PSY 634 Final Project Guidelines and Grading Guide O.docx
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PSY 634: Final Project Guidelines and Grading Guide Overview The final project for this course is the creation of a case application paper that includes an in-depth analysis of a selected case study. Students will choose an individual such as a known historical figure, a celebrity, a fictional character, or an individual known personally to the student (ALL identifying information must be eliminated from the paper in the case of the last option). The selected individual must be a child or adolescent with a cognitive disorder or a learning disability, and enough information must be available to include the following in the analysis: A description of the chosen disorder and a comparison between normal brain function and the brain function of a person with the disorder An evaluation of the relationship between psychological and physiological aspects of the disorder and the resulting negative effects on daily functioning An assessment of the impact of recent technological advancements on the diagnosis and treatment of the disorder Recommendations for appropriate treatment options and coping mechanisms for the selected case and other people with the disorder Preventative measures that may be employed for others who may be at risk for the disorder The case application paper should be a 10–12-page Word document. The final product represents an authentic demonstration of competencies highlighted by the course outcomes because the paper requires students to 1) analyze brain areas associated with a disorder and corresponding behavioral deficits, 2) review existing research and apply the literature to a topic in cognitive neuropsychology, and 3) assess diagnostic techniques, summarize effective treatments, and analyze possible outcomes of those treatments. The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three, Five, and Seven. The final product will be submitted in Module Nine. This assessment will assess your mastery with respect to the following course outcomes: PSY-634-01 Analyze the relationship between psychological and physiological aspects of cognitive processes PSY-634-02 Analyze the impact that recent advancements in technology have had on the field of cognitive neuropsychology PSY-634-03 Compare the neuropsychological functions of a normal functioning brain with those of individuals diagnosed with common cognitive dysfunctions PSY-634-04 Assess the appropriateness of employing neuropsychological methods in the diagnosis and treatment of common cognitive dysfunctions Note: Topics should include neuroimaging and neuropsychological assessment PSY-634-05 Recommend possible coping mechanisms and prevention strategies for children and adolescents experiencing or who are at risk for common cognitive issues using the principles ...
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Please pay attention to all the details. The instructor told me th.docx
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
PSY 636 Final Project Guidelines and Grading Guide O.docx
PSY 636: Final Project Guidelines and Grading Guide
Overview
The final project for this course is an intervention plan with recommendations for the treatment of a child/adolescent who has been affected by the legal system
and now is showing signs of a mental and/or behavioral disorder. The final product requires students to fully define and operationalize a treatment intervention
plan.
The finished product will incorporate the application of theories and concepts taught in the course to substantiate the following criteria:
1. An examination of the factors that would specifically affect treatment in the case (familial, environmental, etc.)
2. A substantiated evaluation of various treatment options outlining their appropriateness
3. A recommendation of one or more intervention strategies with justification as to why they selected the one(s) that they did
4. An evaluation of potential ethical issues that should be considered or guarded against and how their plan does so
The project is divided into five milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Three, Four, Six and Ten.
This assessment will assess your mastery with respect to the following course outcomes:
PSY-636.1: Develop effective evaluation strategies drawing upon the different types of evaluations used for children impacted by the legal system.
PSY-636.2: Evaluate the influence of cultural, familial, and environmental factors on the effectiveness of intervention and treatment strategies.
PSY-636.3: Analyze the effectiveness and appropriateness of treatment options available for various common behavioral/psychological issues affecting
children and adolescents.
PSY-636.4: Recommend family therapy treatment options that take into account the multi-dimensionality of the family unit.
PSY-636.5: Assess the ethical implications of various intervention strategies.
Prompt
Specifically, the following critical elements must be addressed:
1. Preparing for Effective Intervention: Outside Factors and Effective Treatment
a. Describe the potential impact of culture on treatment
b. Describe the potential environmental factors that may influence the treatment
c. Examine the potential role that family plays on the effectiveness of intervention and treatment strategies
2. Treatment Options and Family Therapy Evaluation
a. Evaluate appropriate treatment options available for family therapy treatment and individual treatment for various behavioral/ psychological
issues affecting children and adolescents who have been affected the legal system
3. Intervention Strategies
a. Recommend intervention strategies for behavioral/psychological issues affecting the child and/or adolescent chosen. Include justification for the
effectiveness of the recommended intervention strategies. ...
PSY 618 Module Nine Short Paper Rubric Prompt What type of s.docx
PSY 618: Module Nine Short Paper Rubric
Prompt: What type of specific follow-up is needed to ensure the proposed changes are being effectively implemented at the case study organization? How will you conclude your report to your client? Will your recommendations for follow-up include formal assessment measures? If so, what are they? If not, why not?
Format: The short paper should follow these formatting guidelines: 2–4 pages in length, double spacing, 12-point Times New Roman font, one-inch margins, and citations in APA format.
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Follow-Up
Meets “Proficient” criteria and substantiates the chosen follow-up procedures with examples from scholarly research
(27-30)
Identifies the type of follow-up needed to ensure effective implementation of proposed changes
(24-26)
The type of follow-up identified is not effective for the proposed changes
(21-23)
Does not identify the type of follow-up needed to ensure effective implementation of proposed changes
(0-20)
30
Client Report
Meets “Proficient” criteria and includes specific examples relevant to the report
(27-30)
Describes how the report will be concluded for the client
(24-26)
Description of how the report will be concluded is lacking in detail
(21-23)
Does not describe how the report will be concluded for the client
(0-20)
30
Formal Assessment
Meets “Proficient” criteria and supports explanation with evidence from scholarly research
(27-30)
Argues whether formal assessment measures will be included
(24-26)
Argument of whether formal assessment measures will be included does not reach a logical conclusion
(21-23)
Does not argue whether formal assessment measures will be included
(0-20)
30
Articulation of Response
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format
(9-10)
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
(8)
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
(7)
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
(0-6)
10
Earned Total
Comments:
100 %
PSY 790 Final Project Guidelines and Rubric
Overview
As the final step in your journey toward your master of science degree in psychology, you will complete a capstone project that integrates the knowledge and
skills you have developed in previous coursework and over the duration of the term by creating a research concept paper and professional presentation that will
be developed for an identified target audience. You will also reflect on your journey through the psychology program and how you plan to position yourself
professionally. The capstone project is divided into three milestones, which will be submitte ...
Amanda WattenburgThursdayJul 26 at 724pmManage Discussion
Amanda Wattenburg
ThursdayJul 26 at 7:24pm
Manage Discussion Entry
Link to screen cast-o-matic:
https://screencast-o-matic.com/watch/cFitVbFMms (Links to an external site.)Links to an external site.
Script:
A brief introduction
Studying cognitive functioning is important as these processes impact individual’s behavior and emotions (Heeramun-Aubeeluck et al., 2015). Various factors can impact cognitive functioning. A disorder known to impact cognition is psychosis. Thus, it is essential to examine psychosis and how these psychotic experiences effect cognitive functioning over time.
Devise a specific research question related to the topic you chose in Week One.
How does psychosis effect cognitive functioning over time in patients who have experienced first-episode psychosis?
Explain the importance of the topic and research question.
Psychosis is a mental state in which individuals experience a loss of touch with reality(Boychuk, Lysaght, & Stuart, 2018). Psychosis may lead to additional occurrences or may indicate signs of a mental health disorder. It is important to examine the cognitive impairment that is caused as a result of psychotic episodes. In addition, this would unfold information that may lead to the importance of treating psychosis when the first signs are noticed in hopes of decreasing the chances of psychosis leading to a mental disorder.
A brief literature review
Zaytseva, Korsokava, Agius, & Gurovich (2013) and Bora & Murray (2014) discovered altered cognitive functioning exists prior to onset or before the prodrome stage. In addition, Bohus & Miclutia (2014) indicate that cognitive functioning at first-episode psychosis was not as strong. Thus, it can be concluded that cognitive functioning impairment occurs prior to first-episode onset however, there is varying research that indicates the impact on cognitive functioning as time goes on. Popolo, Vinci, & Balbi (2010) conducted a year-long study on neurocognitive functioning amongst children and adolescent patients with first-episode psychosis. Cognitive impairment is indicated in early psychosis onset thus the study focused on examining cognitive impairments. Several cognitive assessments were given to patients and the results were evaluated. The results of the cognitive assessments indicated that adolescents with first-episode psychosis (FEP) have neurocognitive impairments. In addition, psychotic patient’s cognitive deficiencies do not decline over the course of the psychotic disorder. However, according to the article
Neurocognitive functioning before and after the first psychotic episode: does psychosis result in cognitive deterioration? (2010)
, the results indicated that there is no decline in cognitive functioning during the first psychotic episode. This indicates a gap in research of the effect psychotic episodes has on cognitive functioning.
Evaluate published research studies on your topic found during your work on the Weeks One, Two, and ...
PSY 790 Final Project Guidelines and Rubric Overview .docx
PSY 790 Final Project Guidelines and Rubric
Overview
As the final step in your journey toward your master of science degree in psychology, you will complete a capstone project that integrates the knowledge and
skills you have developed in previous coursework and over the duration of the term by creating a research concept paper and professional presentation that will
be developed for an identified target audience. You will also reflect on your journey through the psychology program and how you plan to position yourself
professionally. The capstone project is divided into three milestones, which will be submitted at various points throughout the course to scaffold to the final
submissions. These milestones will be submitted in Modules Two, Four, and Six. The final capstone project will be submitted in Module Nine.
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are three separate components of the project, but
they all operate together to make up the whole capstone experience and are not assessed separately. You will be evaluated on all three components as a unit in
determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a running narrative of
your strengths and weaknesses in relation to the course outcomes as you progress through the class. Your work is expected to meet the highest professional
standards.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Advocate for and extend psychology’s role and responsibility in promoting agency and the psychological well-being of individuals, communities, and
organizations
Adapt to shifting demands and ill-structured problems by critically evaluating the relevance, priority, and appropriateness of various information and
potential courses of action
Design, conduct, and evaluate research through the lens of its potential to advance knowledge in psychology as well as the psychological well-being of
individuals, communities, and organizations
Integrate psychological theories, methods, and research to generate new knowledge and promote agency and the psychological well-being of individuals,
communities, and organizations
Incorporate empathy, reflectivity, and an appreciation for collaboration and diversity of perspectives into efforts to promote agency and the psychological
well-being of individuals, communities, and organizations
Protect the integrity and professional responsibility of psychology through the demonstration of ethical comportment in all aspects of the profession
Prompt
For the capstone project, you will first develop a research concept paper that introduces your topic, research question, literature review, research methodology,
and ethical considerations. You will also submit a presentation that should be developed for your identified target audience, as we ...
Recommended
Please pay attention to all the details. The instructor told me th.docx
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
PSY 636 Final Project Guidelines and Grading Guide O.docx
PSY 636: Final Project Guidelines and Grading Guide
Overview
The final project for this course is an intervention plan with recommendations for the treatment of a child/adolescent who has been affected by the legal system
and now is showing signs of a mental and/or behavioral disorder. The final product requires students to fully define and operationalize a treatment intervention
plan.
The finished product will incorporate the application of theories and concepts taught in the course to substantiate the following criteria:
1. An examination of the factors that would specifically affect treatment in the case (familial, environmental, etc.)
2. A substantiated evaluation of various treatment options outlining their appropriateness
3. A recommendation of one or more intervention strategies with justification as to why they selected the one(s) that they did
4. An evaluation of potential ethical issues that should be considered or guarded against and how their plan does so
The project is divided into five milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Three, Four, Six and Ten.
This assessment will assess your mastery with respect to the following course outcomes:
PSY-636.1: Develop effective evaluation strategies drawing upon the different types of evaluations used for children impacted by the legal system.
PSY-636.2: Evaluate the influence of cultural, familial, and environmental factors on the effectiveness of intervention and treatment strategies.
PSY-636.3: Analyze the effectiveness and appropriateness of treatment options available for various common behavioral/psychological issues affecting
children and adolescents.
PSY-636.4: Recommend family therapy treatment options that take into account the multi-dimensionality of the family unit.
PSY-636.5: Assess the ethical implications of various intervention strategies.
Prompt
Specifically, the following critical elements must be addressed:
1. Preparing for Effective Intervention: Outside Factors and Effective Treatment
a. Describe the potential impact of culture on treatment
b. Describe the potential environmental factors that may influence the treatment
c. Examine the potential role that family plays on the effectiveness of intervention and treatment strategies
2. Treatment Options and Family Therapy Evaluation
a. Evaluate appropriate treatment options available for family therapy treatment and individual treatment for various behavioral/ psychological
issues affecting children and adolescents who have been affected the legal system
3. Intervention Strategies
a. Recommend intervention strategies for behavioral/psychological issues affecting the child and/or adolescent chosen. Include justification for the
effectiveness of the recommended intervention strategies. ...
