ungraded.
.
…Multiple intelligences describe an individual’s strengths or capac.docxanhlodge
“…Multiple intelligences describe an individual’s strengths or capacities; learning styles describe an individual’s traits that relate to where and how one best learns” (textbook quote, [H2] Learning Styles].
This week you’ve read about the importance of getting to know your students in order to create relevant and engaging lesson plans that cater to multiple intelligences and are multimodal.
Assignment Instructions:
A. Using
SurveyMonkey
, create a survey that has:
At least five questions based on Gardner’s theory
Five questions on individual learning style inventory
A specific targeted student population grade level (elementary/ middle/ high school/adults)
Include the survey link for your peers
B. Post a minimum 150 word introduction to your survey, using at least one research-based article (cited in APA format) explaining how it will:
Evaluate students’ readiness
Assist in the creation of differentiated lesson plans.
.
•••••iA National Profile ofthe Real Estate Industry and.docxanhlodge
•••••i
A National Profile of
the Real Estate Industry and
the Appraisal Profession
by J. Reid Cummings and Donald R. Epley, PhD, MAI, SRA
FEATURES
T
J- he
he real estate industry has been devastated on many fronts' in the years
following the Great Recession, whieh began in 2007^ due to the bursting of the
housing bubble and the subsequent finaneial crisis relating to the mortgage
market meltdown.' The implosion of the mortgage markets initially began when
two Bear Stearns mortgage-backed securities hedge funds, holding nearly $10
billion in assets, disintegrated into nothing.* Panie quickly spread to financial
institutions that could not hide the extent of their toxic, subprime exposures, and
a massive, worldwide credit squeeze ensued; outright fear soon replaced panic.
Subsequent eredit tightening and substantial illiquidity in the financial markets
rapidly and severely affected the housing and construction markets.' Throughout
the United States, properties of all kinds saw dramatic value declines.
In thousands of cases, real estate foreclosures disrupted people's lives,
forced businesses to close, eaused financial institutions to falter, capsized wbole
market segments, devastated entire industries, and squeezed municipal and state
government budgets dependent upon use and property tax revenues.* While the
effeets of property value declines and the waves of foreclosures in markets across
the country captured most of the headlines, one significant impact of the upheaval
in US real estate markets has gone largely unreported: its impact on employment
in the real estate industry, and specifically, the real estate appraisal profession.
This article presents a
current employment
profile of the US real
estate industry, with
special attention given
to appraisal profes-
sionals. It serves as an
informative picture of
the appraisal profession
for use as a benchmark
for future assessment
of growth. As a
component of the real
estate industry, the
appraisal profession
ranks as the smallest
in employment, is
highly correlated to
movements in empioy-
ment of brokers and
agents, and relies on
commerciai banking,
credit, and real estate
lessors and managers
to deliver its products.
1. James R. DeLisle, "At the Crossroads of Expansion and Recession," TheAppraisalJournal 75, no. 4 (Fall 2007):
314-322; James R. DeLisle, "The Perfect Storm Rippiing Over to Reai Estate," The Appraisal Journal 76, no,
3 (Summer 2008): 200-210.
2. Randaii W. Eberts, "When Wiii US Empioyment Recover from tiie Great Recession?" International Labor Brief
9, no. 2 (2011): 4-12 (W. E. Upjohn Institute for Employment Research): Chad R. Wilkerson, "Recession and
Recovery Across the Nation: Lessons from History," Economic Review 94, no. 2 (2009): 5-24.
3. Kataiina M. Bianco, The Subprime Lending Crisis: Causes and Effects of the Mortgage Meltdown (New York:
CCH, inc., 2008): Lawrence H. White, "Fédérai Reserve Policy and the Housing Bubbie," in Lessons Fro.
