Part 1 Older Adult InterviewInterview an older adult of you.docx
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The document outlines an assignment to interview an older adult and write a paper analyzing their development. Students are instructed to discuss the interviewee's cognitive, physical, and psychosocial development in maturity. They should also explore how peers, faith, ethics and culture influenced the person. Lastly, the assignment requires students to relate their interview to Erik Erikson's theory of integrity vs despair and propose strategies to promote wellness in older adults.
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Recommended
Resources To prepare for this assignment review the following the.docx
Resources:
To prepare for this assignment review the following theories of aging listed in Chapter 13, 14, and 15 of the textbook.
The Five Factor Trait Model
Rate‐of‐Living Theories
Cellular Theories
Programmed‐Cell‐Death Theories
Information Processing Theory
Continuity Theory
Competence and Environmental Press Theory
Erik Erickson’s Integrity vs. Despair
Part 1: Older Adult Interview
Interview an older adult of your choice (they may be your parents, relatives, or friends) and have a discussion about the factors that influenced their development. Address the following as part of the interview:
Cognitive, physical, and psychosocial development during the interviewee's Maturity stage of adulthood (age 65 or older).
How peers influenced the interviewee during his or her adolescent/young adult stage.
What people and/or events influenced the interviewee's development of morals such as faith, ethics, and culture?
How the interviewee's experiences, positive or negative, have formulated who he or she is as a mature adult.
Note:
American Psychological Association (APA) ethical guidelines indicate that interviewees have the right to refuse to answer any question posed to them by an interviewer. Please ensure that your interviewees are aware of this, and do not force them to answer where the opportunity to reply has been refused.
Pick one of the theories reviewed in Chapters 14 and 15 of the text.
Part 2: Reflection
Write a paper of 750‐words, discussing the selected theory and how it relates to your interview. Include the following in your paper:
A description of the selected theory.
A description of your interviewee (gender, age, ethnicity, etc.).
How the interviewee's responses illustrate the selected theory. Support your response with examples.
Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults.
Include at least three scholarly references in addition to a personal communication reference for the interviewee.
Prepare this assignment in the APA Style
.
Part 1 Naturalistic observation or interview Students will be.docx
Part 1: Naturalistic observation or interview
Students will be expected to engage in a naturalistic observation of one of the stages of the lifespan to gain a first-hand view of the developmental issues and milestones encountered during this stage. You have the following two options for this assignment:
Option 1:
Observe infants, toddlers, school-aged children, or adolescents. This could be done in a daycare setting, in school, in church, or even in a public place such as at the playground. Note the child’s biological, cognitive, and psychological development using the theories and information outlined in your text. If possible, also pay attention to how the child interacts with other children and any interaction between the child and caregivers. Consider what social and cultural factors appear to be impacting the child’s development. Identify challenges in development for your observed age group. You need to spend enough time in your observations to be able to understand the points outlined above.
Option 2:
Interview someone currently in late adulthood about their life; allow him or her to share the story of their family, faith, career and memories with you. Note information about this person’s physical, cognitive, and psychological health. What major events seemed to shape his or her development? Does this person seem to express Ego Integrity or Despair according to Erikson? In what ways has this person coped with loss? What role has religion played in his or her life?
Part 2: Reflective Journal
The paper for this assignment will be a written description of your observations. Although the journal should report your personal experiences, impressions, and emotional reactions to your experience, it should also clearly integrate specific concepts from the text and from research, and should be written in an academic style of language, rather than a conversational or informal style. You are expected to reference a minimum of 2 scholarly sources in your journal.
The journal should be 3-5 pages (in addition to a cover and reference page), should be in proper APA format
.
Assessment 4Create and analyze a 1–2-page simulated cas
Assessment 4:
Create and analyze a 1–2-page
simulated
case study of an adult with developmental challenges. Then, create a 5–7-page intervention plan based on evidence-based strategies that have proven effective in similar cases and make projections of possible long-term impacts that current challenges may produce across the individual's remaining lifespan.
Theorists and researchers focus on these phases to understand the developmental trajectories of adults:
Early adulthood, often referred to as young adulthood or emerging adulthood, is a period from 18 to 25 years, where the focus on relationships and career choice and success can become primary. Young adulthood is often understood by applying lifespan development theories that help in understanding social-emotional and career development issues that emerge in young adulthood. Examples are adult attachment theory, Holland's personality type theory linked to career development, Super's vocational self-concept stages, as well as Erikson's stage of identity development.
Middle adulthood, or
midlife
is a period where, according to developmental theory, there is evidence of growth, maintenance, and regulation of loss in various contexts such as family and work. Middle adulthood is often understood by applying lifespan development theories that help in understanding the cognitive and social development issues that emerge in midlife. Concepts of maintenance and loss as well and coping strategies linked to stress such as Hobfoll's theory of conservation of resources (COR) are often useful. Cognitive changes are often understood in terms of fluid and crystallized intelligence. Social development is often understood in terms of Erikson's concept of generativity.
Adulthood or
late
adulthood is a period when people move into their 60s, 70s, 80s and 90s, with various challenges and losses that can define developmental trajectories. Late adulthood is often understood by applying lifespan development theories that help in understanding the gains and losses that are hallmarks of this stage of adulthood, such as the lifespan theory developed by Baltes and colleagues.
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
Consider these questions
· How do changes in the brain during adulthood affect success in school or the workplace?
· In what ways does adult female development differ from adult male development? In what ways is it similar?
· How might your knowledge of adult development be useful in your current or future professional pursuits?
· What factors promote stability in adult life? What factors promote change?
· How do the different measures of health in middle age contribute to the cognitive and social changes assoc ...
Psych 500 uop tutorials,psych 500 uop assignments,psych 500 uop entire class
Psych 500 uop tutorials,psych 500 uop assignments,psych 500 uop entire class http://www.tutorialfirm.com
TaskThis assignment will enable you to critically analyze t.docx
Task:
This assignment will enable you to critically analyze the sexual health of a fictional character in popular culture – television, films or literature.
Step 1:
Select a fictional TV, movie, or literary character who will serve as a case study and analyze their sexual health, based on the criteria below.
Step 2:
Review the SIECUS guidelines for sexual health (below):
LIFE BEHAVIORS OF A SEXUALLY HEALTHY ADULT
A sexually healthy adult will:
In human development
Appreciate his or her own body.
Seek further information about reproduction as needed.
Affirm that human development includes sexual development that may or may not include reproduction or genital sexual experience.
Interact with both genders in respectful and appropriate ways.
Affirm his or her own sexual orientation and respect the sexual orientation of others.
In relationships
View family as a valuable source of support.
Express love and intimacy in appropriate ways.
Develop and maintain meaningful relationships.
Avoid exploitative or manipulative relationships.
Make informed choices about family options and relationships.
Exhibit skills that enhance personal relationships.
Understand how cultural heritage affects ideas about family, interpersonal relationships, and ethics.
In personal skills
Identify and live according to his or her values.
Take responsibility for her or her own behavior.
Practice effective decision-making.
Communicate effectively with family, peers, and partners.
In sexual behavior
Enjoy and express his or her sexuality throughout life.
Express his or her sexuality in ways that are congruent with his or her values.
Enjoy sexual feelings without necessarily acting on them.
Discriminate between life-enhancing sexual behaviors and those that are harmful to self and/or others.
Express his or her sexuality while respecting the rights of others.
Seek new information to enhance his or her sexuality.
Engage in sexual relationships that are consensual, non-exploitative, honest, pleasurable, and protected against disease and unintended pregnancy.
In sexual health
Use contraception effectively to avoid unintended pregnancy.
Prevent sexual abuse.
Act consistent with his or her own values in dealing with an unintended pregnancy.
Seek early prenatal care.
Avoid contracting or transmitting an STD, including HIV.
Practice health-promoting behaviors, such as regular check-ups, breast and testicular self-exam, and early identification of potential problems.
In society and culture
Demonstrate respect for people with different sexual values.
Exercise democratic responsibility to influence legislation dealing with sexual issues.
Assess the impact of family, cultural, religious, media, and societal messages on his or her thoughts, feelings, values, and behaviors related to sexuality.
Promote the rights of all people to accurate sexuality information.
Avoid behaviors that exhibit prejudice and bigotry.
Reject stereoty.
Application Topics The APPLICATION PROJECT OPTIONS from which yo.docx
Application Topics
The APPLICATION PROJECT OPTIONS from which you may choose are:
1. Prenatal Development
Design an education course for expectant parents. At the minimum, prepare an outline of all the topics that you would cover in this course and include a description of any activities and resources you would use.
2. Infant Development
Observe the motor behavior of an infant (0-3 years) over three (3) periods of at least 30 minutes. You may interact with the infant during this time. Record your detailed, objective observations, then write out your evaluation of the infant's motor development based on the information presented in this course.
3. Preschool Development
Observe the language behavior of a preschool child (3-6 years) over three (3) periods of at least 30 minutes. You may interact with the child during this time. Record your detailed, objective observations, then write out your evaluation of the child's language development based on the information presented in this course.
4. Middle Childhood Development
Observe the play behavior of a middle-years child (6-12 years) over three (3) periods of at least 30 minutes. Do not interact with the child during this time. Try to make your presence as inconspicuous as possible. You may want to go to a park or playground. Record your detailed, objective observations then write out your evaluation of the child's play/social development based on the information presented in this course.
5. Adolescent Development
Make up at least ten (10) open-ended questions and ask them of a minimum of 5 adolescents. The questions could concern school, sex, food, use of time, occupation, plans for the future, etc. Record their answers as best you can and then write out your evaluation of the adolescents' identity formation based on the information presented in this course.