PSY 618 Module Nine Short Paper Rubric Prompt What type of s.docx
PSY 618: Module Nine Short Paper Rubric
Prompt: What type of specific follow-up is needed to ensure the proposed changes are being effectively implemented at the case study organization? How will you conclude your report to your client? Will your recommendations for follow-up include formal assessment measures? If so, what are they? If not, why not?
Format: The short paper should follow these formatting guidelines: 2–4 pages in length, double spacing, 12-point Times New Roman font, one-inch margins, and citations in APA format.
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Follow-Up
Meets “Proficient” criteria and substantiates the chosen follow-up procedures with examples from scholarly research
(27-30)
Identifies the type of follow-up needed to ensure effective implementation of proposed changes
(24-26)
The type of follow-up identified is not effective for the proposed changes
(21-23)
Does not identify the type of follow-up needed to ensure effective implementation of proposed changes
(0-20)
30
Client Report
Meets “Proficient” criteria and includes specific examples relevant to the report
(27-30)
Describes how the report will be concluded for the client
(24-26)
Description of how the report will be concluded is lacking in detail
(21-23)
Does not describe how the report will be concluded for the client
(0-20)
30
Formal Assessment
Meets “Proficient” criteria and supports explanation with evidence from scholarly research
(27-30)
Argues whether formal assessment measures will be included
(24-26)
Argument of whether formal assessment measures will be included does not reach a logical conclusion
(21-23)
Does not argue whether formal assessment measures will be included
(0-20)
30
Articulation of Response
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format
(9-10)
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
(8)
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
(7)
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
(0-6)
10
Earned Total
Comments:
100 %
PSY 790 Final Project Guidelines and Rubric
Overview
As the final step in your journey toward your master of science degree in psychology, you will complete a capstone project that integrates the knowledge and
skills you have developed in previous coursework and over the duration of the term by creating a research concept paper and professional presentation that will
be developed for an identified target audience. You will also reflect on your journey through the psychology program and how you plan to position yourself
professionally. The capstone project is divided into three milestones, which will be submitte ...
Amanda WattenburgThursdayJul 26 at 724pmManage Discussion
Amanda Wattenburg
ThursdayJul 26 at 7:24pm
Manage Discussion Entry
Link to screen cast-o-matic:
https://screencast-o-matic.com/watch/cFitVbFMms (Links to an external site.)Links to an external site.
Script:
A brief introduction
Studying cognitive functioning is important as these processes impact individual’s behavior and emotions (Heeramun-Aubeeluck et al., 2015). Various factors can impact cognitive functioning. A disorder known to impact cognition is psychosis. Thus, it is essential to examine psychosis and how these psychotic experiences effect cognitive functioning over time.
Devise a specific research question related to the topic you chose in Week One.
How does psychosis effect cognitive functioning over time in patients who have experienced first-episode psychosis?
Explain the importance of the topic and research question.
Psychosis is a mental state in which individuals experience a loss of touch with reality(Boychuk, Lysaght, & Stuart, 2018). Psychosis may lead to additional occurrences or may indicate signs of a mental health disorder. It is important to examine the cognitive impairment that is caused as a result of psychotic episodes. In addition, this would unfold information that may lead to the importance of treating psychosis when the first signs are noticed in hopes of decreasing the chances of psychosis leading to a mental disorder.
A brief literature review
Zaytseva, Korsokava, Agius, & Gurovich (2013) and Bora & Murray (2014) discovered altered cognitive functioning exists prior to onset or before the prodrome stage. In addition, Bohus & Miclutia (2014) indicate that cognitive functioning at first-episode psychosis was not as strong. Thus, it can be concluded that cognitive functioning impairment occurs prior to first-episode onset however, there is varying research that indicates the impact on cognitive functioning as time goes on. Popolo, Vinci, & Balbi (2010) conducted a year-long study on neurocognitive functioning amongst children and adolescent patients with first-episode psychosis. Cognitive impairment is indicated in early psychosis onset thus the study focused on examining cognitive impairments. Several cognitive assessments were given to patients and the results were evaluated. The results of the cognitive assessments indicated that adolescents with first-episode psychosis (FEP) have neurocognitive impairments. In addition, psychotic patient’s cognitive deficiencies do not decline over the course of the psychotic disorder. However, according to the article
Neurocognitive functioning before and after the first psychotic episode: does psychosis result in cognitive deterioration? (2010)
, the results indicated that there is no decline in cognitive functioning during the first psychotic episode. This indicates a gap in research of the effect psychotic episodes has on cognitive functioning.
Evaluate published research studies on your topic found during your work on the Weeks One, Two, and ...
PSY 790 Final Project Guidelines and Rubric Overview .docx
PSY 790 Final Project Guidelines and Rubric
Overview
As the final step in your journey toward your master of science degree in psychology, you will complete a capstone project that integrates the knowledge and
skills you have developed in previous coursework and over the duration of the term by creating a research concept paper and professional presentation that will
be developed for an identified target audience. You will also reflect on your journey through the psychology program and how you plan to position yourself
professionally. The capstone project is divided into three milestones, which will be submitted at various points throughout the course to scaffold to the final
submissions. These milestones will be submitted in Modules Two, Four, and Six. The final capstone project will be submitted in Module Nine.
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are three separate components of the project, but
they all operate together to make up the whole capstone experience and are not assessed separately. You will be evaluated on all three components as a unit in
determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a running narrative of
your strengths and weaknesses in relation to the course outcomes as you progress through the class. Your work is expected to meet the highest professional
standards.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Advocate for and extend psychology’s role and responsibility in promoting agency and the psychological well-being of individuals, communities, and
organizations
Adapt to shifting demands and ill-structured problems by critically evaluating the relevance, priority, and appropriateness of various information and
potential courses of action
Design, conduct, and evaluate research through the lens of its potential to advance knowledge in psychology as well as the psychological well-being of
individuals, communities, and organizations
Integrate psychological theories, methods, and research to generate new knowledge and promote agency and the psychological well-being of individuals,
communities, and organizations
Incorporate empathy, reflectivity, and an appreciation for collaboration and diversity of perspectives into efforts to promote agency and the psychological
well-being of individuals, communities, and organizations
Protect the integrity and professional responsibility of psychology through the demonstration of ethical comportment in all aspects of the profession
Prompt
For the capstone project, you will first develop a research concept paper that introduces your topic, research question, literature review, research methodology,
and ethical considerations. You will also submit a presentation that should be developed for your identified target audience, as we ...
IHP 525 Final Project Article Review Guidelines and Rubric
IHP 525 Final Project Article Review Guidelines and Rubric
Overview
There are two final projects in this course. One is an article review and the other is a data analysis.
Regardless of their field of interest, health professionals across disciplines need to be able to analyze and use biostatistical data to address health concerns
among the populations they serve. They need to be able to identify trends, draw conclusions, and make recommendations for improving health outcomes based
on solid evidence. It is also important that they are able to communicate that information effectively to those directly or indirectly impacted. They also need to
understand what others are doing in their field, the strengths and limitations of that work, and how it affects their own organization, even if they do not intend
to become statisticians.
The two summative assessments for this course lay the foundation for these critical skills. Final Project Article Review asks you to evaluate the strengths and
limitations of existing biostatistical articles and to identify the selection process of appropriate methodologies in different contexts (Final Project Article Review).
You will present your analysis through a written executive summary geared toward an audience of fellow health professionals. In the Final Project Data Analysis,
you will calculate descriptive and inferential statistics of a small data set. You will explain the basic parameters of the data, graph it, and run simple hypothesis
tests. You will present your analysis in a statistical report geared toward a non-technical audience, draw conclusions, and make recommendations for further
research.
For your Final Project Article Review, you will review and analyze published research that you might encounter as a health professional. You will select two
journal articles from the provided list on a topic of interest. You will create an article review that identifies the articles and their relevance to your field;
summarizes the articles, including their findings; compares and contrasts the statistical methods used in the articles; explains why the methods used were
appropriate; discusses their limitations; and concludes with recommendations for future work.
Final Project Article Review is divided into three journals, which will be submitted at various points throughout the course to scaffold learning and ensure quality
final submissions. These article journals will be submitted in Modules Two, Five, and Six. The completed article review will be submitted in Module Eight.
In this assignment, you will demonstrate your mastery of the following course outcomes:
● Analyze the role of biostatistics for its impact on professional decision making in the public health, nursing, or health science fields
● Interpret key biostatistical metrics, methods, and data for addressing population-based health problems
● Evaluate the quality and limitations of published public health, nurs ...
TitleDocumentation of problem-based assessment of the neurolo
Title:
Documentation of problem-based assessment of the neurological system.
Purpose of Assignment:
Learning the required components of documenting a problem based subjective and objective assessment of neurological system. Identify abnormal findings.
You will perform a history of a neurologic problem that you mor one that you have experienced and perform an assessment of the neurologic system. You will document your subjective and objective findings, identify actual or potential risks, and submit this in a Word document to the drop box provided.
Course Competency:
Apply assessment techniques for the neurological and respiratory systems.
Instructions:
Content: Use of three sections:
· Subjective
· Objective
· Actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.
Format:
· Standard American English (correct grammar, punctuation, etc.)
· No Consideration for plagiarism
· WRITE NURSE PERSPECTIVE
· USE NURSE CONCEPT
· APA FORMAT 7EDITION, INTEXT CITATION, AND THREE REFERENCES
· 2PAGES
MAKE SURE FOLLOE Documentation Grading Rubric- 10 possible points
Levels of Achievement
Criteria
Emerging
Competence
Proficiency
Mastery
Subjective
(4 Pts)
Missing components such as biographic data, medications, or allergies. Symptoms analysis is incomplete. May contain objective data.
Basic biographic data provided. Medications and allergies included. Symptoms analysis incomplete. Lacking detail. No objective data.
Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Lacking detail. No objective data. Information is solely what “client” provided.
Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Detailed. No objective data. Information is solely what “client” provided.
Points: 1
Points: 2
Points: 3
Points:4
Objective
(4 Pts)
Missing components of assessment for particular system. May contain subjective data. May have signs of bias or explanation of findings. May have included words such as “normal”, “appropriate”,
“okay”, and “good”.
Includes all components of assessment for particular system. Lacks detail. Uses words such as “normal”, “appropriate”, or “good”. Contains all objective information. May have signs of bias or explanation of findings.
Includes all components of assessment for particular system. Avoided use of words such as “normal”, “appropriate”, or “good”. No bias or explanation for findings evident Contains all objective information
Includes all components of assessment for particular system. Detailed information provided. Avoided use of words such as “normal”, “appropriate”, or “good”. No bias or explanation for findings evident. All objective information
Points: 1
Points: 2
Points: 3
Points: 4
Actual or Potential Risk Factors
(2 pts)
Lists one to two actual or potential risk factors for the client based on the assessmen ...
Before moving through diagnostic decision making, a social work.docx
Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process.
The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware.
When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE.
To prepare:
Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview.
Review the Morrison (2014) reading on the elements of a diagnostic interview.
Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources.
Review the case example of a diagnostic summary write-up provided in this Week’s resources.
Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan.
By Day 7
Submit
a 2- to 3-page case presentation paper in which you complete both parts outlined below:
Part I: Diagnostic Summary and MSE
Provide a diagnostic summary of the client, Carl. Within this summary include:
Identifying Data/Client demographics
Chief complaint/Presenting Problem
Present illness
Past psychiatric illness
Substance use history
Past medical history
Family history
Mental Status Exam (Be professional and concise for all nine areas)
Appearance
Behavior or psychomotor activity
Attitudes toward the interviewer or examiner
Affect and mood
Speech and thought
Perceptual disturbances
Orientation and consciousness
Memory and intelligence
Reliability, judgment, and insight
Part II: Analysis of MSE
After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following:
Identify any areas in your MSE that require follow-up data collection.
Explain how using the cross-cutting measure would add to the information gathered.
Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not?
Would you discuss a possible diagnosis with Carl at time point in time? Why?
Support Part II with citations/references. The DSM 5 and case study
do not
need to be cit.