Let us consider […] a pair of cases which I shall call Rescue .docxanhlodge
“Let us consider […] a pair of cases which I shall call Rescue I and Rescue II. In the first Rescue story we are hurrying in our jeep to save some people – let there be five of them – who are imminently threatened by the ocean tide. We have not a moment to spare, so when we hear of a single person who also needs rescuing from some other disaster we say regretfully that we cannot rescue him, but must leave him to die. To most of us, this seems clear […]. This is Rescue I and with it I contrast Rescue II. In this second story we are again hurrying to the place where the tide is coming in in order to rescue the party of people, but this time it is relevant that the road is narrow and rocky. In this version, the lone individual is trapped (do not ask me how) on the path. If we are to rescue the five we would have to drive over him. But can we do so? If we stop he will be all right eventually: he is in no danger unless from us. But of course, all five of the others will be drowned. As in the first story, our choice is between a course of action that will leave one man dead and five alive at the end of the day and a course of action which will have the opposite result. (Philippa Foot, “Killing and Letting Die,” from Abortion and Legal Perspectives, eds. Garfield and Hennessey, 2004, University of Massachusetts Press)
1. What would Mill tell the rescuer to do, in Rescue I and Rescue II, according to his theory of utilitarianism? Be clear in explaining Mill’s recommendation, and how he would justify it. In doing so, you must include a discussion of the following:
o The Principle of Utility and how it would specifically apply in this situation—who gets “counted” and how?
2. What would Kant tell the rescuer to do, in Rescue I and Rescue II, according to his deontological theory? Be clear in explaining Kant’s recommendation and how he would justify it. In doing so, you must include a discussion of the following:
o The first version of the Categorical Imperative and how it would specifically apply in these two situations (hint, you have to say what the maxim would be and what duty would be generated according to it).
o The second version of the Categorical Imperative and how it would specifically apply in this situation.
3. Explain one criticism of both Mill and Kant. Afterward, argue for which ethical approach, on your view is superior. Be specific and provide reasons for your claim.
.
• Enhanced eText—Keeps students engaged in learning on th.docxanhlodge
• Enhanced eText—Keeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic practice
allows students to apply the very concepts they are reading about. Combining
resources that illuminate content with accessible self-assessment, MyLab
with Enhanced eText provides students with a complete digital learning
experience—all in one place.
• MediaShare for Business—Consisting of a curated collection of business
videos tagged to learning outcomes and customizable, auto-scored
assignments, MediaShare for Business helps students understand why they
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Introduction – provide a background of the selected organization.
Risk #1
Description
Impact on organization
Recommendation on how to manage it
Risk #2
Description
Impact on organization
Recommendation on how to manage it
Risk #3
Description
Impact on organization
Recommendation on how to manage it
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‘Keeping families and children in mind’ an evaluation ofa w.docx
1. ‘Keeping families and children in mind’: an evaluation of
a web-based workforce resourcecfs_731 192..200
Andrea Reupert*, Kim Foster†, Darryl Maybery‡, Kylie Eddy§
and Elizabeth Fudge¶
*Senior Lecturer, Department of Rural and Indigenous Health,
Monash University, Moe, Victoria, †Associate Professor,
Mental Health Nursing, University of Sydney, Camperdown,
NSW, ‡Associate Professor of Rural Mental Health,
Department of Rural and Indigenous Health, Monash University
& Gippsland Medical School, Moe, Victoria, and
§Workforce Development Officer, ¶Project Manager, Children
Of Parents with a Mental Illness (COPMI) national
initiative, North Adelaide, South Australia, Australia
A B S T R AC T
This study outlines pilot evaluation data of the web-based
training
resource ‘Keeping Families and Children in Mind’, designed for
clini-
cians who work with families where a parent has a mental
illness. The
resource was developed from scoping existing workforce
packages
and in consultation with consumers, carers, researchers and
mental-
health clinicians. Preliminary evaluation data were collected
2. from an
urban and a rural site in Australia via focus group interviews
and pre-
and post-training questionnaires to ascertain the experiences of
those
who participated in the training. Additionally, training
facilitators
were invited to maintain journals in order to identify planning
and
implementation issues when using the resource. Post-training,
partici-
pants emphasized the need to work collaboratively with others,
as
well as the importance of acknowledging and working with the
family
members of consumers, especially children. Also, participants
reported positive changes in knowledge, skill and confidence
when
working with families affected by parental mental illness.
Facilitators
highlighted technology issues and the need to work interactively
with
participants when using the resource. Recommendations
regarding
policy and future research conclude this paper.
