Qualitative Article Review and Critique
In approximately 7-10 pages (including title page and references), address the following questions.
Title
After reading the entire article, do you think the title adequately describes the study? Does the title catch your attention? Please explain.
Abstract
Does the abstract contain the recommended content (see “Abstract,” pp. 314, in Yegidis et al.)? How difficult do you think it is to summarize so much information in 150–250 words? Please explain.
Introduction
Why did the authors conduct this study and write this article? What was the problem of interest or concern? Be specific. Use quotes and paraphrases with citations.What audience might be interested in this study?
Do you feel the problem is significant enough to warrant a journal article? Did you have a “so what” reaction? If so, why do you think it was accepted for publication? Please justify your position.
To what extent does the literature presented in the introduction help you understand the problem? How does the literature reviewed put the problem in context? Be specific.
Does the researcher indicate how this research is different from and/or similar to earlier ones reported in the literature? Summarize what this article intends to add to the knowledge base.
Do the authors state their research questions and/or hypotheses? What are the hypotheses or focused research questions?
Methods
What specific qualitative method is used? How does aqualitative research design correspond with the research questions? Can you determine whether the design was appropriate?
To what extent can the design answer the research questions? Elaborate.
What were the key concepts being explored in the study? What measures or observations were used in the research? Explain why you do, or do not, think that the methods used to collect the data are described clearly enough to allow for replication. Be specific and please elaborate.
How was research reactivity and bias managed in the study?
Explain whether or not information was provided concerning the credibility and trustworthiness of the measures or observations. Was this information adequate? Be specific.
What strategies were used to establish credibility?
Was there evidence of an audit trail and/or peer consultation on the project?
Sample
How were the participants recruited or selected for the study? What sampling strategy was used? Did the author(s) offer any justification for the sample size? Are you satisfied with the information reported about the sample? What questions might you have about the sample that were not addressed? Please be sure to provide an explanation for all of your answers.
Are the demographics of the participants (e.g., background characteristics such as age, race, etc.) described in sufficient detail? If so, how is the presentation of this descriptive data useful in evaluating the research? If not, please explain how that may affec ...
Pick one of the following terms for your research Morals, prin.docxkarlhennesey
Pick one of the following terms for your research: Morals, principles, values, corporate social responsibility, or ethical culture.
Journal Article Analysis
Each student will select one of the key terms presented in the module and conduct a search of Campbellsville University’s online Library resources to find 1 recent peer-reviewed academic journal article (within the past 3 years) that closely relate to the concept. Your submission must include the following information in the following format:
DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY: Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION: Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected chapter Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES: All references must be listed at the bottom of the submission--in APA format.
Be sure to use the headers in your submission to ensure that all aspects of the assignment are completed as required.
Any form of plagiarism, including cutting and pasting, will result in zero points for the entire assignment.
Social Science & Medicine 58 (2004) 1367–1384
Effective/efficient mental health programs for school-age
children: a synthesis of reviews
Gina Browne
a,b,
*, Amiram Gafni
a,b,c
, Jacqueline Roberts
a,b
, Carolyn Byrne
a
,
Basanti Majumdar
a,d
a
System-Linked Research Unit (SLRU), School of Nursing, McMaster University, Hamilton, Ont., Canada
b
Department of Clinical Epidemiology and Biostatistics (CE&B), McMaster University, Hamilton, Ont., Canada
c
Centre for Health Economics & Policy Analysis, McMaster University, Hamilton, Ont., Canada
d
Primary Health Care for Women of KwaZulu-Natal, South Africa
Abstract
The prevalence of mental health problems, some of which seem to be occurring among younger cohorts, leads
researchers and policy-makers to search for practical solutions to reduce the burden of suffering on children and their
families, and the costs to society both immediate and long term. Numerous programs are in place to reduce or alleviate
problem behaviour or disorders and/or assist positive youth development. Evaluated results are dispersed throughout
the literature. To assess findings and determine common elements of effective children’s services, a literature search was
undertaken for evidence-based evaluations of non-clinical programs for school-age children. Prescriptive comments aim
to inform service-providers, policy-makers and families about best pra ...
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
Assessment 1PRINTAnalysis of Position Papers for Vulnerabl.docxgalerussel59292
The document provides instructions for an assessment requiring students to analyze position papers on a health care issue related to a vulnerable population. Students must explain their position on the issue, the role of an interprofessional team, and evaluate supporting and opposing evidence and positions. The analysis should be 4-6 pages, cite 3-5 supporting and 2-3 opposing sources, and follow APA style formatting. The target population and issue will be used for future assessments to potentially create a new policy.