942019 Psychological Assessment Guide[14044].docxchrome-.docx
9/4/2019 Psychological Assessment Guide[14044].docx
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Running head: PHYCHOLOGICAL ASSESSMENT GUIDE
1
Psychological Assessment Guide
Student’s Name
Course Name and Number
Instructor’s Name
Date
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PSYCHOLOGICAL ASSESSMENT GUIDE
22
Psychological Assessment Guide
Table of Contents
Table of Contents
Introduc�on and Overview 2
Tests of Intelligence 4
Development of Intelligence Tests 4
Types of Intelligence Tests 5
Significance of Intelligence Tes�ng 5
Tests of Achievement 6
Survey Test Ba�eries 7
Single Survey Tests 7
Prognos�c Tests 7
Diagnos�c Tests 8
Significance of Tests of Achievement 8
Tests of Ability 9
Significance of the Tests of Ability 10
Applica�on of the Tests of Ability 10
Neuropsychological Tes�ng 11
Significance of The Neuropsychological Evaluation 11
Collec�on of Diagnos�c Informa�on 11
Assessment of Treatment Response 12
Differen�al Diagnos�c Informa�on 12
Personality Tes�ng 12
Myer Briggs Type Indicator 13
Holtzman Inkblot Technique 13
Revised Neo Personality Inventory 13
Enneagram Test 14
Hexaco Personality Inventory 14
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PSYCHOLOGICAL ASSESSMENT GUIDE
22
Applica�on of Personality Tests 14
Industrial, Occupa�onal and Career Assessment 14
Introduc�on and Types of Assessment Methods for Career, Occupa�on and Industrial Work 14
Significance of Career Assessment 15
Forensic Assessment 16
Differences Between Forensic and Therapeu�c Psychological Assessments 16
Special Topics 17
Tes�ng Adolescents 17
Tes�ng Elementary School-Aged Children 18
Conclusion 18
References 19
Introduction and Overview
A psychological test is usually a set of verbal or written evaluations questions that are used
in the assessment of mental ability and emotional functioning in people. Psychological assessment
is an evaluation method administered by skilled professionals systematically to their patients in
order to make precise projections on the psychological performance of the patient. This is achieved
through observation of the cognitive behaviors and mental abilities. There are various types of
psychological tests that can be administered by the profession in a psychological evaluation
process. This include; tests of intelligence, tests of ability, tests of achievement, personality tests
and neuropsychological tests. Psychological professionals utilize various psychological assessment
which are divide into four major categories ...
IHP 340 Final Project Guidelines and Rubric Overview .docx
IHP 340 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an introductory-level analysis of published research findings. Statistics play an integral role in the healthcare
industry. For those entering the health field, understanding statistics is a must. Evidence-based healthcare is the current theme and is leading us into the future.
For professionals in this field, seeking answers to health-related questions in scientific literature is common practice. While deciphering the information found in
these publications can be challenging, it all starts with learning basic statistical concepts. This course will help you develop a baseline understanding of statistics.
You will explore the areas of descriptive statistics and basic inferential statistics, along with variability and statistical significance. However, the ultimate goal is to
provide an introductory-level analysis of published research findings.
You will select an article from a list provided by your instructor. The articles in the list are all peer reviewed, published within the last three years, and related in
some way to the health professional programs at SNHU. Your analysis will be based on the statistical concepts you learn over the term and will include
identifying and interpreting statistical findings. You will discuss the hypothesis of the study, the methodology used to conduct the study, and the statistical
analysis used, including software. You will also discuss the study’s results, limitations, conclusions, and next steps. This assessment will showcase your ability to
read, comprehend, and interpret research done in the many fields of healthcare. Additionally, this assessment will demonstrate your ability to articulate
research findings to individuals who may not have the background necessary to understand basic healthcare research.
The project is divided into two milestones, which will be submitted prior to the final project submission to scaffold learning and ensure quality final submissions.
These milestone will be submitted in Modules Three and Five. The final project will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Interpret data results from peer-reviewed healthcare research for determining the statistical significance of the findings
Analyze common research methods used in the collection of healthcare data for determining their advantages and disadvantages in data-collection
situations
Analyze healthcare research for its contributions to scientific literature and future investigations
Assess the impact of limitations within various healthcare studies on research conclusions
Prompt
Write an analysis of a peer-reviewed article published within the last three years that is related in some way to the health professional programs at SNHU. You
will select this article from a list provided by your instru.
Essentials of Abnormal PsychologyEighth EditionChapter 3
Essentials of Abnormal Psychology
Eighth Edition
Chapter 3
Clinical Assessment, Diagnosis and Research in Psychopathology
© 2019 Cengage. All rights reserved.
© 2019 Cengage. All rights reserved.
1
Outline
Assessing Psychological Disorders
Diagnosing Psychological Disorders
Research in Psychopathology
Types of research methods
Genetic and Cultural Research
Research Ethics
© 2019 Cengage. All rights reserved.
Focus Questions
What are clinical assessment and diagnosis?
What are the basic components and methods of psychopathology research?
How do researchers study the role of genetics?
How do researchers study behavior across time and culture?
Why are ethical principles important in research?
© 2019 Cengage. All rights reserved.
Assessing Psychological Disorders, Part 1
Purposes of clinical assessment
To understand the individual
To predict behavior
To plan treatment
To evaluate treatment outcome
© 2019 Cengage. All rights reserved.
Assessing Psychological Disorders, Part 2
Analogous to a funnel
Starts broad
Multidimensional in approach
Narrow to specific problem areas
© 2019 Cengage. All rights reserved.
Key Concepts in Assessment, Part 1
Reliability
Consistency in measurement
Examples include test-retest and inter-rater reliability
Validity
What an assessment measures and how well it does so
Examples include concurrent, discriminant, and predictive validity
© 2019 Cengage. All rights reserved.
Reliability - degree to which a measure is consistent
Inter-rater reliability- consistency across two or more raters (e.g., do different therapists watching the same video agree that the patient is depressed?)
Test-retest reliability - consistency across time
Example of validity question: Are people who get higher scores on a measure of anxiety actually more anxious?
Key Concepts in Assessment, Part 2
Standardization
Ensures consistency in the use of a technique
Provides population benchmarks for comparison
Examples include structured administration, scoring, and evaluation procedures
© 2019 Cengage. All rights reserved.
Concepts That Determine the Value of Clinical Assessments
FIGURE 3.1 Concepts that determine the value of clinical assessments.
© 2019 Cengage. All rights reserved.
© 2019 Cengage. All rights reserved.
FIGURE 3.1 Concepts that determine the value of clinical assessments.
The Clinical Interview and Physical Exam, Part 1
Clinical interview
Most common clinical assessment method
Structured or semistructured
Example of semistructured interview: Anxiety Disorders Interview Schedule for DSM-5 (ADIS-5) has modules pertaining to anxiety, mood, and related disorders, designed to assess DSM-5 criteria
© 2019 Cengage. All rights reserved.
Teaching tip: Some definitions.
Structured = you ask the exact same questions in the same order
Semi-structured (most common) Have an outline of questions that are followed, but some flexibility to ask more or less about certain areas depending on the n ...
2. development of psychological tests s.lakshmanan psychologist
My sincere thanks to: - Professor Dr. V.Suresh
Annamalai University
Objectives1. Learn to read and use the resistor color code.docx
Objectives
1. Learn to read and use the resistor color code
2. Learn to use the virtual lab
3. Familiar with the use of the digital multi-meter and the bread board
Equipment Required
1. Digital multi-meter and the bread board
2. Computer with Internet access
3. http://vr-lab.tsu.edu/
Procedure
1. Select three resistors;
2. Measure and record value with a digital multi-meter;
3. Record their color band.
4. Using the virtual lab learning mode to get familiar with the resistor color code.
5. Using the virtual lab quiz mode to test your learning outcome.
6. Including two screenshots of correct readings in the lab report.
7. Through Blackboard submit the lab report.
Lab report format
1. Objective
2. Equipment
3. Procedure: detail what you did and what you recorded and what you obtained
4. Results and data
5. Conclusion
Module 5 Final Assignment: Demonstrating your Understanding
Overview
Throughout this course you learned about the various aspects of substance abuse counseling including common terms, pharmacodynamics, pharmacokinetics, assessment, diagnosis, treatment modalities, and cultural implications. Your final project will help you to synthesize all of your learning and allow you to demonstrate your knowledge.
In preparing for this assignment, you should read through your textbook, listen to the lecture, review supplemental materials, and use the rubric as guides to help you complete the assignment. This assignment will count toward your final grade and is due by Day 7, and is worth 200 points.
Learning Outcomes
1. Describe the major effects of depressants, stimulants, cannabinoids, hallucinogens, opioids, and inhalants on the human brain and biological and physiological processes of the body.
2. Understand the procedures and process for assessment and diagnosis of substance disorders.
3. Analyze and apply the diagnostic criterion and distinguishing features between substance dependence and substance abuse.
4. Analyze and discuss the major medical issues and diseases that are either caused by or exacerbated by substance addiction
5. Describe the genetic, biological, environmental, social, psychological, and philosophical influences of addiction.
6. Understand the special needs and treatment recommendations for individuals with dual diagnoses and/or polysubstance abuse.
7. Analyze and apply the main techniques, strategies, or approaches of common treatment options for substance addiction.
8. Explain the typical risk and protective factors that impact different populations, including, but not limited to, children; adolescents; adults; the elderly; women; men; lesbian, gay, bisexual, and transgendered (LGBT) people; people with disabilities; and different ethnic groups.
9. Describe the various dynamics of relapse and prevention and be able to structure a treatment plan that incorporates these concepts.
10. Analyze and discuss ethical issues inherent in substance abuse counseling
Directions
For your Final P.
Week 3 - Discussion assignment Cognitive Maltreatment and Neural.docx
Week 3 - Discussion assignment
Cognitive Maltreatment and Neural Development
Chapter 5 of the course textbook discusses the brain development of the child in early life as well as the impact of accidents and maltreatment. The required article by Perry (2009) illustrates and defends an approach to child maltreatment based on neurodevelopmental analysis that seeks to understand and treat abuse victims with reference to the areas of the brain affected.
Based on these readings, account for or respond to each of the following in your initial post:
· Analyze the findings of the Perry study, addressing the strengths and shortcomings of the neurodevelopmental approach. Are there limits to this sort of approach, and if so, what alternative approach might add something to a neurobiological analysis?
· Offer a real life experience, alternative study, or recent news report that in some way illustrates or casts light upon Perry’s findings.
Resources:
Introduction: Cognitive Development from Middle Childhood throughout Early Adulthood
This week will focus on cognitive and language development and intelligence throughout the lifespan. Subject matter includes, but is not limited to, cognitive development; issues in education; and measurements for aptitude, intelligence, memory, and communication disorders.
Learning Outcomes
Upon successful completion of this week, students will be able to:
1. Analyze cognitive development during childhood and adolescence, incorporating the types of learning disabilities that can occur together with understanding the essence of the Individuals with the Disabilities Education Act (IDEA), No Child Left Behind (NCLB), and the Every Student Succeeds Act (ESSA) federal laws. (Aligns with CLOs 1, 2, 3, 6)
2. Describe the differences among major cognitive theories of development with emphasis on how they are applied in practice. (Aligns with CLOs 1, 2, 3, 4)
3. Analyze the impact on the developing child’s brain from early abuse and neglect. (Aligns with CLOs 1, 2, 3)
Required Text
Mossler, R. A., & Ziegler, M. (2016). Understanding development: A lifespan perspective. San Diego, CA: Bridgepoint Education, Inc.
· Chapter 7: Cognitive Development
· Chapter 8: Language Development
· Chapter 9: Intelligence
Required References
Perry, B. D. (2009). Examining child maltreatment through a neurodevelopmental lens: Clinical applications of the neurosequential mode of therapeutics. Journal of Loss and Trauma, 14(4), 240-255. doi: 10.1080/15325020903004350 (PsychINFO: 2009-10040-002). Full text article available at http://childtrauma.org/wp-content/uploads/2013/09/TraumaLoss_BDP_Final_7_09.pdf (Links to an external site.)
Recommended References
Center on the Developing Child at Harvard University. (2013, Oct 31). InBrief: The science of neglect [Video file]. Retrieved from https://www.youtube.com/watch?v=bF3j5UVCSCA (Links to an external site.)
University of the Rockies. (2006). Observational learning: The research of Albert Bandura (Lin ...
Task Description Developing CapabilityAssessment details for .docx
Task Description: Developing Capability
Assessment details for ALL STUDENTS
Length: 2500 words
Format: Report Format
Weighting 30%
Task Required:
The aim of this assignment is to allow participants to explore and develop key capabilities in one of the two key managing others capabilities addressed in the course.
Students are to choose either:
1 Conflict and Negotiation, or
2 Empathy and Trust, or
3 Teams and Groups.
During the Saturday workshops, diagnostic tools and mini-simulation activities will be undertaken for each topic that serves as the experiential basis for individual reflection about current practice. These are compulsory activities for students enrolled in the on-campus delivery mode. Students who do not attend and participate in these activities will be deemed not to have completed this component of the assessment task and will receive a penalty.