6. Adult Development
Write your autobiography from your earliest memories to your present stage of adult development. The focus of this paper should be on the determinants of your present personality. Using Erik Erikson's theory of psychosocial development, state how you think you resolved each of the crises of development (for early stages, you may have to ask others or draw conclusions based on your present personality). Give specific examples from your life story to support your conclusions.
7. Aging
Make up at least ten open-ended questions and ask them of a minimum of 5 individuals over the age of 65. Among the questions that you should ask them are, "What would you do differently if you had your life to live over again?" and "What advice would you give a person of my age on how to live a meaningful life?" Write your questions and the answers received in your paper and include any conclusions you would make about aging.
8. Death and Dying
Design a death education course that would help you deal with your own death or the death of a loved one. Prepare an outline of all of the topics you would cover in this cour.
Recommended
Resources To prepare for this assignment review the following the.docx
Resources:
To prepare for this assignment review the following theories of aging listed in Chapter 13, 14, and 15 of the textbook.
The Five Factor Trait Model
Rate‐of‐Living Theories
Cellular Theories
Programmed‐Cell‐Death Theories
Information Processing Theory
Continuity Theory
Competence and Environmental Press Theory
Erik Erickson’s Integrity vs. Despair
Part 1: Older Adult Interview
Interview an older adult of your choice (they may be your parents, relatives, or friends) and have a discussion about the factors that influenced their development. Address the following as part of the interview:
Cognitive, physical, and psychosocial development during the interviewee's Maturity stage of adulthood (age 65 or older).
How peers influenced the interviewee during his or her adolescent/young adult stage.
What people and/or events influenced the interviewee's development of morals such as faith, ethics, and culture?
How the interviewee's experiences, positive or negative, have formulated who he or she is as a mature adult.
Note:
American Psychological Association (APA) ethical guidelines indicate that interviewees have the right to refuse to answer any question posed to them by an interviewer. Please ensure that your interviewees are aware of this, and do not force them to answer where the opportunity to reply has been refused.
Pick one of the theories reviewed in Chapters 14 and 15 of the text.
Part 2: Reflection
Write a paper of 750‐words, discussing the selected theory and how it relates to your interview. Include the following in your paper:
A description of the selected theory.
A description of your interviewee (gender, age, ethnicity, etc.).
How the interviewee's responses illustrate the selected theory. Support your response with examples.
Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults.
Include at least three scholarly references in addition to a personal communication reference for the interviewee.
Prepare this assignment in the APA Style
.
Part 1 Naturalistic observation or interview Students will be.docx
Part 1: Naturalistic observation or interview
Students will be expected to engage in a naturalistic observation of one of the stages of the lifespan to gain a first-hand view of the developmental issues and milestones encountered during this stage. You have the following two options for this assignment:
Option 1:
Observe infants, toddlers, school-aged children, or adolescents. This could be done in a daycare setting, in school, in church, or even in a public place such as at the playground. Note the child’s biological, cognitive, and psychological development using the theories and information outlined in your text. If possible, also pay attention to how the child interacts with other children and any interaction between the child and caregivers. Consider what social and cultural factors appear to be impacting the child’s development. Identify challenges in development for your observed age group. You need to spend enough time in your observations to be able to understand the points outlined above.
Option 2:
Interview someone currently in late adulthood about their life; allow him or her to share the story of their family, faith, career and memories with you. Note information about this person’s physical, cognitive, and psychological health. What major events seemed to shape his or her development? Does this person seem to express Ego Integrity or Despair according to Erikson? In what ways has this person coped with loss? What role has religion played in his or her life?
Part 2: Reflective Journal
The paper for this assignment will be a written description of your observations. Although the journal should report your personal experiences, impressions, and emotional reactions to your experience, it should also clearly integrate specific concepts from the text and from research, and should be written in an academic style of language, rather than a conversational or informal style. You are expected to reference a minimum of 2 scholarly sources in your journal.
The journal should be 3-5 pages (in addition to a cover and reference page), should be in proper APA format
.
Assessment 4Create and analyze a 1–2-page simulated cas
Assessment 4:
Create and analyze a 1–2-page
simulated
case study of an adult with developmental challenges. Then, create a 5–7-page intervention plan based on evidence-based strategies that have proven effective in similar cases and make projections of possible long-term impacts that current challenges may produce across the individual's remaining lifespan.
Theorists and researchers focus on these phases to understand the developmental trajectories of adults:
Early adulthood, often referred to as young adulthood or emerging adulthood, is a period from 18 to 25 years, where the focus on relationships and career choice and success can become primary. Young adulthood is often understood by applying lifespan development theories that help in understanding social-emotional and career development issues that emerge in young adulthood. Examples are adult attachment theory, Holland's personality type theory linked to career development, Super's vocational self-concept stages, as well as Erikson's stage of identity development.
Middle adulthood, or
midlife
is a period where, according to developmental theory, there is evidence of growth, maintenance, and regulation of loss in various contexts such as family and work. Middle adulthood is often understood by applying lifespan development theories that help in understanding the cognitive and social development issues that emerge in midlife. Concepts of maintenance and loss as well and coping strategies linked to stress such as Hobfoll's theory of conservation of resources (COR) are often useful. Cognitive changes are often understood in terms of fluid and crystallized intelligence. Social development is often understood in terms of Erikson's concept of generativity.
Adulthood or
late
adulthood is a period when people move into their 60s, 70s, 80s and 90s, with various challenges and losses that can define developmental trajectories. Late adulthood is often understood by applying lifespan development theories that help in understanding the gains and losses that are hallmarks of this stage of adulthood, such as the lifespan theory developed by Baltes and colleagues.
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
Consider these questions
· How do changes in the brain during adulthood affect success in school or the workplace?
· In what ways does adult female development differ from adult male development? In what ways is it similar?
· How might your knowledge of adult development be useful in your current or future professional pursuits?
· What factors promote stability in adult life? What factors promote change?
· How do the different measures of health in middle age contribute to the cognitive and social changes assoc ...
Psych 500 uop tutorials,psych 500 uop assignments,psych 500 uop entire class
Psych 500 uop tutorials,psych 500 uop assignments,psych 500 uop entire class http://www.tutorialfirm.com
TaskThis assignment will enable you to critically analyze t.docx
Task:
This assignment will enable you to critically analyze the sexual health of a fictional character in popular culture – television, films or literature.
Step 1:
Select a fictional TV, movie, or literary character who will serve as a case study and analyze their sexual health, based on the criteria below.
Step 2:
Review the SIECUS guidelines for sexual health (below):
LIFE BEHAVIORS OF A SEXUALLY HEALTHY ADULT
A sexually healthy adult will:
In human development
Appreciate his or her own body.
Seek further information about reproduction as needed.
Affirm that human development includes sexual development that may or may not include reproduction or genital sexual experience.
Interact with both genders in respectful and appropriate ways.
Affirm his or her own sexual orientation and respect the sexual orientation of others.
In relationships
View family as a valuable source of support.
Express love and intimacy in appropriate ways.
Develop and maintain meaningful relationships.
Avoid exploitative or manipulative relationships.
Make informed choices about family options and relationships.
Exhibit skills that enhance personal relationships.
Understand how cultural heritage affects ideas about family, interpersonal relationships, and ethics.
In personal skills
Identify and live according to his or her values.
Take responsibility for her or her own behavior.
Practice effective decision-making.
Communicate effectively with family, peers, and partners.
In sexual behavior
Enjoy and express his or her sexuality throughout life.
Express his or her sexuality in ways that are congruent with his or her values.
Enjoy sexual feelings without necessarily acting on them.
Discriminate between life-enhancing sexual behaviors and those that are harmful to self and/or others.
Express his or her sexuality while respecting the rights of others.
Seek new information to enhance his or her sexuality.
Engage in sexual relationships that are consensual, non-exploitative, honest, pleasurable, and protected against disease and unintended pregnancy.
In sexual health
Use contraception effectively to avoid unintended pregnancy.
Prevent sexual abuse.
Act consistent with his or her own values in dealing with an unintended pregnancy.
Seek early prenatal care.
Avoid contracting or transmitting an STD, including HIV.
Practice health-promoting behaviors, such as regular check-ups, breast and testicular self-exam, and early identification of potential problems.
In society and culture
Demonstrate respect for people with different sexual values.
Exercise democratic responsibility to influence legislation dealing with sexual issues.
Assess the impact of family, cultural, religious, media, and societal messages on his or her thoughts, feelings, values, and behaviors related to sexuality.
Promote the rights of all people to accurate sexuality information.
Avoid behaviors that exhibit prejudice and bigotry.
Reject stereoty.
Application Topics The APPLICATION PROJECT OPTIONS from which yo.docx
Application Topics
The APPLICATION PROJECT OPTIONS from which you may choose are:
1. Prenatal Development
Design an education course for expectant parents. At the minimum, prepare an outline of all the topics that you would cover in this course and include a description of any activities and resources you would use.
2. Infant Development
Observe the motor behavior of an infant (0-3 years) over three (3) periods of at least 30 minutes. You may interact with the infant during this time. Record your detailed, objective observations, then write out your evaluation of the infant's motor development based on the information presented in this course.
3. Preschool Development
Observe the language behavior of a preschool child (3-6 years) over three (3) periods of at least 30 minutes. You may interact with the child during this time. Record your detailed, objective observations, then write out your evaluation of the child's language development based on the information presented in this course.