Abstract:
It is difficult to find in Spanish a word that can translate the meaning of Counselling and encompassing all those elements and nuances that you are your own. The translations more frequently used are "assisted advice" and/or "aid relationship" and/or advice, it also includes all the skills that are necessary to establish that interpersonal relationship.
Although the communication skills, and in particular communication of bad news and the relationship with users are currently not part of the university education within the degree in Medicine, Nursing, Physiotherapy or Psychology if it has been of concern on the part of practitioners in these areas present sufficient levels of training in this core competency. In fact, we presented/displayed a communication where the little information received in the own hospital on the part of parents with children with Syndrome of Down is reflected in particular on this genetic alteration before making decisions referred to the birth from the boy. Thus, just as the curative art is learned can be learned the abilities of communication referred the unexpected news, which will help to diminish the psychological cost for the professional and the own patient.
Homework #3The information need for this assignment is already b.docxhoward4little59962
Homework #3
The information need for this assignment is already been done in a previous assignment #2 just need to add to the ongoing assignment.
#1 ASSIGNMENT
Assignment 2: LASA 1: Final Project: Early Methods Section
Due
Wednesday, April 12, 2017
.
In your final paper for this course, you will need to write a
Methods
section that is about 4 pages long where you will assess and evaluate the methods of research.
In preparation for this particular section, answer the following questions thoroughly and provide justification/support. The more complete and detailed your answers for these questions, the better prepared you are to successfully write your final paper.
Please submit your answers as a single 4- to 6-page document as a numbered list; this will ensure you do not inadvertently miss a question.
Additionally, please submit a title page and a reference page in proper APA format.
What is your research question?
What is your hypothesis or hypotheses? What is the null hypothesis?
How many participants would you like to use and why? What are the inclusion characteristics, i.e., what must they have in order to be included in your study (for example, gender, diagnosis, age, personality traits, etc.)? Are there any exclusion characteristics, i.e. are there certain characteristics that would exclude them from being in your study? Does the sample need to be diverse? Why or why not?
What sampling technique will be used to collect your sample? What population does your sample generalize to?
What are the variables in your study?
HINT:
Refer back to your hypothesis or hypotheses.
Provide operational definitions for each variable.
How will you measure each variable? Discuss the reliability and validity of these measures in general terms.
What technique will be used for data collection (e.g., observation, survey, interview, archival, etc.)?
What type of research design is being used?
Briefly discuss the procedure that would be followed when conducting the research.
What are some
POTENTIAL
ethical issues? How might they be addressed?
#2 THE EXAMPLE FOR THE ASSIGNMENT
Final Project: Early Method Section
Final Project:
Early Method Section
What is your research question?
My research question is “Does stress reduction efficacy vary between relaxation response treatment and mindfulness-based programs for female undergraduate students between the ages of 18-25?”
The research question is important because previous studies have only provided empirical evidence demonstrating the efficacy of each method on its own and a comparison of the methods within other controlled populations. Research has investigated the effects of these stress-reduction methods within specific subgroups of the population, but not within the population that is targeted in this study. It is also important because
the majority of research has focused on the effects of stress-reduction techniques on medical students, healthcare professionals, and undergraduate pr.
Research Critique of a Published Quantitative Research.docxwrite22
The study aimed to evaluate women's experiences of postnatal distress during the first year after childbirth. Semi-structured interviews were conducted with 17 women who had experienced psychological issues after giving birth. The interviews were analyzed using Interpretative Phenomenological Analysis. The results indicated that women experience various emotional difficulties following childbirth, associated with adjusting to their new role as mothers. The study provides insights that could help improve support for women after childbirth.
This document outlines the key parts of an introduction section for a research paper. It discusses including background information on the broad topic and gaps in existing research. It also covers developing a conceptual framework to explain how the research problem will be explored. The conceptual framework should present an integrated way of looking at the problem under study. The document also discusses including a conceptual model or paradigm to depict the study intent and anticipated variable relationships. It provides guidance on crafting a clear statement of the problem including general and specific research objectives/questions. The introduction should also include hypotheses if applicable, define the significance of the study, and outline the scope and limitations of the research. Key terms should be defined operationally or conceptually.
Discussion 1: Group Research Designs
(Due on 6/30/21)
There are several different types of research designs. Each design is intended to respond to a particular type of research question. The type of research design depends on the type of research questions asked. For this Discussion, select one of the articles from the reading list and consider several classifications of group research designs.