Students are then to prepare a literature review about the chosen topic that defines the key terms and outline key theories or models and application.
Students enrolled in MGMT20124 must utilise a number of diagnostic tools undertaken during the workshops (such as the Johari Window, Thomas Kilmann Conflict Questionnaire, The Big 5, ESCI, Belbin Team Inventory etc.) that provide insights into current capabilities or preferences. Students are to contrast the results of the diagnostics tests and compare these to the literature so as to identify key strengths and weakness in their managing others capabilities.
(See the note below for students enrolled in MGMT20124 & MGMT20129)
Students are then to identify two areas for improvement. Using your learnings from the literature review and diagnostic tools, develop a realistic plan of activities designed to improve your knowledge and skills over a 6-month period.
Research Requirements: A minimum of 15 scholarly references are to be used that includes at least 6 peer reviewed journal articles included as citations within the report. These must also be listed in the reference list which is in alphabetical order-
Keep in mind that the external sources (outside the textbooks) must be peer reviewed journal articles or scholarly book chapters. If you are in doubt of what constitutes a journal articleor scholarly book chapter you need to ask your lecturer/professor or tutor.
If you are uncertain about how to reference correctly and how to draft a reference list please access student support through CQU.
Marks will be deducted for poor referencing!
PLEASE NOTE:
Students enrolled in MGMT20124 have a slightly higher word limit and are expected to undertake at least 5 diagnostic tools compared to students enrolled in MGMT 20129 who are expected to undertake a minimum of 3 diagnostic tools. This is to reflect the higher credit point value of MGMT20124. However the more diagnostic tools you use the greater the insights into your preferences.
The world limits provided are guidelines/approximate limits.
Section
Description
Additional Infor ...
Select a foreign country and analyze its monetary system. Formatted .docx
Select a foreign country and analyze its monetary system. Formatted according to APA style guidelines.
Address the following aspects in your paper:
Analyze the evolution of the country’s monetary system, including the impact of any fiscal monetary and trade policies.
Describe the major components of the monetary system, including organizations and financial institutions.
Describe the currency exchange rates and any significant impacts on the exchange rates.
Analyze the issues around economic exposure, transaction exposure, and translation exposure.
Recommend to investors whether they should buy or sell futures or options in that currency.
1000 words, 3 sources
.
Select a company of your choice. Study the company’ CEO and determ.docx
Select a company of your choice. Study the company’ CEO and determine his/her leadership style.
Explain the type of leadership style the CEO possesses and its effectiveness.
Write a consultative memo to the CEO by providing areas for improvement in his/her leadership style, relative to human asset and strategic planning. Support your answer with research and cite according to APA guidelines.
2 to 3 pages reference sited
.
Seeing” Social MovementsAn important component of studying social.docx
“Seeing” Social Movements
An important component of studying social justice movements is seeing their activities unfold. In this regard one can explore their dynamics and outcomes, analyze their tactics, understand social movement organizations and participants, and get at the reasons for their mobilization and beliefs. This assignment is an effort to get you “into the field” to enable you to “see” social movement activities. Students can do this by critically evaluating a film for its significance to the study of social justice movements, be it in its depiction of a social movement or the voice that it gives to a movement.
Sociologically analyzing a film
Film is not just a component of popular culture or key form of mass media; it is also an important voice that brings relevance to numerous political issues and debates occurring in society. In addition it is a viable means with which to observe social movement activity when it is otherwise unobservable as when it occurred in the past, or in places other than in our own backyard. With this option, you are to observe a social movement depicted in film as if you were “in the field” and analyze it using the theoretical perspectives, ideas, and other tools you have developed in sociology.
1. Choose your film.
I have attached a list of potential films from which you can select.
See the appendix to this document. I encourage you to select something that reflects your interest in a particular social movement. If you have questions about any of these please let me know. Also,
this list is by no means exhaustive and I am always searching for additional options, so if you are interested in viewing something not on the list or give me ideas for should be on the list, please let me know
.
******2. When you have chosen your film, submit the film title, year, and the reason you believe it to be appropriate for the issue you are examining.
The rest of the final paper is due during week 8
3. The details and write-up
As when observing a real social justice movement, you want to watch the film and account for its events as if you were trapped in celluloid with its actors and witnessing it as if reality. Thus, you must try to become engulfed in the activities, characters, images, and themes of the film so as to analyze the events from a sociological perspective.
In analyzing the film you want to provide not only description of events and background of the social movement/protest activities but also must analyze it by considering the following guidelines and questions as appropriate:
A.
Can the actions depicted in the film be considered a social movement? How does it fit the definition and conceptualization of social justice movements that we have examined? Discuss, citing what evidence of ideology, organization, and tactics is present in the protest activities.
Make your argument citing clear evidence from the film and tying it to course readings and the class.
B.
What
theoretical perspective
might b.
Seeking someone that is great at writing papers! Must be familar .docx
Seeking someone that is great at writing papers!
Must be familar with APA format.
The Subject is Finance. The topic is "Complexities of the U.S. Financial System. Paper must be completed by 3pm 10/26/14.
Paper need to be two (2) pages in length, not including the cover page or reference page. Please include the subititles (the questions asked and
highlighted in yellow
) must be included above the reply. Below is the outline including the rubric...please use and follow the rubric guide:
Assignment 1: Complexities of the U.S. Financial System
Due Week 4 (Oct 27) and worth 200 points
The U.S. financial system has many complexities, and it is impacted by several environmental factors, including federal regulations and the economy.
Write a two (2) page paper in which you:
1.
Briefly describe one (1) way the U.S. financial markets impact the economy, one (1) way the U.S. financial markets impact businesses, and one (1) way the U.S. financial markets impact individuals.
2.
Briefly explain the primary roles of the U.S. Federal Reserve, the Federal Reserve Chairman, and the Federal Reserve Board. Indicate each party’s effectiveness in today’s economic environment. Provide support for your explanation.
3.
Briefly explain two (2) ways interest rates influence the U.S. and global financial environment. Provide at least one (1) example of such influence for both the U.S. financial environment and one (1) example for the global financial environment.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Discuss the key concepts related to money, monetary systems, and money supply.
Describe the function of the Federal Reserve, its composition, and other key policy makers that influence the financial system.
Explain the international monetary system, exchange rates, and the related impact on international trade.
Use technology and information resources to research issues in finance.
Write clearly and concisely about finance using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 200
Assignment 1: Complexities of the U.S. Financial System
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1.
1. Briefly describe one (1) way the U.S. financial markets impact the economy, one (1) way the U.S. fin.
See comments at the right of the data set..docx
See comments at the right of the data set.
ID
Salary
Compa
Midpoint
Age
Performance Rating
Service
Gender
Raise
Degree
Gender1
Grade
8
23
1.000
23
32
90
9
1
5.8
0
F
A
The ongoing question that the weekly assignments will focus on is:
Are males and females paid the same for equal work (under the Equal Pay Act)?
10
22
0.956
23
30
80
7
1
4.7
0
F
A
Note: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.
11
23
1.000
23
41
100
19
1
4.8
0
F
A
14
24
1.043
23
32
90
12
1
6
0
F
A
The column labels in the
table mean:
15
24
1.043
23
32
80
8
1
4.9
0
F
A
ID – Employee sample number
Salary – Salary in thousands
23
23
1.000
23
36
65
6
1
3.3
1
F
A
Age – Age in years
Performance Rating
– Appraisal rating (Employee evaluation score)
26
24
1.043
23
22
95
2
1
6.2
1
F
A
Service – Years of service (rounded)
Gender:
0 = male, 1 = female
31
24
1.043
23
29
60
4
1
3.9
0
F
A
Midpoint – salary grade midpoint
Raise – percent of last raise
35
24
1.043
23
23
90
4
1
5.3
1
F
A
Grade – job/pay grade
Degree (0= BS\BA 1 = MS)
36
23
1.000
23
27
75
3
1
4.3
1
F
A
Gender1 (Male or Female)
Compa - salary divided by midpoint
37
22
0.956
23
22
95
2
1
6.2
1
F
A
42
24
1.043
23
32
100
8
1
5.7
0
F
A
3
34
1.096
31
30
75
5
1
3.6
0
F
B
18
36
1.161
31
31
80
11
1
5.6
1
F
B
20
34
1.096
31
44
70
16
1
4.8
1
F
B
39
35
1.129
31
27
90
6
1
5.5
1
F
B
7
41
1.025
40
32
100
8
1
5.7
0
F
C
13
42
1.050
40
30
100
2
1
4.7
1
F
C
22
57
1.187
48
48
65
6
1
3.8
0
F
D
24
50
1.041
48
30
75
9
1
3.8
1
F
D
45
55
1.145
48
36
95
8
1
5.2
0
F
D
17
69
1.210
57
27
55
3
1
3
0
F
E
48
65
1.140
57
34
90
11
1
5.3
1
F
E
28
75
1.119
67
44
95
9
1
4.4
1
F
F
43
77
1.149
67
42
95
20
1
5.5
1
F
F
19
24
1.043
23
32
85
1
0
4.6
1
M
A
25
24
1.043
23
41
70
4
0
4
0
M
A
40
25
1.086
23
24
90
2
0
6.3
0
M
A
2
27
0.870
31
52
80
7
0
3.9
0
M
B
32
28
0.903
31
25
95
4
0
5.6
0
M
B
34
28
0.903
31
26
80
2
0
4.9
1
M
B
16
47
1.175
40
44
90
4
0
5.7
0
M
C
27
40
1.000
40
35
80
7
0
3.9
1
M
C
41
43
1.075
40
25
80
5
0
4.3
0
M
C
5
47
0.979
48
36
90
16
0
5.7
1
M
D
30
49
1.020
48
45
90
18
0
4.3
0
M
D
1
58
1.017
57
34
85
8
0
5.7
0
M
E
4
66
1.157
57
42
100
16
0
5.5
1
M
E
12
60
1.052
57
52
95
22
0
4.5
0
M
E
33
64
1.122
57
35
90
9
0
5.5
1
M
E
38
56
0.982
57
45
95
11
0
4.5
0
M
E
44
60
1.052
57
45
90
16
0
5.2
1
M
E
46
65
1.140
57
39
75
20
0
3.9
1
M
E
47
62
1.087
57
37
95
5
0
5.5
1
M
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49
60
1.052
57
41
95
21
0
6.6
0
M
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50
66
1.157
57
38
80
12
0
4.6
0
M
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6
76
1.134
67
36
70
12
0
4.5
1
M
F
9
77
1.149
67
49
100
10
0
4
1
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21
76
1.134
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43
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13
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6.3
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72
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Week 1.
Measurement and Description - chapters 1 and 2
.
Select a company you are familiar with. Imagine that this company is.docx
Select a company you are familiar with. Imagine that this company is developing materials to communicate the company culture, process, procedures, and general information for a new hire.
Compose a message for your audience using the three- step process outlined in Ch.10 (pp. 282-287) of Business Communication Today. Demonstrate each step in your communication.
PlanningDefine the purpose.Define the audience.Identify the channel(s) of communication and why you selected that channel.CompletingProofread, revise, and submit
.
Select a contemporary issue that is of interest to you.Create .docx
Select
a contemporary issue that is of interest to you.
Create
an attitude survey using your selected issue.
Write
a 700- to 1,050-word paper in which you explain the steps you took to create your survey. Address the following items in your paper:
Explain the purpose of the survey.
Discuss the preliminary design issues you experienced in creating your survey.
Describe the specific instructions for administering, scoring, and interpreting your survey.
Attach
a copy of your survey to your paper when you turn it in
.
see the attached filesThe QuestionIs management in the publ.docx
see the attached files
The Question:
Is management in the public sector similar to or different from management in the private sector? Support your answer with at least one citation from the text, and provide at least one example.
Required Textbooks
Title
:
Public Management: A Three-Dimensional Approach
Author:
Carolyn J.Hill and Laurence E. Lynn Jr
ISBN:
978-0-87289-348-1
Publisher:
Congressional Quarterly Press
In addition to reading Hill’s and Lynn’s text Public Management: A Three-Dimensional Approach, each student must select
one
of the following books to read:
Title:
Reframing Organizations: Artistry, Choice and Leadership
,
5th Ed.
Author
: Lee G. Bolman and Terrence E. Deal
ISBN:
978-1-118-57333-4
Publisher:
Jossey-Bass, 2013
Title:
Creating Public Value: Strategic Management in Government
Author:
Mark Moore
ISBN:
0-674-17558-1
Publisher:
Harvard University Press
Title:
Bureaucracy: What government Agencies Do and Why they Do It
Author
: James Q. Wilson
ISBN:
0-465-00785-6
Publisher:
Basic Books
note/
1-
there is a ( Response to Weekly Discussion Questions (Due by 11:59 p.m. CT each Tuesday.)