4. Middle Childhood Development
Observe the play behavior of a middle-years child (6-12 years) over three (3) periods of at least 30 minutes. Do not interact with the child during this time. Try to make your presence as inconspicuous as possible. You may want to go to a park or playground. Record your detailed, objective observations then write out your evaluation of the child's play/social development based on the information presented in this course.
5. Adolescent Development
Make up at least ten (10) open-ended questions and ask them of a minimum of 5 adolescents. The questions could concern school, sex, food, use of time, occupation, plans for the future, etc. Record their answers as best you can and then write out your evaluation of the adolescents' identity formation based on the information presented in this course.
6. Adult Development
Write your autobiography from your earliest memories to your present stage of adult development. The focus of this paper should be on the determinants of your present personality. Using Erik Erikson's theory of psychosocial development, state how you think you resolved each of the crises of development (for early stages, you may have to ask others or draw conclusions based on your present personality). Give specific examples from your life story to support your conclusions.
7. Aging
Make up at least ten open-ended questions and ask them of a minimum of 5 individuals over the age of 65. Among the questions that you should ask them are, "What would you do differently if you had your life to live over again?" and "What advice would you give a person of my age on how to live a meaningful life?" Write your questions and the answers received in your paper and include any conclusions you would make about aging.
8. Death and Dying
Design a death education course that would help you deal with your own death or the death of a loved one. Prepare an outline of all of the topics you would cover in this cour.
Treating AdolescentsWhen you assess and treat adolescents, you m.docx
Treating Adolescents
When you assess and treat adolescents, you must take into account developmental issues and environmental factors just as you do in interventions with children—the topic you addressed in Week 8. Adolescence is a turbulent period, as teens and pre-teens experience tremendous developmental changes cognitively, emotionally, and physically. At the same time, a host of environmental or outside influences affect the adolescent, including cultural practices, neighborhood and school interactions, friend groups and other social connections, and activities such as athletic and music programs. In addition, adolescents have personal characteristics that affect their ways of thinking and behavior such as their sexual orientation or disabilities.
As a clinical social worker, you need to look broadly for the important influences in the lives of your adolescent clients. For example, you may notice that a particular aspect of a client’s development appears delayed or overdeveloped. Or, as you interview your adolescent client, you may learn about environmental factors that may harm or support his or her personal development.
For this week’s Discussion, you draw upon your clinical experience with adolescents, as well as this week’s Learning Resources to consider how environmental influences and personal characteristics may affect an adolescent’s developmental maturation.
Please note:
There are numerous environmental influences, personal characteristics, and developmental issues you may address in this Discussion. You may select ones identified in the Learning Resources or others based on your knowledge of adolescent development and clinical experience.
With these thoughts in mind:
Select one of the major developmental changes (puberty, movement toward adulthood, sexual exploration, peer orientation, etc.) that occurs during adolescence and one environmental influence (culture, SES, etc.)
or
personal characteristic (sexual orientation, disability, etc.) that may affect that developmental change.
Post by Day 4
the developmental change and environmental influence
or
personal characteristic you selected. Then, explain three ways in which this influence or characteristic may affect a person’s maturation regarding the developmental change you selected.
Be sure to support your postings and responses with specific references to the Learning Resources, citing all references in APA format.
.
ASSESSMENT-2 OVERVIEWWrite a 3–4-page assessment in which yo.docx
ASSESSMENT-2
OVERVIEW
Write a 3–4-page assessment in which you examine the relationship between behavior and attitude and apply one theory to support your position.
Attitudes help guide behavior, although sometimes people act in ways that contradict their attitudes (Baumeister & Bushman, 2014). Some have said that attitudes are directly related to behavior; others say there is no strong relationship between attitude and behavior. Examining theories of how people develop attitudes and perceptions can lead to heightened self-awareness.
CONTEXT
The self is a complex and marvelous participant in the social world. There are three main components of the self: self-knowledge, interpersonal self, and agent self. The self is a vital means of gaining social acceptance and for participation in culture. But is there such a thing as a "true self"?
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
•
Does your level of self-esteem change depending on the situation? In what types of situations have you noticed a change?
What self-defeating behaviors have you noticed in others or identified in yourself? How does this behavior relate to theory?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course.
Note
: some of the articles included here are fairly old but are included because they are considered seminal works in the field of social psychology.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin, 139
(3), 655–701.
•
Sitzmann, T., & Ely, K. (2010).
Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition
.
Journal of Applied Psychology, 95
(1), 132–144.
•
Hu, H., & Driscoll, M. P. (2013).
Self-regulation in e-learning environments: A remedy for community college?
Journal of Educational Technology & Society, 16
(4), 171–184.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality, 31
(4), 343–348.
•
Schmitz, B., Schmidt, M., Landmann, M., & Spiel, C. (2007).
New developments in the field of self-regulated learning
.
Zeitschrift Für Psychologie/Journal of Psychology, 215
(3), 153–156.
•
Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., . . . Shoda, Y. (2011).
'Willpower' over the life span: Decomposing self-regulation.
Biopsychosocial AssessmentStudents will complete a biopsychoso
Biopsychosocial Assessment
Students will complete a biopsychosocial of an individual of their choosing. A biopsychosocial history is a comprehensive assessment of an individual. The assessment does not have a specific length but should not exceed 10 double-spaced pages. It is expected that you will complete the assessment fully and in a professional manner. This includes paragraph form (no bullet points), complete descriptions, and using formal writing (without contractions, slang, etc.).
This assignment provides an opportunity for you to practice conceptualizing what you have learned (and are presumably still learning) in class. Social workers frequently complete assessments as part of their regular job description. This is an opportunity to complete an assessment and get feedback before doing one in a professional setting. All information included in the assessment should be from the client’s perspective and should avoid subjective opinions.
This assignment will also have a reflective component in which you will evaluate how well you were able to engage the client and use the interviewing skills studied in class.
Biopsychosocial assessments include the following:
· Identifying information (e.g., name, age, etc.)
· A history of the present circumstances (i.e., the presenting problem, symptoms)
· The past psychiatric and medical history of the client and the client’s family (e.g., injuries, operations, etc.)
· The client’s social history (e.g., overview of client’s childhood, family structure, etc.)
· A mental status exam and DSM-5 diagnosis
· A formulation (e.g., a statement that summarizes and synthesizes the most important aspects of the case to create a story of the client and his or her past and presenting problems)
An example of what a Biopsychosocial Assessment outline can look like is:
I. Identifying Information
II. Reason for Referral/Presenting Problem
a. Summary of the presenting problem
b. Impact of the presenting problem (family, physical environment, economic, educational, occupational, physical/medical health, management of problem)
III. past psychiatric and medical history of client
a. past psychiatric and medical history of client’s family
IV. Social History
1. Overview of client’s childhood
1. Family Structure
1. Education
1. Employment
1. Environment
V. Mental Status Exam
VI. DSM-V diagnosis
a. Assessment tools used for diagnosis
b. Diagnostic criteria of client
VII. Social Worker’s Assessment of Client
VIII. A formulation (e.g., a statement that summarizes and synthesizes the most important aspects of the case to create a story of the client and his or her past and presenting problems)
IX. The reflective component in which you will evaluate how well you were able to engage the client and use the interviewing skills studied in class.
Please see the descriptions listed below to guide your writing within each area:
Identifying Information
This section should include information as the client’s as age, sex, race, r ...
OVERVIEWwWrite a 3–4-page assessment in which you use exampl.docx
OVERVIEW
w
Write a 3–4-page assessment in which you use examples and research findings to explain the connections between technology and self-regulation.
The more self-knowledge and self-awareness we have, the more intentional we can be about our behavioral choices and the more we can resolve conflicts between ourselves and the social world.
CONTEXT
Research conducted on the delay of gratification in the 1960s by Walter Mischel and his colleagues attempted to explain the concept of willpower by examining how long preschool children could resist settling for a small, immediately available reward in order to get a larger reward later. Follow-up surveys with the same group found that children who were able to resist for a longer period of time also scored higher on SAT tests, had higher levels of self-worth, and coped better with stress. The study also found that those children who had at first decided to wait and then chose the immediate reward were 30 percent more likely to be overweight by the age of 11 (Mischel, et al., 2011). Some of the ways the children self-regulated their behavior in order to delay gratification to receive a higher reward were to lay their heads down on the table, nap, talk to themselves, and sing.
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
If you could learn how your thoughts may interfere with your own happiness and success, would you want to know?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course. It is important to note that some of the articles listed here are fairly old but are considered seminal works in the field of social psychology.
•
Boer, D., & Fischer, R. (2013).
How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages
.
Psychological Bulletin
,
139
(5), 1113–1147.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin
,
139
(3), 655–701.
•
Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011).
Behavioral and neural correlates of delay of gratification 40 years later
.
Proc Natl Acad Sci U S A
,
108
(36), 14998–15003.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality
,
31
(4), 343–348.
•
Hu, H., & Driscoll, M. P. (2.
Cultural Immersion Project – Part 3 Paper InstructionsIndivi.docx
Cultural Immersion Project – Part 3 Paper Instructions
Individual Encounter and Synthesis
You will conduct an in-depth, 1-hour interview with an individual or married couple from your selected cultural group in order to develop an understanding of the cultural factors that helped shape that individual’s or couple’s cultural identity.