Correspondence:
Andrea Reupert,
Department of Rural and Indigenous
Health,
Monash University,
PO BOX 973,
Moe, Victoria,
Australia
E-mail: [email protected]
Keywords: children, evaluation,
3. families, parental mental illness,
web-based workforce training
Accepted for publication: August 2010
I N T R O D U C T I O N
Mental illness is a family affair, particularly where a
parent, with dependent children, has a mental illness.
Several studies indicate that children where a parent
has a mental illness may be at twice the risk of devel-
oping a mental illness diagnosis compared to other
children (Black et al. 2003; Park et al. 2003; Cunning-
ham et al. 2004; Leschied et al. 2005; Edwards et al.
2006). Other studies highlight the range of behav-
ioural, interpersonal, academic and other difficulties
that children of parents with a mental illness might
face (Rutter & Quinton 1984; Farahati et al. 2003;
Maughan et al. 2007; Reupert & Maybery 2007). An
epidemiological study has estimated that between 21
and 23% of all families have, or have had, at least one
parent with a mental illness (Maybery et al. 2009).
Thus, given the prevalence of families affected by
parental mental illness and the potential difficulties
they face, it is important that the mental-health work-
force is appropriately skilled at identifying and subse-
quently intervening with children and their parents.
This paper describes a web-based training resource,
‘Keeping Families and Children in Mind’ designed for
the mental-health workforce, and the results of a pilot
evaluation of the resource.
While there is ample evidence highlighting the need
for early intervention, children living in families where
5. stance abuse (Glynn et al. 2006). Family-sensitive
practice is beneficial to the consumer as well as other
family members, by reducing a family’s subjective
burden of care and increasing their level of self-care
and emotional functioning (Glynn et al. 2006). Fur-
thermore, acknowledging and working with children
of parent consumers improves family functioning and
children’s understanding of their parent’s disorder as
well as a reduction in children’s internalizing symp-
toms (Beardslee et al. 2008). Given the efficacy of a
family-sensitive approach, it is imperative that training
is designed and developed in ways that addresses
the current skill and knowledge gaps found in the
workforce.
In response to the training needs of the mental-
health workforce, a resource ‘Keeping Families and
Children in Mind’ was developed by the Australian
National COPMI (Children of Parents with a Mental
Illness) initiative through scoping existing workforce
packages and then identifying main themes and issues
across these packages (Reupert et al. 2009). Addition-
ally, the resource was developed using a Delphi
process (see Note 1) with 14 experts consisting
of consumers, carers, researchers and mental-health
clinicians (Whitman et al. 2009). These experts
responded to questions about curriculum content and
teaching processes in three Delphi ‘rounds’ until con-
sensus was reached. In this process, experts were
asked to summarize themes (generated from previous
Delphi rounds) that resulted in the final six core
modules of the resource (see Table 1).
The resulting Keeping Families and Children in Mind:
COPMI Mental HealthWorker Education Resource deliv-
6. ers an interactive, audio and video material using Web
2 technology. Clinicians might focus only on those
modules that are of interest and/or need or undertake
all six modules. The resource includes a variety of
educative web pages and links, and video and audio
inserts of families describing what it is like to live with
parental mental illness as well as clinicians reporting
Table 1 The six modules of ‘Keeping Families and Children in
Mind: COPMI Mental Health Worker Education
Resource’
1 Mental Health and Families – introduces a family where a
parent experiences mental illness. Information is also provided
by parents, children and workers about factors that contribute to
mental health and illness, stigma and mental illness and
family support.
2 The Parent – introduces a second family. Information is
provided about the impact of mental illness on parenting, the
impact of parenting on mental illness and the recovery process.
3 The Child – provides an opportunity to reflect on the
experiences of children in two families where a parent
experiences
mental illness. Information is provided on risk and protective
factors that influence child well-being, including the impact
of parental mental illness on child development. There are
demonstrations of how talking to children can assist in their
understanding of what is happening at home.
4 The Family – highlights the importance and influence of the
family unit in the recovery of a parent who experiences mental
illness, including influences on family functioning, family
resilience and working with families using a strengths-based
approach.