2- there is a responsr to peer Discussion quesation ( due by 10:00 ) due by 10 p.m. CT each Friady).
3- There are Lessons Learned Due Dates: Due 10:00p.m. each Friday in the Discussion Thread.
.
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IHP 525 Final Project Article Review Guidelines and Rubric
IHP 525 Final Project Article Review Guidelines and Rubric
Overview
There are two final projects in this course. One is an article review and the other is a data analysis.
Regardless of their field of interest, health professionals across disciplines need to be able to analyze and use biostatistical data to address health concerns
among the populations they serve. They need to be able to identify trends, draw conclusions, and make recommendations for improving health outcomes based
on solid evidence. It is also important that they are able to communicate that information effectively to those directly or indirectly impacted. They also need to
understand what others are doing in their field, the strengths and limitations of that work, and how it affects their own organization, even if they do not intend
to become statisticians.
The two summative assessments for this course lay the foundation for these critical skills. Final Project Article Review asks you to evaluate the strengths and
limitations of existing biostatistical articles and to identify the selection process of appropriate methodologies in different contexts (Final Project Article Review).
You will present your analysis through a written executive summary geared toward an audience of fellow health professionals. In the Final Project Data Analysis,
you will calculate descriptive and inferential statistics of a small data set. You will explain the basic parameters of the data, graph it, and run simple hypothesis
tests. You will present your analysis in a statistical report geared toward a non-technical audience, draw conclusions, and make recommendations for further
research.
For your Final Project Article Review, you will review and analyze published research that you might encounter as a health professional. You will select two
journal articles from the provided list on a topic of interest. You will create an article review that identifies the articles and their relevance to your field;
summarizes the articles, including their findings; compares and contrasts the statistical methods used in the articles; explains why the methods used were
appropriate; discusses their limitations; and concludes with recommendations for future work.
Final Project Article Review is divided into three journals, which will be submitted at various points throughout the course to scaffold learning and ensure quality
final submissions. These article journals will be submitted in Modules Two, Five, and Six. The completed article review will be submitted in Module Eight.
In this assignment, you will demonstrate your mastery of the following course outcomes:
● Analyze the role of biostatistics for its impact on professional decision making in the public health, nursing, or health science fields
● Interpret key biostatistical metrics, methods, and data for addressing population-based health problems
● Evaluate the quality and limitations of published public health, nurs ...
TitleDocumentation of problem-based assessment of the neurolo
Title:
Documentation of problem-based assessment of the neurological system.
Purpose of Assignment:
Learning the required components of documenting a problem based subjective and objective assessment of neurological system. Identify abnormal findings.
You will perform a history of a neurologic problem that you mor one that you have experienced and perform an assessment of the neurologic system. You will document your subjective and objective findings, identify actual or potential risks, and submit this in a Word document to the drop box provided.
Course Competency:
Apply assessment techniques for the neurological and respiratory systems.
Instructions:
Content: Use of three sections:
· Subjective
· Objective
· Actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.
Format:
· Standard American English (correct grammar, punctuation, etc.)
· No Consideration for plagiarism
· WRITE NURSE PERSPECTIVE
· USE NURSE CONCEPT
· APA FORMAT 7EDITION, INTEXT CITATION, AND THREE REFERENCES
· 2PAGES
MAKE SURE FOLLOE Documentation Grading Rubric- 10 possible points
Levels of Achievement
Criteria
Emerging
Competence
Proficiency
Mastery
Subjective
(4 Pts)
Missing components such as biographic data, medications, or allergies. Symptoms analysis is incomplete. May contain objective data.
Basic biographic data provided. Medications and allergies included. Symptoms analysis incomplete. Lacking detail. No objective data.
Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Lacking detail. No objective data. Information is solely what “client” provided.
Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Detailed. No objective data. Information is solely what “client” provided.
Points: 1
Points: 2
Points: 3
Points:4
Objective
(4 Pts)
Missing components of assessment for particular system. May contain subjective data. May have signs of bias or explanation of findings. May have included words such as “normal”, “appropriate”,
“okay”, and “good”.
Includes all components of assessment for particular system. Lacks detail. Uses words such as “normal”, “appropriate”, or “good”. Contains all objective information. May have signs of bias or explanation of findings.
Includes all components of assessment for particular system. Avoided use of words such as “normal”, “appropriate”, or “good”. No bias or explanation for findings evident Contains all objective information
Includes all components of assessment for particular system. Detailed information provided. Avoided use of words such as “normal”, “appropriate”, or “good”. No bias or explanation for findings evident. All objective information
Points: 1
Points: 2
Points: 3
Points: 4
Actual or Potential Risk Factors
(2 pts)
Lists one to two actual or potential risk factors for the client based on the assessmen ...
Before moving through diagnostic decision making, a social work.docx
Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process.
The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware.
When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE.
To prepare:
Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview.
Review the Morrison (2014) reading on the elements of a diagnostic interview.
Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources.
Review the case example of a diagnostic summary write-up provided in this Week’s resources.
Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan.
By Day 7
Submit
a 2- to 3-page case presentation paper in which you complete both parts outlined below:
Part I: Diagnostic Summary and MSE
Provide a diagnostic summary of the client, Carl. Within this summary include:
Identifying Data/Client demographics
Chief complaint/Presenting Problem
Present illness
Past psychiatric illness
Substance use history
Past medical history
Family history
Mental Status Exam (Be professional and concise for all nine areas)
Appearance
Behavior or psychomotor activity
Attitudes toward the interviewer or examiner
Affect and mood
Speech and thought
Perceptual disturbances
Orientation and consciousness
Memory and intelligence
Reliability, judgment, and insight
Part II: Analysis of MSE
After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following:
Identify any areas in your MSE that require follow-up data collection.
Explain how using the cross-cutting measure would add to the information gathered.
Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not?
Would you discuss a possible diagnosis with Carl at time point in time? Why?
Support Part II with citations/references. The DSM 5 and case study
do not
need to be cit.
942019 Psychological Assessment Guide[14044].docxchrome-.docx
9/4/2019 Psychological Assessment Guide[14044].docx
chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html 1/8
Running head: PHYCHOLOGICAL ASSESSMENT GUIDE
1
Psychological Assessment Guide
Student’s Name
Course Name and Number
Instructor’s Name
Date
9/4/2019 Psychological Assessment Guide[14044].docx
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PSYCHOLOGICAL ASSESSMENT GUIDE
22
Psychological Assessment Guide
Table of Contents
Table of Contents
Introduc�on and Overview 2
Tests of Intelligence 4
Development of Intelligence Tests 4
Types of Intelligence Tests 5
Significance of Intelligence Tes�ng 5
Tests of Achievement 6
Survey Test Ba�eries 7
Single Survey Tests 7
Prognos�c Tests 7
Diagnos�c Tests 8
Significance of Tests of Achievement 8
Tests of Ability 9
Significance of the Tests of Ability 10
Applica�on of the Tests of Ability 10
Neuropsychological Tes�ng 11
Significance of The Neuropsychological Evaluation 11
Collec�on of Diagnos�c Informa�on 11
Assessment of Treatment Response 12
Differen�al Diagnos�c Informa�on 12
Personality Tes�ng 12
Myer Briggs Type Indicator 13
Holtzman Inkblot Technique 13
Revised Neo Personality Inventory 13
Enneagram Test 14
Hexaco Personality Inventory 14
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PSYCHOLOGICAL ASSESSMENT GUIDE
22
Applica�on of Personality Tests 14
Industrial, Occupa�onal and Career Assessment 14
Introduc�on and Types of Assessment Methods for Career, Occupa�on and Industrial Work 14
Significance of Career Assessment 15
Forensic Assessment 16
Differences Between Forensic and Therapeu�c Psychological Assessments 16
Special Topics 17
Tes�ng Adolescents 17
Tes�ng Elementary School-Aged Children 18
Conclusion 18
References 19
Introduction and Overview
A psychological test is usually a set of verbal or written evaluations questions that are used
in the assessment of mental ability and emotional functioning in people. Psychological assessment
is an evaluation method administered by skilled professionals systematically to their patients in
order to make precise projections on the psychological performance of the patient. This is achieved
through observation of the cognitive behaviors and mental abilities. There are various types of
psychological tests that can be administered by the profession in a psychological evaluation
process. This include; tests of intelligence, tests of ability, tests of achievement, personality tests
and neuropsychological tests. Psychological professionals utilize various psychological assessment
which are divide into four major categories ...
IHP 340 Final Project Guidelines and Rubric Overview .docx
IHP 340 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an introductory-level analysis of published research findings. Statistics play an integral role in the healthcare
industry. For those entering the health field, understanding statistics is a must. Evidence-based healthcare is the current theme and is leading us into the future.
For professionals in this field, seeking answers to health-related questions in scientific literature is common practice. While deciphering the information found in
these publications can be challenging, it all starts with learning basic statistical concepts. This course will help you develop a baseline understanding of statistics.
You will explore the areas of descriptive statistics and basic inferential statistics, along with variability and statistical significance. However, the ultimate goal is to
provide an introductory-level analysis of published research findings.
You will select an article from a list provided by your instructor. The articles in the list are all peer reviewed, published within the last three years, and related in
some way to the health professional programs at SNHU. Your analysis will be based on the statistical concepts you learn over the term and will include
identifying and interpreting statistical findings. You will discuss the hypothesis of the study, the methodology used to conduct the study, and the statistical
analysis used, including software. You will also discuss the study’s results, limitations, conclusions, and next steps. This assessment will showcase your ability to
read, comprehend, and interpret research done in the many fields of healthcare. Additionally, this assessment will demonstrate your ability to articulate
research findings to individuals who may not have the background necessary to understand basic healthcare research.
The project is divided into two milestones, which will be submitted prior to the final project submission to scaffold learning and ensure quality final submissions.
These milestone will be submitted in Modules Three and Five. The final project will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Interpret data results from peer-reviewed healthcare research for determining the statistical significance of the findings
Analyze common research methods used in the collection of healthcare data for determining their advantages and disadvantages in data-collection
situations
Analyze healthcare research for its contributions to scientific literature and future investigations
Assess the impact of limitations within various healthcare studies on research conclusions
Prompt
Write an analysis of a peer-reviewed article published within the last three years that is related in some way to the health professional programs at SNHU. You
will select this article from a list provided by your instru.
Essentials of Abnormal PsychologyEighth EditionChapter 3
Essentials of Abnormal Psychology
Eighth Edition
Chapter 3
Clinical Assessment, Diagnosis and Research in Psychopathology
© 2019 Cengage. All rights reserved.
© 2019 Cengage. All rights reserved.
1
Outline
Assessing Psychological Disorders
Diagnosing Psychological Disorders
Research in Psychopathology
Types of research methods
Genetic and Cultural Research
Research Ethics
© 2019 Cengage. All rights reserved.
Focus Questions
What are clinical assessment and diagnosis?
What are the basic components and methods of psychopathology research?
How do researchers study the role of genetics?
How do researchers study behavior across time and culture?
Why are ethical principles important in research?
© 2019 Cengage. All rights reserved.
Assessing Psychological Disorders, Part 1
Purposes of clinical assessment
To understand the individual
To predict behavior
To plan treatment
To evaluate treatment outcome
© 2019 Cengage. All rights reserved.
Assessing Psychological Disorders, Part 2
Analogous to a funnel
Starts broad
Multidimensional in approach
Narrow to specific problem areas
© 2019 Cengage. All rights reserved.
Key Concepts in Assessment, Part 1
Reliability
Consistency in measurement
Examples include test-retest and inter-rater reliability
Validity
What an assessment measures and how well it does so
Examples include concurrent, discriminant, and predictive validity
© 2019 Cengage. All rights reserved.
Reliability - degree to which a measure is consistent
Inter-rater reliability- consistency across two or more raters (e.g., do different therapists watching the same video agree that the patient is depressed?)
Test-retest reliability - consistency across time
Example of validity question: Are people who get higher scores on a measure of anxiety actually more anxious?
Key Concepts in Assessment, Part 2
Standardization
Ensures consistency in the use of a technique
Provides population benchmarks for comparison
Examples include structured administration, scoring, and evaluation procedures
© 2019 Cengage. All rights reserved.
Concepts That Determine the Value of Clinical Assessments
FIGURE 3.1 Concepts that determine the value of clinical assessments.
© 2019 Cengage. All rights reserved.
© 2019 Cengage. All rights reserved.
FIGURE 3.1 Concepts that determine the value of clinical assessments.