A variety of issues may be explored in the interview. The knowledge you gained from both parts of the Cultural Immersion Project as well as your sense of the person/couple you interview will guide you in how personal you can get with your questions. Cultural groups and individuals vary on how private they are. Use their feedback regarding what areas you can probe. If the person is very open, go deeper. If not, respect that cultural boundary and ask yourself why that boundary is there. Issues that you may wish to explore during the interview include, but are not limited to, the following:
· Early childhood experiences and parental values;
· Earliest memories of recognizing membership in a culturally different group;
· The role of religion/spirituality;
· Immigration experiences;
· Similarities/differences between couples’ interactions in the U.S. to couples’ interactions in the individual’s culture;
· School experiences as a member of a cultural minority;
· Experiences with subtle racism or discrimination;
· Experiences with overt racism or discrimination;
· Ways the person/couple chose his/her/their career(s) or made career choices;
· The experience of being culturally different;
· Attitudes regarding the majority culture;
· Extent of desire to assimilate majority cultural attitudes, values, and lifestyles;
· Feelings of oppression;
· Feelings of anger toward majority culture;
· From the person’s/couple’s own cultural background, any potential racist attitudes toward or stereotyping of individuals from other particular cultures; and/or
· Strengths identified from the person’s/couple’s cultural background that help him/her/them cope with living in the U.S.
Once your interview is complete, you will answer the questions listed below. First person may be used in your answers, and you must observe correct and current APA style. The paper must have a correct title page, and you must use a reference page (no abstract is needed). A word estimate is beside each question; however, the quality of your answer is more important than the word count. You may expand further, but you do not have to do so.
In addition, your paper must be supported by at least 2 scholarly sources, and at least 2 internet and/or media sources, used in project part 1.
It is recommended that you use the following questions as level 1 headings to organize your paper.
1. Share some of the background of your interviewee (or couple). What is this person’s/couple’s story? (approximately 300 words)
2. How open was this person/couple? Why do you think this was? (approximately 100 words)
3. What were some key cultural events (interact.
14DIABETES Instructions Broadening Traditional Vie.docx
1
4
DIABETES
Instructions
Broadening Traditional Views on Intelligence and Intelligence Testing (worth 30 points)
The purpose of this discussion is to re-conceptualize intelligence while exploring multiple, diverse intelligences.
Step 1: Please watch the following Ted Talk by Robert "Bob" Sternberg, the theorist who conceptualized the Triarchic Theory of Intelligence. https://www.youtube.com/watch?v=otlmKZeNi-U (Video runs 11:32, opens in new tab)
Step 2: Watch the following vignette on Kim Peek, who is a person diagnosed as a savant that demonstrates calendar counting and other rare abilities: https://www.youtube.com/watch?v=z0lVdxXTANA (Video runs 7:56, opens in new tab)
Step 3: Integrating what you learned from the textbook readings and watching the videos, please thoroughly respond to the following questions, integrating relevant content from the readings.
· Traditional Intelligence Tests tend to measure logical and analytical reasoning. The field of psychology tends to disagree regarding how intelligence should be defined. With this in mind, compose and present your own thorough and thoughtful definition of intelligence.
· According to research studies, IQ and other standardized tests, such as the SAT and ACT, tend to measure logical and analytical reasoning skills. In your opinion, do you feel that we place too much emphasis on these tests to predict success? Explain your opinion based on your readings and how the results of these types of tests are used.
· Next, please click on the following link and take one of the tests based on Gardner's Theory of Multiple Intelligences: Inventory of Multiple Intelligences(webpage, opens in new tab). Describe your findings regarding your top three intelligences, and explain the extent to which you agree or disagree with the results.
Maslow and Erikson
The theories of Abraham Maslow and Erik Erikson support the use of human response
assessment in the experiential and behavioral perspectives.
Erikson describes eight stages of development through life. This implies a person continues to
develop at all ages. Each stage identifies a task that must be achieved. The achievement can
be complete, partial, or unsuccessful. The greater the task achievement, the healthier the
personality of the person. Failure to achieve a task for one stage influences the person’s ability
to achieve the next task. The developmental tasks are viewed as crises, and successful
resolution is supportive to the person’s ego. The individual must find a balance between the
positive and negative side of the task. For example, the balance between trust and mistrust.
During assessment the nurse determines what stage the patient should be in based on age,
what the task is for the stage, and whether there are positive or negative indicators of resolution
of the task. Erikson states no level of development can be bypassed. However, stressors/
illness can change positive resolution to negati ...
Audience Analysis Sections 16.1What Is a.docx
Audience Analysis
Sections 16.1
What Is an Audience Analysis?
&
Why Conduct an Audience Analysis?
Public Speaking as
Shared ActivityThe interaction between speaker and audience; speakers jointly create meaning with audiences.Public speaking is an audience-centered activity in which the speaker considers the needs and interest of the audience.Audience analysis is the process of gathering information about the people in the audience so a speaker can understand their needs, values, and expectations.Find an appropriate way to acknowledge and greet your audience.
Choose a
Worthwhile TopicYour topic should reflect regard for the audience; audiences do not want to listen to a speech that is too simple or a topic they already know a great deal about.Many students are tempted to choose an easy topic or a topic they already know a great deal about because it decreases their own workload rather than engaging audience interest.Choose a topic that is interesting enough for you to research and your audience to listen to.
Clarity is ImportantUse straightforward vocabulary and avoid convoluted sentences.
The Risk of ControversyControversial topics are topics about which people disagree.Many controversial topics confront people’s fundamental and closely-held values.There are often more than two perspectives on important controversial topics.How you treat your audience is just as important as how you treat your topic.
Adapting to
Audience NeedsAudiences differ in their perspectives and readiness to accept new ideas.Even in a homogeneous audience, an audience composed of people who are similar to one another, different listeners will understand the same ideas in different ways.Every member of every audience has his or her own frame of reference generated by their unique life experience.
Categories of
Life Experiences Demographic information refers to gender, age range, marital status, race and ethnicity, all of which impact an audience’s perspectives and needs.Socioeconomic status refers to characteristics including income, wealth, level of education, and occupational prestige.Psychographic information involves the beliefs, attitudes, values, and opinions that are most often difficult to predict.
Respecting your audience means that you avoid offending, excluding, or trivializing the beliefs and values they hold.
DiversityRefers not only to racial and ethnic groups, but also to religion, sexual orientation, body size, and physical and mental ability.
Respecting Diverse AudiencesBeing mindful of diversity means being respectful of all people and avoiding racism, ethnocentrism, stereotyping, sexism, ageism, elitism, and other assumptions.It’s easy to assume that people from a given culture are just alike, but they’re not; their social roles, life experiences, and circumstances vary.Frame of reference may be difficult to predict; for instance, we might assume that a successful businessman is primarily interested in p ...
427929496-week-1-2-PPT-Intro-to-Perdev-Knowing-Oneself-1-pptx.pptx
Ito ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niyIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalaIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tuIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taovvvvvvIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tuIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taomutukoy sa pagiging hiwalay niya sa ibang taomutukoy sa pagiging hiwalay niya sa ibang taovvvvvvvy niya sa ibang taIto ay tumutukoy sa pagiging hiw
0- session 7 .pdf
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Respond to the following in a minimum of 175 words An individua
Respond to the following in a minimum of 175 words:
An individual's culture is typically a building block of his or her beliefs, thought processes, worldviews, political views, and behavior. Culture allows individuals to acknowledge and celebrate their differences in order to better understand one another. Cross-cultural psychology focuses on the role of culture, and has been a large focus in the field of psychological research.
Consider how cross-cultural research may be used to progress the field of psychology. What elements of your beliefs, worldviews, and behaviors are related to your culture? How may cross-cultural research help you to better understand yourself and others? Choose a specific context such as work, school, or community, and provide a specific example of how cross-cultural psychology and research may be used in this context.
...
1. In what ways do the typical attributions of people from collectiv.docx
1. In what ways do the typical attributions of people from collectivistic cultures differ from those of people from individualistic cultures? Why do these differences exist? Provide empirical evidence supporting your explanations.
2. Human beings often speculate as to the causes of others’ behavior. Explain how cognitive and motivational factors can cause people to be biased when making attributions. What are some of the social and individual consequences of the types of attributions they make?
In 750-1,000 words, provide a minimum of four personal examples to illustrate impression management, social tuning, social comparisons, mindsets, intrinsic/extrinsic motivation, or causal theories.
One example provided must address face to face versus written communication styles. Are there measures that can be taken when communicating nonverbally to improve self-presentation, impression management, attributional inferences, and cognitive biases?
Each example provided should be based upon how your personal views were shaped by parents, teachers, friends, community, culture, etc. Each example should be supported by relevant research.