Post your response to the following: Describe which groups are compared in the research. Then, classify the research design as follows:
1. By explaining whether the study is pre-experimental (cross-sectional, one-shot case study, and longitudinal), experimental (control group with pretest and posttest, posttest only, or four-group design), or quasi-experimental (comparing one group to itself at different times or comparing two different groups)
2. By indicating what the researchers report about limitations of the study
3. By explaining concerns you have regarding internal validity and the ability of the study to draw conclusions about causality
4. By explaining any concerns you have about the generalizability of the study (external validity) and what aspect of the research design might limit generalizability
TRANSCRIPT:
Hernandez Family Episode 5 Program Transcript
FEMALE SPEAKER: They've missed four of their parenting classes so far.
FEMALE SPEAKER: So they haven't completed their parenting group?
FEMALE SPEAKER: I have to call the ACS worker and let her know. They're probably going to have to take the classes over again, and that's going to be tough. The classes caused the father to miss overtime at work, and they really rely on that money to make ends meet.
FEMALE SPEAKER: But they have to finish the program. They're only allowed three missed classes. There's another problem. You know the agency's been conducting a study of our performance. Well, it lowers our completion numbers. Lower numbers put our funding at risk. Our bosses start questioning the credibility of what we're trying to do here.
FEMALE SPEAKER: But I can't give the Hernandez family the post test. They won't be able to complete it.
FEMALE SPEAKER: No, that's not why I brought this up. The agency needs data to determine how effective these parenting classes are. The more attrition we have when parents don't finish the program, there's no data. No data means no support for what we're teaching or how it might benefit other populations.
FEMALE SPEAKER: Maybe we should account for the attrition then. Maybe there's something we can learn from it?
Hernandez Family Episode 5 Additional Content Attribution
References:
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018). Research methods for social workers (8th ed.). New York, NY: Pearson.
· Chapter 5, “Quantitative Research” (pp. 100-125)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Sourc ...
Pick one of the following terms for your research Morals, prin.docxkarlhennesey
Pick one of the following terms for your research: Morals, principles, values, corporate social responsibility, or ethical culture.
Journal Article Analysis
Each student will select one of the key terms presented in the module and conduct a search of Campbellsville University’s online Library resources to find 1 recent peer-reviewed academic journal article (within the past 3 years) that closely relate to the concept. Your submission must include the following information in the following format:
DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY: Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION: Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected chapter Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES: All references must be listed at the bottom of the submission--in APA format.
Be sure to use the headers in your submission to ensure that all aspects of the assignment are completed as required.
Any form of plagiarism, including cutting and pasting, will result in zero points for the entire assignment.
Social Science & Medicine 58 (2004) 1367–1384
Effective/efficient mental health programs for school-age
children: a synthesis of reviews
Gina Browne
a,b,
*, Amiram Gafni
a,b,c
, Jacqueline Roberts
a,b
, Carolyn Byrne
a
,
Basanti Majumdar
a,d
a
System-Linked Research Unit (SLRU), School of Nursing, McMaster University, Hamilton, Ont., Canada
b
Department of Clinical Epidemiology and Biostatistics (CE&B), McMaster University, Hamilton, Ont., Canada
c
Centre for Health Economics & Policy Analysis, McMaster University, Hamilton, Ont., Canada
d
Primary Health Care for Women of KwaZulu-Natal, South Africa
Abstract
The prevalence of mental health problems, some of which seem to be occurring among younger cohorts, leads
researchers and policy-makers to search for practical solutions to reduce the burden of suffering on children and their
families, and the costs to society both immediate and long term. Numerous programs are in place to reduce or alleviate
problem behaviour or disorders and/or assist positive youth development. Evaluated results are dispersed throughout
the literature. To assess findings and determine common elements of effective children’s services, a literature search was
undertaken for evidence-based evaluations of non-clinical programs for school-age children. Prescriptive comments aim
to inform service-providers, policy-makers and families about best pra ...
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
Assessment 1PRINTAnalysis of Position Papers for Vulnerabl.docxgalerussel59292
The document provides instructions for an assessment requiring students to analyze position papers on a health care issue related to a vulnerable population. Students must explain their position on the issue, the role of an interprofessional team, and evaluate supporting and opposing evidence and positions. The analysis should be 4-6 pages, cite 3-5 supporting and 2-3 opposing sources, and follow APA style formatting. The target population and issue will be used for future assessments to potentially create a new policy.
Abstract:
It is difficult to find in Spanish a word that can translate the meaning of Counselling and encompassing all those elements and nuances that you are your own. The translations more frequently used are "assisted advice" and/or "aid relationship" and/or advice, it also includes all the skills that are necessary to establish that interpersonal relationship.