The Clinical Interview and Physical Exam, Part 1
Clinical interview
Most common clinical assessment method
Structured or semistructured
Example of semistructured interview: Anxiety Disorders Interview Schedule for DSM-5 (ADIS-5) has modules pertaining to anxiety, mood, and related disorders, designed to assess DSM-5 criteria
© 2019 Cengage. All rights reserved.
Teaching tip: Some definitions.
Structured = you ask the exact same questions in the same order
Semi-structured (most common) Have an outline of questions that are followed, but some flexibility to ask more or less about certain areas depending on the n ...
2. development of psychological tests s.lakshmanan psychologist
My sincere thanks to: - Professor Dr. V.Suresh
Annamalai University
Objectives1. Learn to read and use the resistor color code.docx
Objectives
1. Learn to read and use the resistor color code
2. Learn to use the virtual lab
3. Familiar with the use of the digital multi-meter and the bread board
Equipment Required
1. Digital multi-meter and the bread board
2. Computer with Internet access
3. http://vr-lab.tsu.edu/
Procedure
1. Select three resistors;
2. Measure and record value with a digital multi-meter;
3. Record their color band.
4. Using the virtual lab learning mode to get familiar with the resistor color code.
5. Using the virtual lab quiz mode to test your learning outcome.
6. Including two screenshots of correct readings in the lab report.
7. Through Blackboard submit the lab report.
Lab report format
1. Objective
2. Equipment
3. Procedure: detail what you did and what you recorded and what you obtained
4. Results and data
5. Conclusion
Module 5 Final Assignment: Demonstrating your Understanding
Overview
Throughout this course you learned about the various aspects of substance abuse counseling including common terms, pharmacodynamics, pharmacokinetics, assessment, diagnosis, treatment modalities, and cultural implications. Your final project will help you to synthesize all of your learning and allow you to demonstrate your knowledge.
In preparing for this assignment, you should read through your textbook, listen to the lecture, review supplemental materials, and use the rubric as guides to help you complete the assignment. This assignment will count toward your final grade and is due by Day 7, and is worth 200 points.
Learning Outcomes
1. Describe the major effects of depressants, stimulants, cannabinoids, hallucinogens, opioids, and inhalants on the human brain and biological and physiological processes of the body.
2. Understand the procedures and process for assessment and diagnosis of substance disorders.
3. Analyze and apply the diagnostic criterion and distinguishing features between substance dependence and substance abuse.
4. Analyze and discuss the major medical issues and diseases that are either caused by or exacerbated by substance addiction
5. Describe the genetic, biological, environmental, social, psychological, and philosophical influences of addiction.
6. Understand the special needs and treatment recommendations for individuals with dual diagnoses and/or polysubstance abuse.
7. Analyze and apply the main techniques, strategies, or approaches of common treatment options for substance addiction.
8. Explain the typical risk and protective factors that impact different populations, including, but not limited to, children; adolescents; adults; the elderly; women; men; lesbian, gay, bisexual, and transgendered (LGBT) people; people with disabilities; and different ethnic groups.
9. Describe the various dynamics of relapse and prevention and be able to structure a treatment plan that incorporates these concepts.
10. Analyze and discuss ethical issues inherent in substance abuse counseling
Directions
For your Final P.
Week 3 - Discussion assignment Cognitive Maltreatment and Neural.docx
Week 3 - Discussion assignment
Cognitive Maltreatment and Neural Development
Chapter 5 of the course textbook discusses the brain development of the child in early life as well as the impact of accidents and maltreatment. The required article by Perry (2009) illustrates and defends an approach to child maltreatment based on neurodevelopmental analysis that seeks to understand and treat abuse victims with reference to the areas of the brain affected.
Based on these readings, account for or respond to each of the following in your initial post:
· Analyze the findings of the Perry study, addressing the strengths and shortcomings of the neurodevelopmental approach. Are there limits to this sort of approach, and if so, what alternative approach might add something to a neurobiological analysis?
· Offer a real life experience, alternative study, or recent news report that in some way illustrates or casts light upon Perry’s findings.
Resources:
Introduction: Cognitive Development from Middle Childhood throughout Early Adulthood
This week will focus on cognitive and language development and intelligence throughout the lifespan. Subject matter includes, but is not limited to, cognitive development; issues in education; and measurements for aptitude, intelligence, memory, and communication disorders.
Learning Outcomes
Upon successful completion of this week, students will be able to:
1. Analyze cognitive development during childhood and adolescence, incorporating the types of learning disabilities that can occur together with understanding the essence of the Individuals with the Disabilities Education Act (IDEA), No Child Left Behind (NCLB), and the Every Student Succeeds Act (ESSA) federal laws. (Aligns with CLOs 1, 2, 3, 6)
2. Describe the differences among major cognitive theories of development with emphasis on how they are applied in practice. (Aligns with CLOs 1, 2, 3, 4)
3. Analyze the impact on the developing child’s brain from early abuse and neglect. (Aligns with CLOs 1, 2, 3)
Required Text
Mossler, R. A., & Ziegler, M. (2016). Understanding development: A lifespan perspective. San Diego, CA: Bridgepoint Education, Inc.
· Chapter 7: Cognitive Development
· Chapter 8: Language Development
· Chapter 9: Intelligence
Required References
Perry, B. D. (2009). Examining child maltreatment through a neurodevelopmental lens: Clinical applications of the neurosequential mode of therapeutics. Journal of Loss and Trauma, 14(4), 240-255. doi: 10.1080/15325020903004350 (PsychINFO: 2009-10040-002). Full text article available at http://childtrauma.org/wp-content/uploads/2013/09/TraumaLoss_BDP_Final_7_09.pdf (Links to an external site.)
Recommended References
Center on the Developing Child at Harvard University. (2013, Oct 31). InBrief: The science of neglect [Video file]. Retrieved from https://www.youtube.com/watch?v=bF3j5UVCSCA (Links to an external site.)
University of the Rockies. (2006). Observational learning: The research of Albert Bandura (Lin ...
Task Description Developing CapabilityAssessment details for .docx
Task Description: Developing Capability
Assessment details for ALL STUDENTS
Length: 2500 words
Format: Report Format
Weighting 30%
Task Required:
The aim of this assignment is to allow participants to explore and develop key capabilities in one of the two key managing others capabilities addressed in the course.
Students are to choose either:
1 Conflict and Negotiation, or
2 Empathy and Trust, or
3 Teams and Groups.
During the Saturday workshops, diagnostic tools and mini-simulation activities will be undertaken for each topic that serves as the experiential basis for individual reflection about current practice. These are compulsory activities for students enrolled in the on-campus delivery mode. Students who do not attend and participate in these activities will be deemed not to have completed this component of the assessment task and will receive a penalty.
Students are then to prepare a literature review about the chosen topic that defines the key terms and outline key theories or models and application.
Students enrolled in MGMT20124 must utilise a number of diagnostic tools undertaken during the workshops (such as the Johari Window, Thomas Kilmann Conflict Questionnaire, The Big 5, ESCI, Belbin Team Inventory etc.) that provide insights into current capabilities or preferences. Students are to contrast the results of the diagnostics tests and compare these to the literature so as to identify key strengths and weakness in their managing others capabilities.
(See the note below for students enrolled in MGMT20124 & MGMT20129)
Students are then to identify two areas for improvement. Using your learnings from the literature review and diagnostic tools, develop a realistic plan of activities designed to improve your knowledge and skills over a 6-month period.
Research Requirements: A minimum of 15 scholarly references are to be used that includes at least 6 peer reviewed journal articles included as citations within the report. These must also be listed in the reference list which is in alphabetical order-
Keep in mind that the external sources (outside the textbooks) must be peer reviewed journal articles or scholarly book chapters. If you are in doubt of what constitutes a journal articleor scholarly book chapter you need to ask your lecturer/professor or tutor.
If you are uncertain about how to reference correctly and how to draft a reference list please access student support through CQU.
Marks will be deducted for poor referencing!
PLEASE NOTE:
Students enrolled in MGMT20124 have a slightly higher word limit and are expected to undertake at least 5 diagnostic tools compared to students enrolled in MGMT 20129 who are expected to undertake a minimum of 3 diagnostic tools. This is to reflect the higher credit point value of MGMT20124. However the more diagnostic tools you use the greater the insights into your preferences.
The world limits provided are guidelines/approximate limits.
Section
Description
Additional Infor ...
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IHP 525 Final Project Article Review Guidelines and Rubric
IHP 525 Final Project Article Review Guidelines and Rubric
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942019 Psychological Assessment Guide[14044].docxchrome-.docx
IHP 340 Final Project Guidelines and Rubric Overview .docx
IHP 340 Final Project Guidelines and Rubric Overview .docx
Essentials of Abnormal PsychologyEighth EditionChapter 3
Essentials of Abnormal PsychologyEighth EditionChapter 3
2. development of psychological tests s.lakshmanan psychologist
2. development of psychological tests s.lakshmanan psychologist
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Objectives1. Learn to read and use the resistor color code.docx
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Week 3 - Discussion assignment Cognitive Maltreatment and Neural.docx
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Select a foreign country and analyze its monetary system. Formatted .docx
Select a foreign country and analyze its monetary system. Formatted according to APA style guidelines.
Address the following aspects in your paper:
Analyze the evolution of the country’s monetary system, including the impact of any fiscal monetary and trade policies.
Describe the major components of the monetary system, including organizations and financial institutions.
Describe the currency exchange rates and any significant impacts on the exchange rates.
Analyze the issues around economic exposure, transaction exposure, and translation exposure.
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1000 words, 3 sources
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Select a company of your choice. Study the company’ CEO and determine his/her leadership style.
Explain the type of leadership style the CEO possesses and its effectiveness.
Write a consultative memo to the CEO by providing areas for improvement in his/her leadership style, relative to human asset and strategic planning. Support your answer with research and cite according to APA guidelines.
2 to 3 pages reference sited
.
Seeing” Social MovementsAn important component of studying social.docx
“Seeing” Social Movements
An important component of studying social justice movements is seeing their activities unfold. In this regard one can explore their dynamics and outcomes, analyze their tactics, understand social movement organizations and participants, and get at the reasons for their mobilization and beliefs. This assignment is an effort to get you “into the field” to enable you to “see” social movement activities. Students can do this by critically evaluating a film for its significance to the study of social justice movements, be it in its depiction of a social movement or the voice that it gives to a movement.
Sociologically analyzing a film
Film is not just a component of popular culture or key form of mass media; it is also an important voice that brings relevance to numerous political issues and debates occurring in society. In addition it is a viable means with which to observe social movement activity when it is otherwise unobservable as when it occurred in the past, or in places other than in our own backyard. With this option, you are to observe a social movement depicted in film as if you were “in the field” and analyze it using the theoretical perspectives, ideas, and other tools you have developed in sociology.
1. Choose your film.
I have attached a list of potential films from which you can select.
See the appendix to this document. I encourage you to select something that reflects your interest in a particular social movement. If you have questions about any of these please let me know. Also,
this list is by no means exhaustive and I am always searching for additional options, so if you are interested in viewing something not on the list or give me ideas for should be on the list, please let me know
.
******2. When you have chosen your film, submit the film title, year, and the reason you believe it to be appropriate for the issue you are examining.
The rest of the final paper is due during week 8
3. The details and write-up
As when observing a real social justice movement, you want to watch the film and account for its events as if you were trapped in celluloid with its actors and witnessing it as if reality. Thus, you must try to become engulfed in the activities, characters, images, and themes of the film so as to analyze the events from a sociological perspective.
In analyzing the film you want to provide not only description of events and background of the social movement/protest activities but also must analyze it by considering the following guidelines and questions as appropriate:
A.
Can the actions depicted in the film be considered a social movement? How does it fit the definition and conceptualization of social justice movements that we have examined? Discuss, citing what evidence of ideology, organization, and tactics is present in the protest activities.
Make your argument citing clear evidence from the film and tying it to course readings and the class.
B.
What
theoretical perspective
might b.
Seeking someone that is great at writing papers! Must be familar .docx
Seeking someone that is great at writing papers!
Must be familar with APA format.
The Subject is Finance. The topic is "Complexities of the U.S. Financial System. Paper must be completed by 3pm 10/26/14.
Paper need to be two (2) pages in length, not including the cover page or reference page. Please include the subititles (the questions asked and
highlighted in yellow
) must be included above the reply. Below is the outline including the rubric...please use and follow the rubric guide:
Assignment 1: Complexities of the U.S. Financial System
Due Week 4 (Oct 27) and worth 200 points
The U.S. financial system has many complexities, and it is impacted by several environmental factors, including federal regulations and the economy.
Write a two (2) page paper in which you:
1.
Briefly describe one (1) way the U.S. financial markets impact the economy, one (1) way the U.S. financial markets impact businesses, and one (1) way the U.S. financial markets impact individuals.