.
becomingamemberofsociety-190127100001.pptx
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Part 1 Think an example speak up anythingPart 2 exampleInte.docx
Part 1 Think an example speak up anything
Part 2 example
Intern at the accounting company, my manager was absence during her work time, but the partner didn’t know and manager didn’t report that she was going out. I didn’t speak up anything
The Logic and Practice of Financial Management
Ninth Edition
Foundations of Finance
The Pearson Series in Finance
Berk/DeMarzo
Corporate Finance*
Corporate Finance: The Core*
Berk/DeMarzo/Harford
Fundamentals of Corporate Finance*
Brooks
Financial Management: Core Concepts*
Copeland/Weston/Shastri
Financial Theory and Corporate Policy
Dorfman/Cather
Introduction to Risk Management and
Insurance
Eakins/McNally
Corporate Finance Online*
Eiteman/Stonehill/Moffett
Multinational Business Finance*
Fabozzi
Bond Markets: Analysis and Strategies
Foerster
Financial Management: Concepts and
Applications*
Frasca
Personal Finance
Gitman/Zutter
Principles of Managerial Finance*
Principles of Managerial Finance—Brief
Edition*
Haugen
The Inefficient Stock Market: What Pays Off
and Why
Modern Investment Theory
Holden
Excel Modeling in Corporate Finance
Excel Modeling in Investments
Hughes/MacDonald
International Banking: Text and Cases
Hull
Fundamentals of Futures and Options Markets
Options, Futures, and Other Derivatives
Keown
Personal Finance: Turning Money into
Wealth*
Keown/Martin/Petty
Foundations of Finance: The Logic and
Practice of Financial Management*
Madura
Personal Finance*
Marthinsen
Risk Takers: Uses and Abuses of Financial
Derivatives
McDonald
Derivatives Markets
Fundamentals of Derivatives Markets
Mishkin/Eakins
Financial Markets and Institutions
Moffett/Stonehill/Eiteman
Fundamentals of Multinational Finance
Nofsinger
Psychology of Investing
Pennacchi
Theory of Asset Pricing
Rejda/McNamara
Principles of Risk Management and Insurance
Smart/Gitman/Joehnk
Fundamentals of Investing*
Solnik/McLeavey
Global Investments
Titman/Keown/Martin
Financial Management: Principles and
Applications*
Titman/Martin
Valuation: The Art and Science of Corporate
Investment Decisions
Weston/Mitchel/Mulherin
Takeovers, Restructuring, and Corporate
Governance
*Denotes MyFinanceLab titles. Log onto www.myfinancelab.com to learn more.
http://www.myfinancelab.com
The Logic and Practice of Financial Management
Ninth Edition
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Foundations of Finance
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John D. Martin
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J. William Petty
Baylor University
Professor of Finance
W. W. Caruth Chair in Entrepreneurship
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Editor-in-Chief: Adrienne D’Ambrosio
Acquisitions Editor: Kate Fernandes
Editorial Assis.
Part 1 Progress NoteUsing the client from your Week 3 Assignmen.docx
Part 1: Progress Note
Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations):
Treatment modality used and efficacy of approach
Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)
Modification(s) of the treatment plan that were made based on progress/lack of progress
Clinical impressions regarding diagnosis and/or symptoms
Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)
Safety issues
Clinical emergencies/actions taken
Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)
Treatment compliance/lack of compliance
Clinical consultations
Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)
Therapist’s recommendations, including whether the client agreed to the recommendations
Referrals made/reasons for making referrals
Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
Issues related to consent and/or informed consent for treatment
Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
Information reflecting the therapist’s exercise of clinical judgment
Part 2: Privileged Note
Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.
The privileged note should include items that you would not typically include in a note as part of the clinical record.
Explain why the items you included in the privileged note would not be included in the client’s progress note.
Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.
.
More Related Content
Similar to Part 1 Older Adult InterviewInterview an older adult of you.docx
Treating AdolescentsWhen you assess and treat adolescents, you m.docx
Treating Adolescents
When you assess and treat adolescents, you must take into account developmental issues and environmental factors just as you do in interventions with children—the topic you addressed in Week 8. Adolescence is a turbulent period, as teens and pre-teens experience tremendous developmental changes cognitively, emotionally, and physically. At the same time, a host of environmental or outside influences affect the adolescent, including cultural practices, neighborhood and school interactions, friend groups and other social connections, and activities such as athletic and music programs. In addition, adolescents have personal characteristics that affect their ways of thinking and behavior such as their sexual orientation or disabilities.
As a clinical social worker, you need to look broadly for the important influences in the lives of your adolescent clients. For example, you may notice that a particular aspect of a client’s development appears delayed or overdeveloped. Or, as you interview your adolescent client, you may learn about environmental factors that may harm or support his or her personal development.
For this week’s Discussion, you draw upon your clinical experience with adolescents, as well as this week’s Learning Resources to consider how environmental influences and personal characteristics may affect an adolescent’s developmental maturation.
Please note:
There are numerous environmental influences, personal characteristics, and developmental issues you may address in this Discussion. You may select ones identified in the Learning Resources or others based on your knowledge of adolescent development and clinical experience.
With these thoughts in mind:
Select one of the major developmental changes (puberty, movement toward adulthood, sexual exploration, peer orientation, etc.) that occurs during adolescence and one environmental influence (culture, SES, etc.)
or
personal characteristic (sexual orientation, disability, etc.) that may affect that developmental change.
Post by Day 4
the developmental change and environmental influence
or
personal characteristic you selected. Then, explain three ways in which this influence or characteristic may affect a person’s maturation regarding the developmental change you selected.
Be sure to support your postings and responses with specific references to the Learning Resources, citing all references in APA format.
.
ASSESSMENT-2 OVERVIEWWrite a 3–4-page assessment in which yo.docx
ASSESSMENT-2
OVERVIEW
Write a 3–4-page assessment in which you examine the relationship between behavior and attitude and apply one theory to support your position.
Attitudes help guide behavior, although sometimes people act in ways that contradict their attitudes (Baumeister & Bushman, 2014). Some have said that attitudes are directly related to behavior; others say there is no strong relationship between attitude and behavior. Examining theories of how people develop attitudes and perceptions can lead to heightened self-awareness.
CONTEXT
The self is a complex and marvelous participant in the social world. There are three main components of the self: self-knowledge, interpersonal self, and agent self. The self is a vital means of gaining social acceptance and for participation in culture. But is there such a thing as a "true self"?
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
•
Does your level of self-esteem change depending on the situation? In what types of situations have you noticed a change?
What self-defeating behaviors have you noticed in others or identified in yourself? How does this behavior relate to theory?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course.
Note
: some of the articles included here are fairly old but are included because they are considered seminal works in the field of social psychology.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin, 139
(3), 655–701.
•
Sitzmann, T., & Ely, K. (2010).
Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition
.
Journal of Applied Psychology, 95
(1), 132–144.
•
Hu, H., & Driscoll, M. P. (2013).
Self-regulation in e-learning environments: A remedy for community college?
Journal of Educational Technology & Society, 16
(4), 171–184.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality, 31
(4), 343–348.
•
Schmitz, B., Schmidt, M., Landmann, M., & Spiel, C. (2007).
New developments in the field of self-regulated learning
.
Zeitschrift Für Psychologie/Journal of Psychology, 215
(3), 153–156.
•
Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., . . . Shoda, Y. (2011).
'Willpower' over the life span: Decomposing self-regulation.
Biopsychosocial AssessmentStudents will complete a biopsychoso
Biopsychosocial Assessment
Students will complete a biopsychosocial of an individual of their choosing. A biopsychosocial history is a comprehensive assessment of an individual. The assessment does not have a specific length but should not exceed 10 double-spaced pages. It is expected that you will complete the assessment fully and in a professional manner. This includes paragraph form (no bullet points), complete descriptions, and using formal writing (without contractions, slang, etc.).
This assignment provides an opportunity for you to practice conceptualizing what you have learned (and are presumably still learning) in class. Social workers frequently complete assessments as part of their regular job description. This is an opportunity to complete an assessment and get feedback before doing one in a professional setting. All information included in the assessment should be from the client’s perspective and should avoid subjective opinions.
This assignment will also have a reflective component in which you will evaluate how well you were able to engage the client and use the interviewing skills studied in class.
Biopsychosocial assessments include the following:
· Identifying information (e.g., name, age, etc.)
· A history of the present circumstances (i.e., the presenting problem, symptoms)
· The past psychiatric and medical history of the client and the client’s family (e.g., injuries, operations, etc.)
· The client’s social history (e.g., overview of client’s childhood, family structure, etc.)
· A mental status exam and DSM-5 diagnosis
· A formulation (e.g., a statement that summarizes and synthesizes the most important aspects of the case to create a story of the client and his or her past and presenting problems)
An example of what a Biopsychosocial Assessment outline can look like is:
I. Identifying Information
II. Reason for Referral/Presenting Problem
a. Summary of the presenting problem
b. Impact of the presenting problem (family, physical environment, economic, educational, occupational, physical/medical health, management of problem)
III. past psychiatric and medical history of client
a. past psychiatric and medical history of client’s family
IV. Social History
1. Overview of client’s childhood
1. Family Structure
1. Education
1. Employment
1. Environment
V. Mental Status Exam
VI. DSM-V diagnosis
a. Assessment tools used for diagnosis
b. Diagnostic criteria of client
VII. Social Worker’s Assessment of Client
VIII. A formulation (e.g., a statement that summarizes and synthesizes the most important aspects of the case to create a story of the client and his or her past and presenting problems)
IX. The reflective component in which you will evaluate how well you were able to engage the client and use the interviewing skills studied in class.
Please see the descriptions listed below to guide your writing within each area:
Identifying Information
This section should include information as the client’s as age, sex, race, r ...
OVERVIEWwWrite a 3–4-page assessment in which you use exampl.docx
OVERVIEW
w
Write a 3–4-page assessment in which you use examples and research findings to explain the connections between technology and self-regulation.
The more self-knowledge and self-awareness we have, the more intentional we can be about our behavioral choices and the more we can resolve conflicts between ourselves and the social world.
CONTEXT
Research conducted on the delay of gratification in the 1960s by Walter Mischel and his colleagues attempted to explain the concept of willpower by examining how long preschool children could resist settling for a small, immediately available reward in order to get a larger reward later. Follow-up surveys with the same group found that children who were able to resist for a longer period of time also scored higher on SAT tests, had higher levels of self-worth, and coped better with stress. The study also found that those children who had at first decided to wait and then chose the immediate reward were 30 percent more likely to be overweight by the age of 11 (Mischel, et al., 2011). Some of the ways the children self-regulated their behavior in order to delay gratification to receive a higher reward were to lay their heads down on the table, nap, talk to themselves, and sing.