Although the communication skills, and in particular communication of bad news and the relationship with users are currently not part of the university education within the degree in Medicine, Nursing, Physiotherapy or Psychology if it has been of concern on the part of practitioners in these areas present sufficient levels of training in this core competency. In fact, we presented/displayed a communication where the little information received in the own hospital on the part of parents with children with Syndrome of Down is reflected in particular on this genetic alteration before making decisions referred to the birth from the boy. Thus, just as the curative art is learned can be learned the abilities of communication referred the unexpected news, which will help to diminish the psychological cost for the professional and the own patient.
Homework #3The information need for this assignment is already b.docxhoward4little59962
Homework #3
The information need for this assignment is already been done in a previous assignment #2 just need to add to the ongoing assignment.
#1 ASSIGNMENT
Assignment 2: LASA 1: Final Project: Early Methods Section
Due
Wednesday, April 12, 2017
.
In your final paper for this course, you will need to write a
Methods
section that is about 4 pages long where you will assess and evaluate the methods of research.
In preparation for this particular section, answer the following questions thoroughly and provide justification/support. The more complete and detailed your answers for these questions, the better prepared you are to successfully write your final paper.
Please submit your answers as a single 4- to 6-page document as a numbered list; this will ensure you do not inadvertently miss a question.
Additionally, please submit a title page and a reference page in proper APA format.
What is your research question?
What is your hypothesis or hypotheses? What is the null hypothesis?
How many participants would you like to use and why? What are the inclusion characteristics, i.e., what must they have in order to be included in your study (for example, gender, diagnosis, age, personality traits, etc.)? Are there any exclusion characteristics, i.e. are there certain characteristics that would exclude them from being in your study? Does the sample need to be diverse? Why or why not?
What sampling technique will be used to collect your sample? What population does your sample generalize to?
What are the variables in your study?
HINT:
Refer back to your hypothesis or hypotheses.
Provide operational definitions for each variable.
How will you measure each variable? Discuss the reliability and validity of these measures in general terms.
What technique will be used for data collection (e.g., observation, survey, interview, archival, etc.)?
What type of research design is being used?
Briefly discuss the procedure that would be followed when conducting the research.
What are some
POTENTIAL
ethical issues? How might they be addressed?
#2 THE EXAMPLE FOR THE ASSIGNMENT
Final Project: Early Method Section
Final Project:
Early Method Section
What is your research question?
My research question is “Does stress reduction efficacy vary between relaxation response treatment and mindfulness-based programs for female undergraduate students between the ages of 18-25?”
The research question is important because previous studies have only provided empirical evidence demonstrating the efficacy of each method on its own and a comparison of the methods within other controlled populations. Research has investigated the effects of these stress-reduction methods within specific subgroups of the population, but not within the population that is targeted in this study. It is also important because
the majority of research has focused on the effects of stress-reduction techniques on medical students, healthcare professionals, and undergraduate pr.
Research Critique of a Published Quantitative Research.docxwrite22
The study aimed to evaluate women's experiences of postnatal distress during the first year after childbirth. Semi-structured interviews were conducted with 17 women who had experienced psychological issues after giving birth. The interviews were analyzed using Interpretative Phenomenological Analysis. The results indicated that women experience various emotional difficulties following childbirth, associated with adjusting to their new role as mothers. The study provides insights that could help improve support for women after childbirth.
This document outlines the key parts of an introduction section for a research paper. It discusses including background information on the broad topic and gaps in existing research. It also covers developing a conceptual framework to explain how the research problem will be explored. The conceptual framework should present an integrated way of looking at the problem under study. The document also discusses including a conceptual model or paradigm to depict the study intent and anticipated variable relationships. It provides guidance on crafting a clear statement of the problem including general and specific research objectives/questions. The introduction should also include hypotheses if applicable, define the significance of the study, and outline the scope and limitations of the research. Key terms should be defined operationally or conceptually.
Discussion 1: Group Research Designs
(Due on 6/30/21)
There are several different types of research designs. Each design is intended to respond to a particular type of research question. The type of research design depends on the type of research questions asked. For this Discussion, select one of the articles from the reading list and consider several classifications of group research designs.
Post your response to the following: Describe which groups are compared in the research. Then, classify the research design as follows:
1. By explaining whether the study is pre-experimental (cross-sectional, one-shot case study, and longitudinal), experimental (control group with pretest and posttest, posttest only, or four-group design), or quasi-experimental (comparing one group to itself at different times or comparing two different groups)
2. By indicating what the researchers report about limitations of the study
3. By explaining concerns you have regarding internal validity and the ability of the study to draw conclusions about causality
4. By explaining any concerns you have about the generalizability of the study (external validity) and what aspect of the research design might limit generalizability
TRANSCRIPT:
Hernandez Family Episode 5 Program Transcript
FEMALE SPEAKER: They've missed four of their parenting classes so far.
FEMALE SPEAKER: So they haven't completed their parenting group?