8. the authors). Consequently, as there are likely to be
hundreds and perhaps thousands of clinicians who
will use this resource, it is essential to report initial
data about the utility of the resource. Currently, a
further evaluation of the large-scale roll out is
planned, although it will take some time to collect and
analyse a larger data set. Thus, this paper summarizes
preliminary efficacy data from the piloting of the
training resource.
M E T H O D
Training was conducted at a rural and an urban site,
in two Australian states (Victoria and Tasmania). The
workshops were each presented by two female facili-
tators with extensive backgrounds in mental health
and workforce training. The training for the rural site
took place over two half days with 23 participants,
while training in the urban site went for a full day
and included 14 participants. Training participants
came from a range of services including child and
adolescent and adult mental-health agencies, non-
government agencies and hospitals, and from disci-
plines including psychiatry, social work, education
and consumer and carer groups. The purpose of the
training, at both sites, was to introduce participants to
the broad issues related to families where a parent has
a mental illness, and to identify where to access infor-
mation about mental illnesses for families and clini-
cians. Participation in the training was not dependent
on participation in the evaluation, and ethics approval
was provided by the Monash University Standing
Committee on Ethics in Research Involving Humans.
Data were drawn from three sources. First, partici-
pants were invited to participate in focus group
9. interviews to gain their views on the resource
and, second, to complete anonymous pre- and
post-program questionnaires to quantify short-term
changes in learning. Finally, training facilitators
completed journals in order to identify planning and
implementation issues.
Focus group interviews
Across the two focus groups held at the two sites, there
were a total of 28 participants, eight men and 20
women. Focus group questions aimed to determine
potential changes in knowledge, attitude and practice,
for example:
• What did you learn, if anything, as a result of being
shown the resource?
• Has the resource changed any attitudes or ways of
looking at consumers you previously had, if at all?
• In what ways, if any, do you think the resource will
change the way you practice?
With permission, the focus groups were audiotaped
and subsequently transcribed. Data were then analy-
sed using an open coding system, attaching labels to
lines or paragraphs of data and then describing the
data at a concrete level, before moving to a more
conceptual level (Anfara et al. 2002), first within each
focus group transcript and then across the two tran-
scripts. This descriptive and iterative analytic process
aimed to meaningfully classify codes into themes.
Questionnaires
11. issues, and then after the workshop, to highlight imple-
mentation matters. Pre-training questions included:
• What issues did you encounter in planning the
training? How did you overcome them? Or what
was required to overcome them?
• How did you decide which aspects of the resource
to use/not use?
Post-training questions included:
• What worked well when using the resource? What
didn’t work so well and why?
• What, if anything, do you think needs to change
about the resource?
• What facilitation skills were particularly important
in using the resource in workshop format?
• What issues did you encounter when using the
resource?
Facilitators were instructed to not censure them-
selves, nor be concerned about spelling or grammar.
They were not required to include their name on the
journal. Journals were analysed using the same the-
matic analysis approach employed with the focus
group transcripts.
R E S U LT S
Focus groups
Three themes emerged of participants’ experiences of
12. the training in terms of (i) views on the resource; (ii)
impact of the training on attitude and practice; and
(iii) possibilities for implementation.
Views on the resource
Participants expressed very positive views on the
resource, identifying it as a quality production with
comprehensive content and as a valuable resource for
clinicians from a range of child and adult healthcare
settings, particularly in rural and remote settings. The
emphasis on working together with families, rather
than simply focusing on diagnosis and assessment,
was appreciated. A strength of the resource was its
interactivity and the life-like depiction of issues expe-
rienced by children and families:
I thought that the narratives and the case studies were excel-
lent around mental health and placing that in the context of
the family . . .
Participants particularly enjoyed the video clips,
which they considered very effective for learning, ‘. . .
it holds your attention much more than just reading
. . . it brings it to life’.
Some participants considered the resource to be
quite lengthy and that it took time to learn to navigate
and become familiar with it. They acknowledged that
working through the resource in addition to their
workload would require commitment, ‘. . . if you
don’t block out time, you’ll just be too busy’.