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
If you could learn how your thoughts may interfere with your own happiness and success, would you want to know?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course. It is important to note that some of the articles listed here are fairly old but are considered seminal works in the field of social psychology.
•
Boer, D., & Fischer, R. (2013).
How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages
.
Psychological Bulletin
,
139
(5), 1113–1147.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin
,
139
(3), 655–701.
•
Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011).
Behavioral and neural correlates of delay of gratification 40 years later
.
Proc Natl Acad Sci U S A
,
108
(36), 14998–15003.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality
,
31
(4), 343–348.
•
Hu, H., & Driscoll, M. P. (2.
Cultural Immersion Project – Part 3 Paper InstructionsIndivi.docx
Cultural Immersion Project – Part 3 Paper Instructions
Individual Encounter and Synthesis
You will conduct an in-depth, 1-hour interview with an individual or married couple from your selected cultural group in order to develop an understanding of the cultural factors that helped shape that individual’s or couple’s cultural identity.
A variety of issues may be explored in the interview. The knowledge you gained from both parts of the Cultural Immersion Project as well as your sense of the person/couple you interview will guide you in how personal you can get with your questions. Cultural groups and individuals vary on how private they are. Use their feedback regarding what areas you can probe. If the person is very open, go deeper. If not, respect that cultural boundary and ask yourself why that boundary is there. Issues that you may wish to explore during the interview include, but are not limited to, the following:
· Early childhood experiences and parental values;
· Earliest memories of recognizing membership in a culturally different group;
· The role of religion/spirituality;
· Immigration experiences;
· Similarities/differences between couples’ interactions in the U.S. to couples’ interactions in the individual’s culture;
· School experiences as a member of a cultural minority;
· Experiences with subtle racism or discrimination;
· Experiences with overt racism or discrimination;
· Ways the person/couple chose his/her/their career(s) or made career choices;
· The experience of being culturally different;
· Attitudes regarding the majority culture;
· Extent of desire to assimilate majority cultural attitudes, values, and lifestyles;
· Feelings of oppression;
· Feelings of anger toward majority culture;
· From the person’s/couple’s own cultural background, any potential racist attitudes toward or stereotyping of individuals from other particular cultures; and/or
· Strengths identified from the person’s/couple’s cultural background that help him/her/them cope with living in the U.S.
Once your interview is complete, you will answer the questions listed below. First person may be used in your answers, and you must observe correct and current APA style. The paper must have a correct title page, and you must use a reference page (no abstract is needed). A word estimate is beside each question; however, the quality of your answer is more important than the word count. You may expand further, but you do not have to do so.
In addition, your paper must be supported by at least 2 scholarly sources, and at least 2 internet and/or media sources, used in project part 1.
It is recommended that you use the following questions as level 1 headings to organize your paper.
1. Share some of the background of your interviewee (or couple). What is this person’s/couple’s story? (approximately 300 words)
2. How open was this person/couple? Why do you think this was? (approximately 100 words)
3. What were some key cultural events (interact.
14DIABETES Instructions Broadening Traditional Vie.docx
1
4
DIABETES
Instructions
Broadening Traditional Views on Intelligence and Intelligence Testing (worth 30 points)
The purpose of this discussion is to re-conceptualize intelligence while exploring multiple, diverse intelligences.
Step 1: Please watch the following Ted Talk by Robert "Bob" Sternberg, the theorist who conceptualized the Triarchic Theory of Intelligence. https://www.youtube.com/watch?v=otlmKZeNi-U (Video runs 11:32, opens in new tab)
Step 2: Watch the following vignette on Kim Peek, who is a person diagnosed as a savant that demonstrates calendar counting and other rare abilities: https://www.youtube.com/watch?v=z0lVdxXTANA (Video runs 7:56, opens in new tab)
Step 3: Integrating what you learned from the textbook readings and watching the videos, please thoroughly respond to the following questions, integrating relevant content from the readings.
· Traditional Intelligence Tests tend to measure logical and analytical reasoning. The field of psychology tends to disagree regarding how intelligence should be defined. With this in mind, compose and present your own thorough and thoughtful definition of intelligence.
· According to research studies, IQ and other standardized tests, such as the SAT and ACT, tend to measure logical and analytical reasoning skills. In your opinion, do you feel that we place too much emphasis on these tests to predict success? Explain your opinion based on your readings and how the results of these types of tests are used.
· Next, please click on the following link and take one of the tests based on Gardner's Theory of Multiple Intelligences: Inventory of Multiple Intelligences(webpage, opens in new tab). Describe your findings regarding your top three intelligences, and explain the extent to which you agree or disagree with the results.
Maslow and Erikson
The theories of Abraham Maslow and Erik Erikson support the use of human response
assessment in the experiential and behavioral perspectives.
Erikson describes eight stages of development through life. This implies a person continues to
develop at all ages. Each stage identifies a task that must be achieved. The achievement can
be complete, partial, or unsuccessful. The greater the task achievement, the healthier the
personality of the person. Failure to achieve a task for one stage influences the person’s ability
to achieve the next task. The developmental tasks are viewed as crises, and successful
resolution is supportive to the person’s ego. The individual must find a balance between the
positive and negative side of the task. For example, the balance between trust and mistrust.
During assessment the nurse determines what stage the patient should be in based on age,
what the task is for the stage, and whether there are positive or negative indicators of resolution
of the task. Erikson states no level of development can be bypassed. However, stressors/
illness can change positive resolution to negati ...
Audience Analysis Sections 16.1What Is a.docx
Audience Analysis
Sections 16.1
What Is an Audience Analysis?
&
Why Conduct an Audience Analysis?
Public Speaking as
Shared ActivityThe interaction between speaker and audience; speakers jointly create meaning with audiences.Public speaking is an audience-centered activity in which the speaker considers the needs and interest of the audience.Audience analysis is the process of gathering information about the people in the audience so a speaker can understand their needs, values, and expectations.Find an appropriate way to acknowledge and greet your audience.
Choose a
Worthwhile TopicYour topic should reflect regard for the audience; audiences do not want to listen to a speech that is too simple or a topic they already know a great deal about.Many students are tempted to choose an easy topic or a topic they already know a great deal about because it decreases their own workload rather than engaging audience interest.Choose a topic that is interesting enough for you to research and your audience to listen to.
Clarity is ImportantUse straightforward vocabulary and avoid convoluted sentences.
The Risk of ControversyControversial topics are topics about which people disagree.Many controversial topics confront people’s fundamental and closely-held values.There are often more than two perspectives on important controversial topics.How you treat your audience is just as important as how you treat your topic.
Adapting to
Audience NeedsAudiences differ in their perspectives and readiness to accept new ideas.Even in a homogeneous audience, an audience composed of people who are similar to one another, different listeners will understand the same ideas in different ways.Every member of every audience has his or her own frame of reference generated by their unique life experience.
Categories of
Life Experiences Demographic information refers to gender, age range, marital status, race and ethnicity, all of which impact an audience’s perspectives and needs.Socioeconomic status refers to characteristics including income, wealth, level of education, and occupational prestige.Psychographic information involves the beliefs, attitudes, values, and opinions that are most often difficult to predict.
Respecting your audience means that you avoid offending, excluding, or trivializing the beliefs and values they hold.
DiversityRefers not only to racial and ethnic groups, but also to religion, sexual orientation, body size, and physical and mental ability.
Respecting Diverse AudiencesBeing mindful of diversity means being respectful of all people and avoiding racism, ethnocentrism, stereotyping, sexism, ageism, elitism, and other assumptions.It’s easy to assume that people from a given culture are just alike, but they’re not; their social roles, life experiences, and circumstances vary.Frame of reference may be difficult to predict; for instance, we might assume that a successful businessman is primarily interested in p ...
427929496-week-1-2-PPT-Intro-to-Perdev-Knowing-Oneself-1-pptx.pptx
Ito ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niyIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalaIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tuIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taovvvvvvIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tuIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taoIto ay tumutukoy sa pagiging hiwalay niya sa ibang taomutukoy sa pagiging hiwalay niya sa ibang taomutukoy sa pagiging hiwalay niya sa ibang taovvvvvvvy niya sa ibang taIto ay tumutukoy sa pagiging hiw
0- session 7 .pdf
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Respond to the following in a minimum of 175 words An individua
Respond to the following in a minimum of 175 words:
An individual's culture is typically a building block of his or her beliefs, thought processes, worldviews, political views, and behavior. Culture allows individuals to acknowledge and celebrate their differences in order to better understand one another. Cross-cultural psychology focuses on the role of culture, and has been a large focus in the field of psychological research.
Consider how cross-cultural research may be used to progress the field of psychology. What elements of your beliefs, worldviews, and behaviors are related to your culture? How may cross-cultural research help you to better understand yourself and others? Choose a specific context such as work, school, or community, and provide a specific example of how cross-cultural psychology and research may be used in this context.
...
1. In what ways do the typical attributions of people from collectiv.docx
1. In what ways do the typical attributions of people from collectivistic cultures differ from those of people from individualistic cultures? Why do these differences exist? Provide empirical evidence supporting your explanations.
2. Human beings often speculate as to the causes of others’ behavior. Explain how cognitive and motivational factors can cause people to be biased when making attributions. What are some of the social and individual consequences of the types of attributions they make?
In 750-1,000 words, provide a minimum of four personal examples to illustrate impression management, social tuning, social comparisons, mindsets, intrinsic/extrinsic motivation, or causal theories.
One example provided must address face to face versus written communication styles. Are there measures that can be taken when communicating nonverbally to improve self-presentation, impression management, attributional inferences, and cognitive biases?