FEMALE SPEAKER: I have to call the ACS worker and let her know. They're probably going to have to take the classes over again, and that's going to be tough. The classes caused the father to miss overtime at work, and they really rely on that money to make ends meet.
FEMALE SPEAKER: But they have to finish the program. They're only allowed three missed classes. There's another problem. You know the agency's been conducting a study of our performance. Well, it lowers our completion numbers. Lower numbers put our funding at risk. Our bosses start questioning the credibility of what we're trying to do here.
FEMALE SPEAKER: But I can't give the Hernandez family the post test. They won't be able to complete it.
FEMALE SPEAKER: No, that's not why I brought this up. The agency needs data to determine how effective these parenting classes are. The more attrition we have when parents don't finish the program, there's no data. No data means no support for what we're teaching or how it might benefit other populations.
FEMALE SPEAKER: Maybe we should account for the attrition then. Maybe there's something we can learn from it?
Hernandez Family Episode 5 Additional Content Attribution
References:
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018). Research methods for social workers (8th ed.). New York, NY: Pearson.
· Chapter 5, “Quantitative Research” (pp. 100-125)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Sourc ...
This paper describes the process of reviewing literature to identify a valid and reliable assessment for evaluating students' reflection assignments. The review identified two potential assessments: a questionnaire and a four-code assessment. Both were found to demonstrate validity and reliability. The four codes classify reflection at different levels from non-reflection to critical reflection. As occupational therapy educators, developing students' critical reflection skills is important for preparing them to address current healthcare challenges through evidence-based practice and influencing policy.
Exploring Adventure Therapy as an Early Intervention for Struggling AdolescentsWill Dobud
This paper presents an account of a research project that explored the experiences of adolescents struggling with behavioural and emotional issues, who participated in a 14-day adventure therapy program in Australia referred to by the pseudonym, ”Onward Adventures.” All participants of this program over the age of 16 who completed within the last two years were asked to complete a survey. Additionally, the parents of these participants were invited to complete a similar survey. The qualitative surveys were designed to question participants’ and parents’ perceptions of the program (pre- and post-), the relationships (therapeutic alliance) built with program therapists, follow-up support, and outcomes of the program. Both participants and parents reported strong relationships with program leaders, stressed the importance of effective follow-up services, and perceived positive outcomes when it came to self-esteem and social skills, seeing comparable improvement in self-concept, overall behaviour, and coping skills.
Using the empirical research article that your instructor approved iheiditownend
Using the empirical research article that your instructor approved in the Week 5 assignment, ask yourself: “Is this a quantitative research article or a qualitative research article?” Remember, in quantitative research, the emphasis is on measuring social phenomenon because it is assumed that everything can be observed, measured, and quantified. On the other hand, in qualitative research, it is assumed that social phenomenon cannot be easily reduced and broken down into concepts that can be measured and quantified. Instead, there may be different meanings to phenomenon and experiences. Often in qualitative research, researchers use interviews, focus groups and observations to gather data and then report their findings using words and quotations.
Consider how these different methods affect the sampling design and recruitment strategy, and ask yourself how the recruitment of research participants will affect the findings.
For this Assignment, submit a 3-4 page paper. Complete the following:
Read your selected empirical research article, and identify whether the study is a quantitative or qualitative study. Justify the reasons why you believe it is a quantitative or qualitative study. (Your instructor will indicate to you if you are correct in identifying the research design. This will point you to whether you will use the “Quantitative Article and Review Critique” or the “Qualitative Article and Review Critique” guidelines for the final assignment in week 10.)
Using the empirical research article, focus on the sampling method in the study and begin to evaluate the sampling method by answering the following:
Describe the sampling methods in your own words (paraphrase, do not quote from the article).
Describe the generalizability or the transferability of the research finding based on the sampling method.
Discuss the limitations the article identified with the sample and how those limitations affect the reliability or credibility.
Explain one recommendation you would make to improve the sampling plan of the study that would address these limitations in future research.
Child Maltreatment and Disaster Prevention: A Qualitative Study of Community Agency Perspectives
Shannon Self-Brown
, PhD,*
Page Anderson
, PhD,†
Shannan Edwards
, MS,† and
Tia McGill
, MPH*
Author information
Article notes
Copyright and License information
Disclaimer
This article has been
cited by
other articles in PMC.
Go to:
Abstract
Introduction:
Child maltreatment (CM) is a significant public health problem that increases following natural disasters. Ecological approaches have been used to study these complex phenomena, and the current research fits within this perspective by conducting qualitative interviews with disaster response and family-serving community agencies. The purpose of the study was to identify whether or not community agencies identified CM as an issue that is relevant for disaster planning and response and their perspectiv ...