However, the flexibility and ability to choose which
modules and content to read were helpful, ‘. . . the
13. advantage is that you can go in and pick the bits you
need’.
In the workshops, the opportunity to interact and
discuss issues with others, including consumers and
carers, and listen to their insights and practices, added
to the experience.
. . . one of the things that I got the most out of was having a
consumer presence in the training session. It was actually him
and his carer . . . so you were able to get the carer’s perspec-
tive, the consumer’s perspective, and that was good.
The training facilitators’ ability to identify each
group’s needs and tailor the workshop accordingly
was an important aspect of training. Reliable internet
access was integral to its effectiveness, with broadband
access and slow running of computers, a frustration
for some participants.
Impact of the training on attitude and practice
The most prominent impact of the training was par-
ticipants’ heightened awareness of the need to care
for all family members and the importance of taking
time to sit and talk with families. For some, training
reaffirmed that they were on the right pathway in
what they were already practising, while for others,
the resource challenged their attitudes towards
families.
. . . it makes you aware of what you’re bringing to the inter-
15. might impact on individual practice, unless manage-
ment supported child and family-inclusive practice as
core business, the impacts could be limited.
. . . the practice will change the individual, and ideally if
they’re supported by the management structure . . . it spreads
through the organisation . . .
Possibilities for implementation
Participants saw a range of possibilities for imple-
menting the resource within their organization as well
as in other organizations and contexts. This included
using the resource in professional development ses-
sions for staff over a 12-month period, including it as
part of new staff inductions, and using it as a training
resource for students on clinical placement:
. . . I can see the potential for it to change practice within my
organisation.We have a carer support program . . . and I’d like
to deliver [a module] to the carer support team.
Participants made a number of suggestions for
improving the resource, such as adding further infor-
mation on mental illness and drug and alcohol use for
users who might not have a background in mental
health, and adding links to relevant local and/or
regional resources and services for clinicians and
family members. Finally, participants suggested that
the resource should include a section on collaborative
practice and possible protocols for how agencies can
work with each other with families.
16. Questionnaire
Table 2 presents participant mean scores, standard
deviations and paired sample t-statistics for pre- and
post-responses to items about clinicians’ confidence,
knowledge and skill concerning family issues. Almost
all participant responses to knowledge (see Note 2)
items moved in the expected direction (note that some
items are negatively worded) and just under half of the
26 items showed a significant change – again all in the
expected direction. Items shown in bold are signifi-
cant at 0.05 level and actual P-values are shown in the
right-hand column for each item.
Significantly different variables generally reflect
changes that occurred at both the rural and the urban
sites.
Program facilitator journals
Planning issues
The main planning issues for facilitators were related
to information technology and the knowledge to
appropriately download and save different aspects of
the resource. Working with others with technological
expertise was or would have been useful. Facilitators
indicated that having a thorough knowledge of par-
ticipants’ background (profession and organization)
was important in deciding which aspects of the
resource to employ.They also suggested that the work-
shop needed to incorporate interactive as well as
didactic components.
18. with both participants and training facilitators valuing
the interactivity and flexibility of a web-based
resource. Participants, including those from adult
mental health, highlighted the need, post-training,
to work with all family members including children.
This is an important finding given that previous
research has highlighted clinicians’ reluctance to work
with the children of parent consumers (Slack &
Webber 2008). Participants also stressed the necessity
to collaborate with other agencies when working with
families, another substantial result, due to the lack of
inter-agency and inter-sectoral collaboration in this
area (Darlington et al. 2005). While the resource was
not compared in terms of delivery (that is, self-paced
mode vs. a group setting), the focus group data high-
light the significance for clinicians in being trained
alongside others, including consumers and carers, in
order to share insights, experiences and practices.
The quantitative questionnaire data tentatively
shows an improvement in participants’ knowledge,
Table 2 Scores and paired sample t-statistics for pre- and post-
responses to items regarding clinicians’ confidence,
knowledge and skill when working on family issues
Questionnaire item
Pre Post M
t PM (SD) M (SD) diff
I am knowledgeable about how parental mental illness impacts
on children and
families.