Each example provided should be based upon how your personal views were shaped by parents, teachers, friends, community, culture, etc. Each example should be supported by relevant research.
.
becomingamemberofsociety-190127100001.pptx
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Treating AdolescentsWhen you assess and treat adolescents, you m.docx
Treating AdolescentsWhen you assess and treat adolescents, you m.docx
ASSESSMENT-2 OVERVIEWWrite a 3–4-page assessment in which yo.docx
ASSESSMENT-2 OVERVIEWWrite a 3–4-page assessment in which yo.docx
William O. Donnelly - Conversations with adolescents
William O. Donnelly - Conversations with adolescents
Biopsychosocial AssessmentStudents will complete a biopsychoso
Biopsychosocial AssessmentStudents will complete a biopsychoso
OVERVIEWwWrite a 3–4-page assessment in which you use exampl.docx
OVERVIEWwWrite a 3–4-page assessment in which you use exampl.docx
G6._CUF_HealthEd_Mar8.pptx_Teaching Health in Elementary
G6._CUF_HealthEd_Mar8.pptx_Teaching Health in Elementary
Cultural Immersion Project – Part 3 Paper InstructionsIndivi.docx
Cultural Immersion Project – Part 3 Paper InstructionsIndivi.docx
14DIABETES Instructions Broadening Traditional Vie.docx
14DIABETES Instructions Broadening Traditional Vie.docx
427929496-week-1-2-PPT-Intro-to-Perdev-Knowing-Oneself-1-pptx.pptx
427929496-week-1-2-PPT-Intro-to-Perdev-Knowing-Oneself-1-pptx.pptx
Respond to the following in a minimum of 175 words An individua
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1. In what ways do the typical attributions of people from collectiv.docx
1. In what ways do the typical attributions of people from collectiv.docx
427929496-week-1-2-PPT-Intro-to-Perdev-Knowing-Oneself-1-pptx.pptx
427929496-week-1-2-PPT-Intro-to-Perdev-Knowing-Oneself-1-pptx.pptx
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Part 1 Think an example speak up anythingPart 2 exampleInte.docx
Part 1 Think an example speak up anything
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Intern at the accounting company, my manager was absence during her work time, but the partner didn’t know and manager didn’t report that she was going out. I didn’t speak up anything
The Logic and Practice of Financial Management
Ninth Edition
Foundations of Finance
The Pearson Series in Finance
Berk/DeMarzo
Corporate Finance*
Corporate Finance: The Core*
Berk/DeMarzo/Harford
Fundamentals of Corporate Finance*
Brooks
Financial Management: Core Concepts*
Copeland/Weston/Shastri
Financial Theory and Corporate Policy
Dorfman/Cather
Introduction to Risk Management and
Insurance
Eakins/McNally
Corporate Finance Online*
Eiteman/Stonehill/Moffett
Multinational Business Finance*
Fabozzi
Bond Markets: Analysis and Strategies
Foerster
Financial Management: Concepts and
Applications*
Frasca
Personal Finance
Gitman/Zutter
Principles of Managerial Finance*
Principles of Managerial Finance—Brief
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and Why
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Hughes/MacDonald
International Banking: Text and Cases
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Fundamentals of Futures and Options Markets
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Personal Finance: Turning Money into
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Foundations of Finance: The Logic and
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Marthinsen
Risk Takers: Uses and Abuses of Financial
Derivatives
McDonald
Derivatives Markets
Fundamentals of Derivatives Markets
Mishkin/Eakins
Financial Markets and Institutions
Moffett/Stonehill/Eiteman
Fundamentals of Multinational Finance
Nofsinger
Psychology of Investing
Pennacchi
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Principles of Risk Management and Insurance
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Fundamentals of Investing*
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Global Investments
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*Denotes MyFinanceLab titles. Log onto www.myfinancelab.com to learn more.
http://www.myfinancelab.com
The Logic and Practice of Financial Management
Ninth Edition
Boston Columbus Indianapolis New York San Francisco
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Foundations of Finance
Arthur J. Keown
Virginia Polytechnic Institute and State University
R. B. Pamplin Professor of Finance
John D. Martin
Baylor University
Professor of Finance
Carr P. Collins Chair in Finance
J. William Petty
Baylor University
Professor of Finance
W. W. Caruth Chair in Entrepreneurship
Vice President, Business Publishing: Donna Battista
Editor-in-Chief: Adrienne D’Ambrosio
Acquisitions Editor: Kate Fernandes
Editorial Assis.
Part 1 Progress NoteUsing the client from your Week 3 Assignmen.docx
Part 1: Progress Note
Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations):
Treatment modality used and efficacy of approach
Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)
Modification(s) of the treatment plan that were made based on progress/lack of progress
Clinical impressions regarding diagnosis and/or symptoms
Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)
Safety issues
Clinical emergencies/actions taken
Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)
Treatment compliance/lack of compliance
Clinical consultations
Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)
Therapist’s recommendations, including whether the client agreed to the recommendations
Referrals made/reasons for making referrals
Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
Issues related to consent and/or informed consent for treatment
Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
Information reflecting the therapist’s exercise of clinical judgment
Part 2: Privileged Note
Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.
The privileged note should include items that you would not typically include in a note as part of the clinical record.
Explain why the items you included in the privileged note would not be included in the client’s progress note.
Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.
.
PART 1 OVERVIEWIn this project you are asked to conduct your own.docx
PART 1 OVERVIEW
In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on time.
· 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included.
· Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar.
· If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology.
· In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable.
· Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest.
· For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words.
· Getting Help:
· For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF or Word.
Part 1 Financial AcumenKeeping abreast of the financial mea.docx
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 800 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 400-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
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Part 1 Legislation GridBased on the health-related bill (pr.docx
Part 1: Legislation Grid
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:
Determine the legislative intent of the bill you have reviewed.
Identify the proponents/opponents of the bill.
Identify the target populations addressed by the bill.
Where in the process is the bill currently? Is it in hearings or committees?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:
.
Part 1 Financial Acumen1. Review at least three (3) articles on.docx
Part 1: Financial Acumen
1. Review at least three (3) articles on `. Summarize the articles in 400 – 600 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 200-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Parent NewsletterAn article explaining the school’s po.docx
Part 1: Parent Newsletter
An article explaining the school’s policy for MTSS and the role of family–school partnerships within the MTSS
At least two school-wide interventions in place at school along with strategies parents can use at home to support their children
A list of the top five resources for families with respect to being involved and supporting MTSS along with explaining why the resources are the top five
At least two strategies for addressing family–school partnership challenges across tiers
Citations for specific research related to the topics and interventions mentioned in your newsletter
Any additional information you would like to include that will assist in fostering and sustaining a positive relationship with all families
Part 2: Behavior Contract
Create
a 1-page behavior contract that includes the following:
An outline of your school’s behavior expectations and the consequences for students who do not follow these expectations
A place at the bottom of the page on the contract for both the student and parent/guardian to sign to show that they have read and understand the school’s expectations
References have to be between 2017-2021.
.
Part 1 ResearchConduct some independent research. Using Rasmus.docx
Part 1: Research
Conduct some independent research. Using Rasmussen and other resources, locate an article that supports your personal values and professional communication style.
Part 2: Reflect
For this assignment, you will use your critical thinking skills and reflect upon your personal values and
professional communication style.
In a minimum of two-pages (not counting the title page and reference page) address the following:
Discuss how you will show your personal values through the professional communication style you will use with clients.
Identify concepts such as boundaries, respect, body language, the role of humor and support, and disclosure.
Explain correlations between the student's personal values and their own professional communication style.
Incorporate one (1) credible resource to support your communication style. Cite source used.
Use professional language including complete sentences and proper grammar, spelling, and punctuation throughout your paper. Be sure to cite any research sources in APA format.
.
Part 1 What are some challenges with syndromic surveillance P.docx
Part 1 What are some challenges with syndromic surveillance?
Part 2 : Critique a team presentation topic
SIMULATION TRAINING IN EDUCATION
and include what the presentation taught you and what you see as far as its effect on patient safety and healthcare technology.
What changes in the presentation would you recommend, and why? Please see attach
Remember to include sources of literature in your posts to back up the statements you make. Remember, we are all about evidence-based practice!
.
Part 1 Procedure and purpose 10.0 Procedures are well-develop.docx
Part 1: Procedure and purpose
10.0
Procedures are well-developed, realistic for the identified grade, and expertly related to the purpose.
Part 1: Procedure steps and activity
10.0
Procedure steps or activity are comprehensive and proficiently described
Part 1: Procedure introduced, modeled, practiced, assessed
10.0
Explanation of how procedures will be introduced, modeled, practiced, assessed is thorough.
Part 1: Rationale
10.0
Explanation of how procedures will minimize distractions and maximize instructional time is specific.
Part 2: Rules and Consequences
10.0
Rules are skillfully crafted and consequences are creative.
Part 2: Reward System
10.0
Reward system is effective and documentation is reasonable.
Part 2: Rationale
10.0
Explanation of how the system will help create a safe and productive learning environment is proficient.
Organization
10.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
20.0
Writer is clearly in command of standard, written, academic English.
ELM-250 Topic 4: Procedures, Rules, Rewards and Consequences
Grade Level:___________
Part 1: Procedures
Procedure Example:
Entering the Classroom
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
To create a classroom environment that is conducive to learning the moment class begins.
1. Walk in quietly (entering a new zone).
2. Get organized before the bell (sharpen pencil, homework ready …).
3. Begin working quietly on the warm-up (in your notebook with paper labeled).
Teacher will introduce the procedure on the first day of school.
The teacher will model the procedure at the beginning of class for the first week of school.