This document summarizes research on programs aimed at developing life strategies, emotional intelligence, social skills, and moral development in students. It outlines several studies that found educational programs teaching competencies like emotional regulation, social skills, problem solving, and character development led to benefits like reduced depression, increased social acceptance, and improved academic and job performance. The Appleby College Life Strategies Programme is based on this research showing emotional intelligence and social-emotional learning can be improved through deliberate programs and correlates with occupational success more than grades alone.
This document discusses the assessment and treatment of pediatric patients presenting with mood disorders. It notes that treating these patients can be complex, as children present with different signs and symptoms than adults and metabolize medications differently. However, the same psychopharmacological treatments may sometimes be used for both pediatric and adult patients with major depressive disorders. Psychiatric nurse practitioners must exercise caution when prescribing psychotropic medications to pediatric patients. The document provides resources on appropriate use of psychotropic drugs in children/adolescents and biomarkers in pediatric depression. It describes a case study assignment involving decisions about medication treatment for an African American child suffering from depression.
Building A Health History Essay Example Paper.docx4934bk
The document discusses building a comprehensive health history through effective communication and interview techniques. It emphasizes tailoring questions and approaches based on patients' social determinants of health. A risk assessment tool called HEEADSS is described for evaluating psychosocial factors in pregnant patients. Five targeted questions are provided as examples for obtaining an accurate health history. Effective communication, consideration of social factors, and use of appropriate risk assessment tools are key to building trust and gathering complete health information from patients.
A C.L.E.A.R. Approach To Report Writing A Framework For Improving The Effica...Andrea Porter
This document presents a framework called the C.L.E.A.R. Approach for improving psychoeducational reports written by school psychologists. It discusses challenges that have persisted in report writing for decades, such as poor readability, focus on weaknesses, and lack of practical recommendations. The framework is intended to provide an integrated, evidence-based, and easily implemented model for writing reports that address the needs and preferences of readers, including parents and teachers. Specific strategies and examples are provided to illustrate how to apply the C.L.E.A.R. Approach in school settings.
Actions for AFRICAN AMERICA LIT, WK 8 DISCUSSION QUESTIONS, requi.docxnettletondevon
Actions for AFRICAN AMERICA LIT, WK 8 DISCUSSION QUESTIONS, requiring complete coherent competent college level answers. Seeking A grade and solicitation of intellectual exchange regarding responses to answerers with also count towards grade?
Week 8 DQ 1
Actions for Week 8 DQ 1
Alice Moore Dunbar Moore was married to Paul Laurence Dunbar, but their poetry differed. Moore was interested in political issues, but she was also interested in issues concerning gender. Choose one of her writings, and focus on issues pertaining to women. Take a stance, provide textual evidence and analysis to support your stance about her literature.
0
0
Week 8 DQ 2
Actions for Week 8 DQ 2
Paul Laurence Dunbar's "We Wear the Mask", is one of the most anthologized poems in American literature. Take a stance on the poem. Provide textual evidence and analysis to support your stance.
0
0
Week 8 DQ 3
Actions for Week 8 DQ 3
At the center of "Turn Me to My Yellow Leaves," Braithwaite makes an assertion that resonates with virtually every antebellum slave narrative and many after Emancipation: "I, who never had a name." Review the conventions of the slave narrative by examining at least one such text included in the Norton Anthology of African American Literature and explore ways that this poem, which cites no other reference to bondage, can be read as representative of the slave narrative tradition.
0
0
Week 8 DQ 4
Actions for Week 8 DQ 4
Discuss the theme of sexual and economic exploitation of women in " The Scarlet Woman."
Prospectus Rewrite/ALIGNMENT GUIDELINES.docx
ALIGNMENT GUIDELINES
· LCU is very picky in that Problem Statement, Purpose, and RQ1 all need to be in direct alignment.
· Alignment means that all of these items line up directly in their language and substance. This is accomplished by literally cutting and pasting. Start with your Problem Statement. Do not worry about flowery language. Make them simple and clear.
· Then you take that Problem Statement, add a question mark, and that is your RQ1. Required.
· You can then separate, deliniate, do whatever for RQ2 through RQ87.
· For your Purpose, you follow this formula - methodology + design + problem statement + population + location.
TWO EXAMPLES:
EXAMPLE A:
Problem Statement:
It is not known how structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online.
Q1:
How does structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online?
Purpose:
This qualitative, multiple case study will investigate how structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online in the United States.
EXAMPLE B:
Title: Exploring Leadership Styles and E.
Research two (2) manufacturing or two (2) service companies that m.docxbrittneyj3
Research two (2) manufacturing or two (2) service companies that manage inventory and complete this assignment.