2.
Briefly explain the primary roles of the U.S. Federal Reserve, the Federal Reserve Chairman, and the Federal Reserve Board. Indicate each party’s effectiveness in today’s economic environment. Provide support for your explanation.
3.
Briefly explain two (2) ways interest rates influence the U.S. and global financial environment. Provide at least one (1) example of such influence for both the U.S. financial environment and one (1) example for the global financial environment.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Discuss the key concepts related to money, monetary systems, and money supply.
Describe the function of the Federal Reserve, its composition, and other key policy makers that influence the financial system.
Explain the international monetary system, exchange rates, and the related impact on international trade.
Use technology and information resources to research issues in finance.
Write clearly and concisely about finance using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 200
Assignment 1: Complexities of the U.S. Financial System
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1.
1. Briefly describe one (1) way the U.S. financial markets impact the economy, one (1) way the U.S. fin.
See comments at the right of the data set..docx
See comments at the right of the data set.
ID
Salary
Compa
Midpoint
Age
Performance Rating
Service
Gender
Raise
Degree
Gender1
Grade
8
23
1.000
23
32
90
9
1
5.8
0
F
A
The ongoing question that the weekly assignments will focus on is:
Are males and females paid the same for equal work (under the Equal Pay Act)?
10
22
0.956
23
30
80
7
1
4.7
0
F
A
Note: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.
11
23
1.000
23
41
100
19
1
4.8
0
F
A
14
24
1.043
23
32
90
12
1
6
0
F
A
The column labels in the
table mean:
15
24
1.043
23
32
80
8
1
4.9
0
F
A
ID – Employee sample number
Salary – Salary in thousands
23
23
1.000
23
36
65
6
1
3.3
1
F
A
Age – Age in years
Performance Rating
– Appraisal rating (Employee evaluation score)
26
24
1.043
23
22
95
2
1
6.2
1
F
A
Service – Years of service (rounded)
Gender:
0 = male, 1 = female
31
24
1.043
23
29
60
4
1
3.9
0
F
A
Midpoint – salary grade midpoint
Raise – percent of last raise
35
24
1.043
23
23
90
4
1
5.3
1
F
A
Grade – job/pay grade
Degree (0= BS\BA 1 = MS)
36
23
1.000
23
27
75
3
1
4.3
1
F
A
Gender1 (Male or Female)
Compa - salary divided by midpoint
37
22
0.956
23
22
95
2
1
6.2
1
F
A
42
24
1.043
23
32
100
8
1
5.7
0
F
A
3
34
1.096
31
30
75
5
1
3.6
0
F
B
18
36
1.161
31
31
80
11
1
5.6
1
F
B
20
34
1.096
31
44
70
16
1
4.8
1
F
B
39
35
1.129
31
27
90
6
1
5.5
1
F
B
7
41
1.025
40
32
100
8
1
5.7
0
F
C
13
42
1.050
40
30
100
2
1
4.7
1
F
C
22
57
1.187
48
48
65
6
1
3.8
0
F
D
24
50
1.041
48
30
75
9
1
3.8
1
F
D
45
55
1.145
48
36
95
8
1
5.2
0
F
D
17
69
1.210
57
27
55
3
1
3
0
F
E
48
65
1.140
57
34
90
11
1
5.3
1
F
E
28
75
1.119
67
44
95
9
1
4.4
1
F
F
43
77
1.149
67
42
95
20
1
5.5
1
F
F
19
24
1.043
23
32
85
1
0
4.6
1
M
A
25
24
1.043
23
41
70
4
0
4
0
M
A
40
25
1.086
23
24
90
2
0
6.3
0
M
A
2
27
0.870
31
52
80
7
0
3.9
0
M
B
32
28
0.903
31
25
95
4
0
5.6
0
M
B
34
28
0.903
31
26
80
2
0
4.9
1
M
B
16
47
1.175
40
44
90
4
0
5.7
0
M
C
27
40
1.000
40
35
80
7
0
3.9
1
M
C
41
43
1.075
40
25
80
5
0
4.3
0
M
C
5
47
0.979
48
36
90
16
0
5.7
1
M
D
30
49
1.020
48
45
90
18
0
4.3
0
M
D
1
58
1.017
57
34
85
8
0
5.7
0
M
E
4
66
1.157
57
42
100
16
0
5.5
1
M
E
12
60
1.052
57
52
95
22
0
4.5
0
M
E
33
64
1.122
57
35
90
9
0
5.5
1
M
E
38
56
0.982
57
45
95
11
0
4.5
0
M
E
44
60
1.052
57
45
90
16
0
5.2
1
M
E
46
65
1.140
57
39
75
20
0
3.9
1
M
E
47
62
1.087
57
37
95
5
0
5.5
1
M
E
49
60
1.052
57
41
95
21
0
6.6
0
M
E
50
66
1.157
57
38
80
12
0
4.6
0
M
E
6
76
1.134
67
36
70
12
0
4.5
1
M
F
9
77
1.149
67
49
100
10
0
4
1
M
F
21
76
1.134
67
43
95
13
0
6.3
1
M
F
29
72
1.074
67
52
95
5
0
5.4
0
M
F
Score:
Week 1.
Measurement and Description - chapters 1 and 2
.
Select a company you are familiar with. Imagine that this company is.docx
Select a company you are familiar with. Imagine that this company is developing materials to communicate the company culture, process, procedures, and general information for a new hire.
Compose a message for your audience using the three- step process outlined in Ch.10 (pp. 282-287) of Business Communication Today. Demonstrate each step in your communication.
PlanningDefine the purpose.Define the audience.Identify the channel(s) of communication and why you selected that channel.CompletingProofread, revise, and submit
.
Select a contemporary issue that is of interest to you.Create .docx
Select
a contemporary issue that is of interest to you.
Create
an attitude survey using your selected issue.
Write
a 700- to 1,050-word paper in which you explain the steps you took to create your survey. Address the following items in your paper:
Explain the purpose of the survey.
Discuss the preliminary design issues you experienced in creating your survey.
Describe the specific instructions for administering, scoring, and interpreting your survey.
Attach
a copy of your survey to your paper when you turn it in
.
see the attached filesThe QuestionIs management in the publ.docx
see the attached files
The Question:
Is management in the public sector similar to or different from management in the private sector? Support your answer with at least one citation from the text, and provide at least one example.
Required Textbooks
Title
:
Public Management: A Three-Dimensional Approach
Author:
Carolyn J.Hill and Laurence E. Lynn Jr
ISBN:
978-0-87289-348-1
Publisher:
Congressional Quarterly Press
In addition to reading Hill’s and Lynn’s text Public Management: A Three-Dimensional Approach, each student must select
one
of the following books to read:
Title:
Reframing Organizations: Artistry, Choice and Leadership
,
5th Ed.
Author
: Lee G. Bolman and Terrence E. Deal
ISBN:
978-1-118-57333-4
Publisher:
Jossey-Bass, 2013
Title:
Creating Public Value: Strategic Management in Government
Author:
Mark Moore
ISBN:
0-674-17558-1
Publisher:
Harvard University Press
Title:
Bureaucracy: What government Agencies Do and Why they Do It
Author
: James Q. Wilson
ISBN:
0-465-00785-6
Publisher:
Basic Books
note/
1-
there is a ( Response to Weekly Discussion Questions (Due by 11:59 p.m. CT each Tuesday.)
2- there is a responsr to peer Discussion quesation ( due by 10:00 ) due by 10 p.m. CT each Friady).
3- There are Lessons Learned Due Dates: Due 10:00p.m. each Friday in the Discussion Thread.
.
See discussions, stats, and author profiles for this publicati.docx
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/282773553
Boys Over Flowers: Korean Soap Opera and the Blossoming of a
New Masculinity
Article · September 2015
DOI: 10.18278/pcr.26.2.1
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University of Hawaiʻi at Hilo
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2
Popular Culture Review - Volume 26, Number 2 - Summer 2015
W
hen it premiered on South Korean television in 2009, the Korean
drama (or “K-drama”) Boys Over Flowers became a ratings
sensation, mostly among females between their mid-teens to thirties
(AGB Neilsen Media Research, n.d.). Originally a Japanese manga (comic
book), the Korean television version became the third iteration of the story
of teenage love and romance, following Taiwanese and Japanese television
versions. Boys.
See details below with a minimum of 8 scholarly referencesKey .docx
See details below with a minimum of 8 scholarly references
Key Assignment Final Draft
The key assignment final draft should include a comprehensive transformational change management plan
Transformational Change Management Plan
Submit your finalized Plan components I-IV.
Create the following new material for Week 5:
Week 5: Implementation Plan (400-600 words)
Include the following context in the implementation plan:
Major implementation steps
Key criteria for success
Summary of Weeks 1-5
Rollout: Any risk considerations to the implementation
The completed document with content should be finalized in terms of grammar, formatting, references, all necessary sections, flow, and complete content.
.
See attatched for part 1Part 2Develop a 10- to 12-slide Micr.docx
See attatched for part 1
Part 2
Develop
a 10- to 12-slide Microsoft
®
PowerPoint
®
presentation with speaker notes describing the physical, psychosocial, cognitive, and moral stages of development experienced within your assigned life stage.
Note
. Some areas may not be applicable, based on the life stage.
Click
the Assignment Files tab to submit your assignment.
.
SEE ATTACHMENTRefer to the Intervention Series #38 Anthony” vid.docx
SEE ATTACHMENT
Refer
to the “Intervention Series #38 Anthony” video located in this week’s Electronic Reserve Readings.
Write
a 1,050-to 1,400-word integrative paper that explores how Anthony’s addiction affects his life, his family’s life, and the community he lives in.
Include
at least two peer-reviewed scholarly articles that support your discussion or arguments.
Format
your paper consistent with APA guidelines.
.
SEE Attachment for subject MatterMust be eight to ten double-spa.docx
SEE Attachment for subject Matter
Must be eight to ten double-spaced pages in length, and formatted according to APA style.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least six scholarly sources, not including the textbook.
Must document all sources in APA style.
Must include a separate reference page, formatted according to APA style
.
See attachment for my proposal and exampleUse the completed prio.docx
See attachment for my proposal and example
Use the completed priority analysis, your organization background information, and your knowledge thus far gained in project management to collectively prioritize the projects and decide which project is to be undertaken first.
Your CLC team should submit the following:
A completed priority analysis
Determination of which project is to be undertaken first, along with a summary of why the project was chosen, including an explanation of the relationship between the project and the organization’s mission, vision, and objectives
.
Securities Fraud Please respond to the followingFrom the e-Acti.docx
"Securities Fraud" Please respond to the following:
From the e-Activity, examine how the Bernie Madoff organization was dismantled and give your opinion on whether you believe he was treated fairly during this process.
Give your opinion on whether or not you believe the Securities and Exchange Commission failed in not detecting Bernie Madoff crime earlier. Support your answer.
.
Security Standards Please respond to the followingA number of .docx
"Security Standards" Please respond to the following:
A number of organizations exist to define information security standards. Explain the importance of standards organizations with regard to both information systems and information systems security. Provide a rationale for your response.
From the e-Activity, determine two (2) specific concerns that you believe exist for cloud deployments, and ascertain whether or not data breaches, such as the Snowden Incident have heightened concerns. Justify your answer.
.
Section Four Answer all questions thoroughly and hand-write on loos.docx
Section Four: Answer all questions thoroughly and hand-write on loose-leaf paper.
1. Describe the atmosphere at Buna. What does Wiesel imply by “well-dressed”?
2. Why do the officers take an interest in the young boys as they come into the camp? Why
do you think Wiesel allow the reader to make assumptions before relaying the truth? How
does the parenthetical insertion add to the fact that
Night
is a memoir rather than a piece
of fiction?
3. Explain the conflict that ensues over Eliezer’s shoes. How does the conflict negate everything the men and boys have been told about surviving in the concentration camps?
4. How is the situation with the shoes ironic?
5. How is animal imagery used in the first few pages of Section Four? What is the effect of
this imagery?
6. Who is Juliek? How does Eliezer meet him? Describe the relationship between them.
7. Throughout the memoir Eliezer and the other prisoners are treated like animals. Cite an
example of another image that Wiesel uses to describe how they were treated.
8. Who does Eliezer become friends with at the camp? What connection does he find between their lives? Explain whether or not you believe it is impossible to have true friends in the concentration camps.
9. Who is Alphonse? Explain the benefit of having Alphonse as a leader of the block. Why
do you think Wiesel does not spend much time talking about Alphonse?
10. Why is Eliezer summoned to the dentist? How does Eliezer describe the dentist? What is
ironic about his appearance?