19. 5.65 (0.85) 6.04 (0.77) -0.39 -2.30 0.03
I am not confident working with families of consumer-parents.
3.00 (1.87) 2.32 (1.68) 0.68 1.71 0.10
I am not knowledgeable about the key parenting issues for
consumer-parents. 3.04 (1.68) 3.00 (2.04) 0.04 0.12 0.90
I am knowledgeable about the key things that consumer-parents
could do to
maintain the well-being (and resilience) of their children.
4.96 (1.28) 5.38 (1.65) -0.42 -1.15 0.26
I am knowledgeable about the role of family carers and their
influence on
recovery for consumers.
5.38 (1.06) 5.81 (1.17) -0.42 -1.23 0.23
I am not knowledgeable about the role of young carers in
families where parents
experience mental illness
3.27 (1.66) 2.23 (1.56) 1.04 2.78 0.01
I am not confident working with children of consumer-parents.
2.92 (1.77) 2.50 (1.84) 0.42 1.17 0.25
I am knowledgeable about how the role of parenting impacts
mental illness. 5.36 (1.04) 5.84 (0.80) -0.48 -2.39 0.03
I am not confident working with consumer-parents about their
parenting skills. 3.35 (1.79) 2.58 (1.79) 0.77 2.08 0.05
I do not have the skills to work with consumer-parents about
how parental mental
illness impacts on children and families.
3.23 (1.53) 2.31 (1.49) 0.92 3.27 0.00
20. I provide education sessions for adult family members (e.g.
about the illness,
treatment).
4.63 (2.09) 4.42 (2.01) 0.21 0.41 0.69
I am skilled in working with consumer-parents regarding their
parenting. 4.38 (1.84) 4.92 (1.77) -0.54 -2.01 0.06
I provide education sessions for children (e.g. about the illness,
treatment). 3.94 (2.30) 4.06 (2.25) -0.12 -0.32 0.76
I am skilled in providing psychosocial-education to adult family
members about
the mental illness.
4.00 (2.02) 4.86 (1.80) -0.86 -2.42 0.03
I regularly have family meetings (not therapy) with consumer-
parents and their
family.
4.26 (2.26) 4.74 (1.88) -0.47 -1.21 0.24
I consider information from the carer or family when diagnosing
and/or
treating the consumer-parents.
5.37 (1.50) 5.79 (1.47) -0.42 -2.04 0.06
I provide emotional support for family members and children.
5.48 (1.53) 6.09 (0.85) -0.61 -2.37 0.03
I do not refer children of consumer-parents to child-focused
(e.g. peer
support) programs (other than child and adolescent mental
health).
3.19 (1.78) 3.00 (2.05) 0.19 0.43 0.67
21. I do refer consumer-parents and their families for family
therapy or
counselling.
5.09 (1.50) 5.48 (1.34) -0.39 -1.20 0.24
I provide written material (e.g. education, information) about
parenting to
consumer-parents.
4.75 (1.59) 5.38 (1.47) -0.63 -3.72 0.00
I regularly provide information (including written materials)
about mental health
issues to the children of consumer-parents.
4.10 (2.19) 5.29 (1.76) -1.19 -4.23 0.00
I often consider if referral to parent support program (or
similar) is required by
consumer-parents.
5.09 (1.53) 5.65 (1.34) -0.57 -2.02 0.06
Rarely do I consider if referral to peer support program (or
similar) is required
by my consumer-parent’s children.
2.35 (1.47) 2.13 (1.52) 0.22 0.59 0.56
I don’t provide information to the carer and/or family about the
consumer-parent’s medication and/or treatment.
3.82 (2.15) 3.77 (2.09) 0.05 0.09 0.93
23. 2. What are 5 specific facts you took away as a result of this
video?
3. How has your thoughts/opinions changed about the subject?
4. What will you do differently given a situation like this, now
that you have learned more?
5. What are 3 questions you have regarding the content of this
video?
Link: https://www.youtube.com/watch?v=0gAsdEUNUJY
Assignment 2)
The Science of Happiness' Assignment
1. What 3 aspects define happiness? What percentage of your
happiness is genetic?
2. What a few things they have found out about people who are
happy?