Write a five to seven (5-7) page paper in which you:
1. Determine the types of inventories these companies currently manage and describe their essential inventory characteristics.
2. Analyze how each of their goods and service design concepts are integrated.
3. Evaluate the role their inventory plays in the company's performance, operational efficiency, and customer satisfaction.
4. Compare and contrast the four (4) different types of layouts found with each company; explain the importance of the layouts to the company's manufacturing or service operations.
5. Determine at least two (2) metrics to evaluate supply chain performance of the companies; suggest improvements to the design and operations of their supply chains based on those metrics.
6. Suggest ways to improve the inventory management for each of the companies without affecting operations and the customer benefit package. Provide a rationale to support the suggestion.
7. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Running head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Your Name
Date
Article # 1
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 2
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 3
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 4
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 5
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 6
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 7
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 8
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 9
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 10
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
.
Evaluating the Effectiveness of Intervention ProgramsThis week, galinagrabow44ms
Evaluating the Effectiveness of Intervention Programs
This week, you bring much of the research you have examined in this course together in an analysis of a socio-emotional development intervention program. You chose your intervention program in Week 6, and you completed a brief annotated bibliography of relevant research examining the effectiveness of your chosen intervention in Week 8. This week, you bring together these parts that you have completed in a paper that demonstrates your ability to think critically about an intervention program aimed at promoting social and emotional development through the lens of current research in the area.
Be sure you have incorporated your Instructor’s feedback from Parts I and II.
For Part III this week, please write a
5- to 7-page paper
(not including title page and reference page) that includes the following parts:
Summary
Summarize the program/target population, its medium of administration (school, community center), and the social and emotional development aspect it aims to address.
Summarize research evidence from at least 3 empirical articles about the effectiveness of the intervention.
Analysis and Evaluation
Address the following: Is the intervention culturally sensitive as designed? How could it be changed to accommodate different cultural norms? (The Domenech Rodríguez and Resnicow articles from this week’s Learning Resources will be helpful to you in this part of your paper.)
Discuss 2 or 3 specific ways that this intervention could be improved based on what you studied this quarter. Please support your arguments with scholarly sources from your annotated bibliography.
Does this intervention have any social change implications when thinking broadly about social and emotional development? If so, what are they? If not, why not?
Please use subheadings in APA style to aid in the organization of this paper.
previous assignments listed;
week 8 assignment:
Annotated Bibliography Reviews
Some articles and journals have previously looked into and investigated the effectiveness, importance, areas of applications of selective or intervention programs that are strategically aimed at high-risk individuals. From the three sampled peer-review I looked at these risk individuals can be criminals, addicted persons or children, adolescents at risk or depressed individuals, I believe these articles are quite significant to my research project going forward since they can be the benchmark upon which I develop my project ideas. The three articles that I reviewed include the following: Preventing depression and anxiety in young people: a review of the joint efficacy of universal, selective and indicated prevention. Psychological medicine, (Stockings et al., 2016). Secondly Effectiveness of a selective intervention program targeting personality risk factors for alcohol misuse among young adolescents: results of a cluster randomized controlled trial. Addiction, (Lammers et al., 2015). The fin ...
The document discusses the process of selecting, refining, and defining research problems. It begins by distinguishing between a research topic (a broad area of interest) and a research problem (a specific unsatisfactory situation that requires investigation). A good research problem identifies a knowledge gap within the research topic. The document provides examples of how to write a problem statement, research purpose statement, and research question. It also discusses developing a research hypothesis and the different types of hypotheses. The overall process involves narrowing a topic to a clearly defined research problem.
Please Read Below carefully, then answer all questions with orig.docxjanekahananbw
Please Read Below carefully, then answer all questions with original answers (No plagerism) using main references from
Shepard, T. & Linn, D. (2014). Behavior and classroom management in the multicultural classroom: Proactive, active, and reactive strategies. Thousand Oaks, CA: Sage
:
Case Study
Mr. Knightly has been a Special Education teacher at Jackson Elementary School for seven years. Every five years, he must renew his teaching license and, to do that, he must complete 6-semester hours, or 90-clock hours, of Continuing Education during the five-year period. Recently, he took a course called, “Diversity in the Special Ed Classroom.” Having taught at Jackson Elementary School for so long, he felt he had a pretty good understanding of the disproportionate representation of minorities in the elementary school special education classroom. But, his professor discussed a recent Penn State study that indicated that minorities were actually underestimated in terms of being identified as needing special education services in elementary and middle school. The conflicting reports made his head spin. He decided to talk with his co-worker, Ms. Dailey.