11. How does Eliezer escape the dentist the first time? What does the dentist tell him?
12. How does Eliezer escape the dentist permanently? Why do you think Elie Wiesel includes
the account of the dentist in his memoir when he does not lose his teeth to the dentist?
13. Explain how the following scene functions as foreshadowing: “In fact, I was pleased with what was happening to him: my gold crown was safe. It could be useful to me one day, to buy something, some bread or even time to live.”
14. After reading about the interchange between Eliezer and the young French woman, characterize the young woman.
15. In the memoir, a majority of the animal imagery is associated with the Jews. How does
Wiesel alter the animal imagery in the description of Eliezer’s beating? Explain the purpose
behind the change in images.
16. How does Wiesel interrupt the narration in the passage that begins with, “MANY YEARS
LATER, in Paris, I sat in the Métro ...”? What is the effect of the interruption?
17. Cite the simile that Eliezer uses when describing the beating that his father receives. What
image does it create for the reader?
18. Describe Eliezer’s internal conflict while he watches his father getting beaten.
19. Read the confrontation between Franek and Eliezer. Using examples from the text, explain how Franek is different from the dentist who first tried to take Eliezer’s tooth and how
Eliezer tries to escape the situation differently than the f.
Security Support Responsibilities Please respond to the following.docx
"Security Support Responsibilities" Please respond to the following:
Imagine you are the CIO of an organization. Construct an outline of four ongoing responsibilities that the digital forensics personnel must complete each week. Provide a possible scenario for how each responsibility may be performed to fulfill the forensics’ needs of an organization.
Compare the responsibilities you listed above with those of an IT security professional. Give your opinion on how responsibilities of digital forensics personnel and IT security professional are similar and in which ways are they different.
.
Section 1 (200 words)In cognition, one of the major areas of discu.docx
Section 1 (200 words)
In cognition, one of the major areas of discussion is the influence of nature and nurture. What is the concept of nature–nurture? Why is it important in the study of cognition?
Section 2 (200 words)
--Does the nature and nurture debate affect other disciplines beyond psychology?
--Include in-text citations
--Due 3/01/15 @ 11:15am Central Time
.
Second Wave Feminism, gained strength during the 1970s. For this .docx
"Second Wave Feminism", gained strength during the 1970's. For this essay assignment, research and write about a popular television show from the 1970's, which reflected the changing role of women in American culture. Discuss your findings.
This paper should be 2 pages, in APA style. One scholarly article as a minimum should be included in your essay.
.
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- 1. PSY 634: Final Project Guidelines and Grading Guide Overview The final project for this course is the creation of a case application paper that includes an in-depth analysis of a selected case study. Students will choose an individual such as a known historical figure, a celebrity, a fictional character, or an individual known personally to the student (ALL identifying information must be eliminated from the paper in the case of the last option). The selected individual must be a child or adolescent with a cognitive disorder or a learning disability, and enough information must be available to include the following in the analysis: between normal brain function and the brain function of a person with the disorder physiological aspects of the disorder and the resulting negative effects on daily functioning logical advancements on the diagnosis and treatment of the disorder coping mechanisms for the selected case and other people with the disorder
- 2. ers who may be at risk for the disorder The case application paper should be a 10–12-page Word document. The final product represents an authentic demonstration of competencies highlighted by the course outcomes because the paper requires students to 1) analyze brain areas associated with a disorder and corresponding behavioral deficits, 2) review existing research and apply the literature to a topic in cognitive neuropsychology, and 3) assess diagnostic techniques, summarize effective treatments, and analyze possible outcomes of those treatments. The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three, Five, and Seven. The final product will be submitted in Module Nine. This assessment will assess your mastery with respect to the following course outcomes: PSY-634-01 Analyze the relationship between psychological and physiological aspects of cognitive processes PSY-634-02 Analyze the impact that recent advancements in technology have had on the field of cognitive neuropsychology PSY-634-03 Compare the neuropsychological functions of a normal functioning brain with those of individuals diagnosed with common cognitive dysfunctions PSY-634-04 Assess the appropriateness of employing neuropsychological methods in the diagnosis and treatment of common cognitive dysfunctions Note: Topics should include neuroimaging and neuropsychological assessment
- 3. PSY-634-05 Recommend possible coping mechanisms and prevention strategies for children and adolescents experiencing or who are at risk for common cognitive issues using the principles of cognitive neuropsychology Prompt The following critical elements must be addressed: 1. Cognitive Processes a. What are some psychological aspects of cognitive processes? [PSY-634-01] b. What are some physiological aspects of cognitive processes? [PSY-634-01] c. What is the relationship between psychological and physiological aspects of cognitive processes? [PSY-634-01] d. How does both psychological and physiological dysfunction negatively affect daily functioning? [PSY-634-01] 2. Technological Advancements [PSY-634-02] a. How have recent advancements in technology impacted the field of cognitive neuropsychology? 3. Neuropsychological Function a. What are the neuropsychological characteristics of a normal functioning brain? [PSY-624-03] b. What neuropsychological disruptions occur in an individual diagnosed with the cognitive dysfunction of the chosen child or adolescent? [PSY-
- 4. 624-03] c. How does the neuropsychological functioning in a normal functioning brain compare to neuropsychological functioning with an individual diagnosed with the cognitive dysfunction of the chosen child or adolescent? [PSY-624-03] 4. Diagnosis and Treatment a. What neuropsychological methods would be appropriate in diagnosing and treating a common cognitive dysfunction? [PSY- 634-04] b. Does neuroimaging play a role in diagnosing and treating common cognitive dysfunction? Explain. [PSY-634-04] c. What role does neuropsychological assessment play in diagnosing and treating common cognitive dysfunctions? [PSY- 634-04] 5. Coping Mechanisms and Prevention Strategies a. What types of coping mechanisms would you recommend for a child or adolescent experiencing these cognitive issues? [PSY- 634-05] b. How might cognitive issues be prevented in children or adolescents who may be at elevated risk for developing dysfunction? [PSY-634-05] c. What role do the principles of cognitive neuropsychology play in developing coping mechanisms and prevention strategies for children and/or adolescents who are at risk or are experiencing these cognitive issues? [PSY-634-05] Milestones Milestone One: Topic Submission
- 5. In task 3-1, you will submit your topic choice for your case application paper. You will submit your case study choice and the reason why you have chosen this individual via the Discussion Forum. This milestone is graded with the Discussion Rubric. Milestone Two: Annotated Bibliography In task 5-3, you will submit your annotated bibliography. The format should be a Word document listing at least eight resources you will use to support your case study and a paragraph explanation of how each resource will support your case application paper. This milestone is graded with the Milestone Two Rubric. Milestone Three: Rough Draft In task 7-2, you will submit a rough draft of your case application paper. The format should be a nearly complete draft of the final product and should be at least 8–10 pages in length. This milestone is graded with the Milestone Three Rubric. Final Product: Final Project Submission: Case Application Paper In task 9-3, you will submit your case application paper. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This milestone will be graded using the Final Product Rubric (below). Deliverable Milestones
- 6. Milestone Deliverables Module Due Grading 1 Topic Choice Three Graded separately; Discussion Rubric 2 Annotated Bibliography Five Graded separately; Milestone Two Rubric 3 Rough Draft Seven Graded separately; Milestone Three Rubric Final Product: Case Application Paper Nine Graded separately; Final Product Rubric Final Product Rubric Format: Written components of project must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, 1-inch margins, and discipline-appropriate citations. Page length requirement: 10–12 pages, not including cover page and resources. Instructor feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions. Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
- 7. Cognitive Processes: Psychological Aspects Meets “Proficient” criteria and the psychological aspects are supported using relevant examples Describes psychological aspects of cognitive processes and provides rationale to support thinking The psychological aspects of cognitive processes are lacking in detail The psychological aspects of cognitive processes are not evident 4.5 Cognitive Processes: Physiological Aspects Meets “Proficient” criteria and the physiological aspects are supported using relevant examples Describes physiological aspects of cognitive processes and
- 8. provides rationale to support thinking The physiological aspects of cognitive processes are lacking in detail The physiological aspects of cognitive processes are not evident 4.5 Cognitive Processes: Relationship Meets “Proficient” criteria and uses appropriate scholarly resources for substantiation Clarifies the relationship between psychological and physiological aspects of cognitive processes The relationship between psychological and physiological aspects of cognitive processes is loosely identified The relationship between psychological and physiological aspects of cognitive processes is not evident
- 9. 4.5 Cognitive Processes: Negative Effects on Daily Functioning Meets “Proficient” criteria and includes insightful examples validated by research Evaluates the negative effects of psychological and physiological dysfunction on daily functioning The negative effect of psychological and physiological dysfunction on daily functioning is lacking in detail and/or accuracy The negative effect of psychological and physiological dysfunction on daily functioning is not evident 4.5 Technological Advancements: Technological Impact Meets “Proficient” criteria and uses relevant resource examples
- 10. Analyzes the impact of technological advancements in the field of neuropsychology in a well-supported manner Analysis lacks breadth and depth in the impact of technological advancements in the field of neuropsychology Does not analyze the impact of technological advancements in the field of neuropsychology 18 Neuropsychological Function: Characteristics of a Normal Functioning Brain Meets “Proficient” criteria and substantiates ideas using scholarly resources Provides accurate characteristics of a normal functioning brain The characteristics of a normal functioning brain are lacking in detail and/or accuracy The characteristics of a normal
- 11. functioning brain are not evident 6 http://snhu- media.snhu.edu/files/production_documentation/formatting/rubr ic_feedback_instructions_student.pdf Neuropsychological Function: Characteristics of Common Cognitive Dysfunction Meets “Proficient” criteria and substantiates ideas using scholarly resources Provides accurate characteristics of common cognitive dysfunction Characteristics of common cognitive dysfunction are lacking in detail and/or accuracy The characteristics of common cognitive dysfunction are not evident
- 12. 6 Neuropsychological Function: Differences Between Normal Brain Function and Cognitive Dysfunction Meets “Proficient” criteria and uses relevant research examples Differentiates between normal brain function and cognitive dysfunction in a well-supported manner The differentiation between normal brain function and cognitive dysfunction is lacking in detail and/or is not substantiated The differentiation between normal brain function and cognitive dysfunction is not evident
- 13. 6 Diagnosis and Treatment: Neuropsychological Methods Meets “Proficient” criteria and supports methods with scholarly research Provides appropriate neuropsychological methods for diagnosing and treating common cognitive dysfunction Neuropsychological methods for diagnosing and treating common cognitive dysfunction are not solidly identified The neuropsychological methods for diagnosing and treating common cognitive dysfunction are not evident 6 Diagnosis and Treatment: Neuroimaging
- 14. Meets “Proficient” criteria and includes insightful examples validated by research Provides a substantiated assessment of the role neuroimaging plays in diagnosis and treatment of common cognitive dysfunction Minimally assesses the role of neuroimaging on diagnosis and treatment of common cognitive dysfunction Does not assess the role of neuroimaging on the diagnosis and treatment of common cognitive dysfunction 6 Diagnosis and Treatment: Neuropsychological Assessment Meets “Proficient” criteria and includes insightful examples validated by research
- 15. Provides a substantiated assessment of the role neuropsychological assessment plays in diagnosis and treatment of common cognitive dysfunction Minimally assesses the role that neuropsychological assessment plays on diagnosis and treatment of common cognitive dysfunction Does not assess the role that neuropsychological assessment plays on diagnosis and treatment of common cognitive dysfunction 6 Coping Mechanisms and Prevention Strategies: Coping Mechanisms Meets “Proficient” criteria and includes an explicit explanation of the rationale behind the recommended coping mechanism
- 16. Recommends coping mechanisms for children and/or adolescents who are at risk or experiencing cognitive issues Recommends coping mechanisms for children and/or adolescents that are loosely aligned with the cognitive issue Coping mechanisms for children and/or adolescents who are at risk or experiencing cognitive issues are not evident 6 Coping Mechanisms and Prevention Strategies: Prevention Strategies Meets “Proficient” criteria and includes an explicit explanation of the rationale behind the recommended coping mechanism
- 17. Proposes prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues Proposed prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues are lacking in detail and/or inappropriately aligned to the cognitive issue Prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues are not evident 6 Coping Mechanisms and Prevention Strategies: Principles of Neuropsychology Meets “Proficient” criteria and uses appropriate research for substantiation
- 18. Incorporates the principles of neuropsychology to recommend coping mechanisms and prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues The principles of neuropsychology are minimally and/or inaccurately used to recommend coping mechanisms and prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues The principles of neuropsychology to recommend coping mechanisms and prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues are not evident 6 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional
- 19. and easy-to-read format Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 10 Total Comments: 100%