Teacher and students will repeat when reinforcement is needed or when new students join the class.
Teacher will watch for students who follow the steps correctly and will positively reinforce the students.
Procedure #1
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #2
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #3
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #4
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #5
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Rationale
Write a 100-150 word .
Part 1 Post your own definition of school readiness (and offer .docx
Part 1: Post your own definition of school readiness (and offer support for your definition from the readings; Remember to use APA style citations to identify the sources of this support)? Be sure to discuss specific screening tools, instruments, or other tools/approaches to assess the preparedness of children entering Kindergarten. These should be directly related to your definition.
Part 2: Given what you’ve learned about intellectual disability, discuss at least 3 challenges to school readiness young children with intellectual disabilities face when entering Kindergarten.
.
Part 1 Art selectionInstitute Part 1 Art sel.docx
Part 1: Art selection
Institute
Part 1: Art selection
·
· These are the work of the arts from the ancients to modern art. The reason for the selection of this theme of the art is the association of the ideas behind the sculptures is the religion. Like in the first one is the sculpture of the Ares, who was the God of Greece, he was considered to be the God of war. This sculpture was made by the Scopas who was the ancient Greek sculpture. The second work of art is Moses which was for the Tomb of Pope II, which was made by Michelangelo who made this piece of art in the early 16th century (1506). The third piece of art is also related to the religion, in which the wall depicts the Biblical figures, this was made by Claus Sluter, who was the artist from the Dutch origin.
The most engaging part of these arts is the religious depiction which evolved through the times. From Ares to Jesus in the arts.
· The common theme is the religious personalities of the times in which they were made.
· It is important to vary the themes through the times, as it describes the artistic preferences of the people, and how this had been addressed by the artists.
· Ares: Vatican, Rome, Italy. Statue of Ares, Scopas's influence. Brooklyn Museum Archives, Goodyear Archival Collection (Rens Ottema, 2020)
Moses: (wga.hu, 2020)
The Well of Moses(onlineschoolscenter.com, 2020)
.
Part 1 Post a ResponseVarious reform groups with various causes.docx
Part 1: Post a Response
Various reform groups with various causes developed in the US in the late 1800s and early 1900s; these are loosely called “Progressives” as they aimed to use government policies or science to improve and advance society. Also, this period was a time when the US started as a major player in international conflicts—first in the “Spanish American War and then in World War I. There were deep isolationist sentiments about such overseas entanglements, and President Wilson first has one position and then the other.
Choose and discuss (in a full paragraph or two) one of the following two topics related to the late 1800s and early 1900s.
In the Progressive Era (roughly 1890–1920), multiple groups advocated for reforms in various aspects of government, society, and the economy. Discuss here the “muckrakers” and Taylor’s “scientific management”.
Explain briefly the approach and aim of the “muckrakers” and that of F. W. Taylor.
Compare their approaches and describe your feelings about them, and relate some modern situation that reminds you of one of these approaches and reform causes.
Identify the source(s) where you read about the reform cause.
From the text, Wilson did not maintain his own campaign slogan (“He kept us out of war”).
Explain with some specifics why Wilson became pro-war. Describe your own feelings on that issue when you look back at it, and whether he was right to change.
Briefly, identify a similar international consideration today—or of the last 20 years, and what lesson might be drawn from the example in Wilson’s time.
Identify the source(s) where you read about Wilson.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to extend the conversation by asking questions, offering rich ideas, or sharing personal connections.
.
Part 1 Assessment SummaryIn 500-750-words, summarize the fo.docx
Part 1: Assessment Summary
In 500-750-words, summarize the following:
What areas should an AAC assessment evaluate?
What areas of communication do AAC assessments address?
How do assessment results inform AAC strategies/techniques?
Identify AAC assessments used within your school or district and explain when each assessment would most appropriately be used.
Support your assessment summary with 1-3 scholarly resources.
Part 2: Case Studies
Read the following case studies to inform Part 2 of the assignment.
Case Study 1: Mandy
Mandy is a 3-year-old preschool student who has been diagnosed with ASD and is nonverbal. She is sensitive to loud noises and certain textures. She was recently referred to a child study team by the family physician. Her family doctor described her as having low muscle tone, delayed communication, and delayed motor skills. She uses her behavior and physicality for communicating needs. Mandy does point and reach for desired items, but she has not been able to reproduce any signs, despite her parents' attempts to teach her sign language for the past year. She often appears to be disengaged when playing or when her parents are encouraging her to sign. Her eye contact is minimal, tantrums are common, crying happens daily, and change is very difficult for her.
Case Study 2: Wilson
Wilson is an 11-year-old boy who was diagnosed with ASD as a toddler. He is physically healthy, but he is very sensitive to hot, cold, noises, and pain. He does not like crowds or lines and struggles with class assemblies, lunch time periods, and recesses. He is in a self-contained special education classroom on a public school campus and attends general education class for music only. He is capable of doing some general education class work, but his behavior is far too unpredictable to make further placement in a general education classroom feasible at this time. He can be impulsive and destructive when frustrated or overwhelmed. He is quite social and enjoys interacting with his peers in both settings; however, it can be difficult to discern when he will have a meltdown. He has tantrums and destroys property, and his participation in some aspects of school is limited. When changes in the schedule occur, such as school assemblies or fire drills, Wilson has a hard time adjusting and oftentimes tips over desks or kicks. He has not been able to attend the last two field trips due to his parents’ concerns for his safety.
Case Study 3: Cole
Cole is a 16-year-old boy with ASD and cognitive delays. He was born three weeks premature and required intensive neonatal care for six weeks after birth, but he is currently in good health. He passed all hearing and vision screenings. Cole uses gestures and a few verbal words to express his needs and wants; for example yes/no and hungry. He uses a few sign language gestures and some picture symbols, but mostly relies on a communication device in order to communicate with teachers, peers, and parents.
Part 1 Post a ResponseDuring the Reconstruction Era, the So.docx
Part 1: Post a Response
During the Reconstruction Era, the Southern states created many laws and policies of their own. These “Black Codes” either tried to minimize federal laws and policies or were in retaliation to them.
Suppose you were a former slave during this era, which one of the following restrictions would you find the most offensive?
Restrictions or prohibitions on voting
Restrictions such as those on job, land purchase, and mobility
Inability to serve on juries or accuse a white person in court
Then, in a full paragraph or two:
Discuss the immediate and long-term consequences from your chosen restriction.
Identify any lessons we can learn today from this restriction and its impact.
Identify the source(s) where you read about the restriction.
.
Part 1 Financial AcumenKeeping abreast of the financial measure.docx
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 300 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 100-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Do an independently guided tour of news and media coverage.docx
Part 1
: Do an independently guided tour of news and media coverage of the monolith found in Utah. Consult a range of news and social media sources to construct a timeline, but, more importantly, to track and analyze the different audiences and forms of interest in this object. Be sure to do a search on whatever social media you typically use, and, try to depart from major news media outlets in your search. Summarize your findings, highlighting details that you find especially telling or interesting.
Part 2
: In a thoughtful way, compare the monolith to at least one other artwork from this class (or, learn about John McCracken and compare to his work). Think about materials, placement, time period, intent (for the work we discussed). Be as specific as you can.
Part 3
: Finally, why do you think this work captured worldwide attention? What do you think people found interesting? What do you make of the current outcome of the work? If you had an opportunity to see the object would you? If you had the ability to remove it, would you?
.
Part 1 Describe the scopescale of the problem. Problemado.docx
Part 1: Describe the scope/scale of the problem. Problem:
adolescent incarceration and recidivism
in New Haven, CT and USA.
Part: 2
Name one program doing relevant work on the issue describe above in NYC or elsewhere.
.
Part 1 Art CreationSelect one of the visual art pieces from Cha.docx
Part 1: Art Creation
Select one of the visual art pieces from Chapters 1-6 or the lessons from Weeks 1-3 to use as a point of inspiration. Create a painting, sculpture, drawing, or work of architecture inspired by your selected art piece.
Part 2: Reflection
Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper:
Introduction
Inspiration Piece
Include image.
Record the title, artist, year, and place of origin.
Briefly explain the background of the inspiration piece.
Your Art Piece
Include image.
Provide a title.
Explain the background of your piece.
Connection
Explain the thematic connection between the two pieces.
How are they similar and different?
Are they the same medium? How does the medium impact what the viewer experiences?
How do the formal elements of design compare to one another?
Original Artwork Requirements
Methods: paint, watercolor, pencil, crayon, marker, collage, clay, metal, or wood (Check with your instructor about other methods you have in mind.)
No computer-generated pieces
Writing Requirements (APA format)
Length: 1.5-2 pages (not including title page, references page, or image of artwork)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)
Grading
This activity will be graded based on the W3 Art Creation & Reflection Grading Rubric.
.
Part 1 Answer these questions in a couple sentences. 1. Wha.docx
Part 1:
Answer these questions in a couple sentences.
1. What is the difference between reliability and validity?
2. Describe different types of measures (e.g. self report, etc.). What are the pros and cons of each?
Abstract 1: Vandell et al., 2010
Relations between nonrelative child care (birth to 4 ½ years) and functioning at age 15 were examined (
N
= 1364). Both quality and quantity of child care were linked to adolescent cognitive and social functioning. Effects were similar in size as those observed at younger ages. Higher quality care predicted higher cognitive-academic achievement at age 15. Higher quality early child care also predicted youth reports of less externalizing social behavior. More hours of nonrelative care predicted greater risk taking and impulsivity at age 15.
Summary:
Abstract 2: Love et al., 2005
Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early.
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