3. What is one think people think make them happy? And what
has research shown that proves that to be incorrect?
4. What do they find in research regarding, marriage and
happiness?
5. What do they find in research regarding age and happiness?
6. Dr. Sanderson suggests 10 things to increase happiness. What
are these 10 things?
7. Out of those 10 things what 3 things will you start
implementing in your life to be happier?
Link;
https://dcccd.yuja.com/V/Video?v=276468&node=1320654&a=
1082739204&autoplay=1
Assignment 3)
24. Memory's Assignment
1. What was your overall reaction to how memory works?
2. What are 5 specific things you can do to improve memory?
3. How has your thoughts/opinions changed about how your
memory works?
4. What will you do differently when studying for an exam now
that you have learned some techniques?
5. What are 3 questions you have regarding the content of this
video?
Link: https://www.youtube.com/watch?v=d95dOH-7GHM
Assignment 4)
Born a Boy, Brought up a Girl assignment
1. What is your reaction to this video? What would you have
done in this situation if you were the parents?
2. Why developmental theories/principles are most relevant in
this case?
3. How does this story relate to the notion of nature vs. nurture?
4. What did you used to think about gender development? What
do you think about it now after viewing Born a Boy, Brought up
as a Girl?
6. What did you learn as a result of this video (in terms of how
your learning relates to the course)? Therefore, saying, "I
learned a lot; I learned that you can't do that to kids" etc. are
not appropriate responses.
Link: https://www.youtube.com/watch?v=MUTcwqR4Q4Y
Assignment 5)
Transgender Children Assignment
1. What was your overall reaction to this video regarding
transgender individuals?
2. What are 5 specific facts you took away as a result of this
video?
25. 3. How has your thoughts/opinions changed about
transgender individuals?
4. If you have a child that is transgender, what will you do?
5. What are 3 questions you have regarding the content of this
video?
Link: https://www.youtube.com/watch?v=qV8b8hsQups
https://www.youtube.com/watch?v=DlBOHxRFD0c
Assignment 6)
An Unfinished Lesson's Assignment
1. What was your overall reaction to the podcast? Elaborate.
Saying, "It was fascinating or I learned a lot" are not thought
out responses.
2. What happened in 1918? Approximately how many deaths
were there? Why was it called, The Spanish Flu?
3. What is the understanding behind the U-shape pattern with
the typical flu and death rates versus the W-shaped pattern that
they discovered with Spanish flu of 1918 and death rates? What
age group had a 50% death rate in the 1918 pandemic?
4. What specific things occurred in 1918 in the city of
Philadelphia vs. Milwaukee that created increasingly more
deaths in one of these cities. Explain why the death rates were
so different.
5. Overall, what similarities are we experiencing today in the
COVID-19 pandemic versus. the 1918 Spanish Flu? What are
some differences that we have today versus 1918? Elaborate
your thoughts.
6. What has been your personal experience with the COVID-19
global pandemic occurring right now?
7. What are some things you will now do differently because of
this experience?
8. What are some things you took for granted before
experiencing this?
26. 9. What are some lessons learned from this experience?
10. What are you grateful for today?
Link: https://edge2.pod.npr.org/anon.npr-
podcasts/podcast/npr/hiddenbrain/2020/03/20200323_hiddenbrai
n_nancy_bristow_323_618-3bf25728-044d-4918-a987-
3331c4ef0283.mp3/20200323_hiddenbrain_nancy_bristow_323_
618-3bf25728-044d-4918-a987-
3331c4ef0283.mp3_3c132af9f477c347863b73039a57b218_4714
6087.mp3?orgId=1&topicId=1136&aggIds=423302056,8120549
19&d=2948&p=510308&story=820066211&t=podcast&e=82006
6211&siteplayer=true&size=47060911&awCollectionId=510308
&awEpisodeId=820066211&dl=1&x-ais-
classified=download&hash_redirect=1&x-total-
bytes=47146087&listeningSessionID=0CD_382_125__0dce4d99
3aed49678922078aa332e65d11e23015
Link 2: https://www.npr.org/podcasts/510308/hidden-brain
Complete all assignments