Mr. Knightly and Ms. Dailey sat down for coffee in the teacher’s lounge to discuss this discrepancy in reports.
Ms. Dailey:
“I think we need to focus on what we can do for all students instead of hoping we get it right in identifying those in need of special supports through special education. I mean, we have federal laws that provide criteria for special education services, but we are still failing to meet the needs of many students.”
Mr. Knightly:
“Yeah, I know that there are students who arrive in my class that could probably have stayed in the general education classroom if help had been given in time.”
Ms. Dailey:
“Have you heard about Response-to-Intervention?”
Mr. Knightly
: “Actually, I just read an article about a school in Florida that has had real success with the program.”
Ms. Dailey:
“You know, many of our students’ interfering behaviors impact their success with academics. We may want to consider a combination program that deals with academics, interfering behaviors, and social skills.”
Mr. Knightly:
“It sounds like you’re thinking of RTI and a School-Wide Positive Behavior Support (SWPBS) program. If we could bring in a social skills program too . . . .”
Ms. Dailey:
“I’d have to do some research, but I believe many SWPBS programs bring in specialized social skill programs under the “Behavior Education Program” in Tier 2.”
Mr. Knightly:
“Would you want to work with me to put together a proposal for the school district on bringing in RTI, SWPBS, and social skills training?”
Ms. Dailey:
“Let’s get started!”
Prepare a 4-6 page proposal (not including title and reference pages) that Mr. Knightly and Ms. Dailey can present at the next School Board meeting that covers the following topics:
Part I
Introduce the Response to Intervention (RTI) program and the School-wide Positive Behavi.
Please read and view (where applicable) the following Learning Res.docxjanekahananbw
Please read and view (where applicable) the following Learning Resources before you complete this week's assignments.
Readings
Review Course Preview and read Course Introduction (located in the left navigation bar)
Review Course Preview and read Course Introduction (located in the left navigation bar)
Schmalleger, F. (2015).
Criminology today: An integrative introduction
(7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Chapter 1, "What Is Criminology?"
Chapter 10, "Crimes Against Persons"
Dimensions of Crime
Social dimensions
are attributes or characteristics by which people are categorized, such as gender, age, ethnicity, and social class. Statisticians who work in crime-related fields including criminology look for relationships between such social dimensions and crime in hopes of being able to attribute causes of, predict, and prevent crime. Often they find correlations between a particular social dimension and a particular crime. However, even a strong correlation does
not
equal causation. For example, poor education is related to criminal behavior but it does not cause it. If it did, all people who did not complete high school would be criminals, and of course they are not. At the same time, studying the social dimensions of crime can sometimes provide useful information.
To prepare for this Discussion:
Review the Course Introduction, located in the left navigation bar. Keep this overview in mind as you work through each week of the course.
Review Chapter 10 in your course text,
Criminology Today
. Pay particular attention to the social dimensions of crime.
Consider the potential impact that social dimensions may have on crime and criminal behavior(s).
Think about how knowledge about social dimensions of crime might be used in the understanding, prevention, prediction, and control of crime.
Select two social dimensions to focus on for this Discussion—two that you believe provide useful information about crime and/or criminal behavior.
With these thoughts in mind:
Write
a brief description of two social dimensions of crime that you think provide useful information about crime and criminal behavior and explain why. Be specific and use examples to illustrate your points.
Note:
Include the social dimensions that you selected in the first line of your post. You will be asked to respond to a colleague who discussed at least one different dimension from the ones that you chose.
Be sure to support your postings and responses with specific references to the Learning Resources.
.
Please read and reference the following articlesPopa, M., & Salan.docxjanekahananbw
Please read and reference the following articles:
Popa, M., & Salanta, I. (2014). Corporate social responsibility versus corporate social irresponsibility. Management & Marketing, 9(2), 137–146.
Lindgreen, A., & Swaen, V. (2010, March). Corporate Social Responsibility. International Journal of Management Reviews. pp. 1-7.
1. Describe corporate social responsibility.
2. Describe corporate social irresponsibility.
3. Where do you stand on the issue of CSR v CSI? Do corporations have a right to ignore their responsibility to some stakeholders in order to add to the short term bottom line? Provide a well-reasoned response and do some of your own research to provide some examples to support your arguments.
Expectations: 3 - 4 pages (not including cover and reference pages), double spaced in 12 point font. APA style.
.
Please read all attached documents .. This ILab instructions are at.docxjanekahananbw
Please read all attached documents .. This ILab instructions are attached along with the documents needed for the completion of this assignment. PLEASE FOLLOW ALL INSTRUCTION AND BE SURE TO DO ALL THAT IS REQUIRED INCLUDING THE EXPLAINTION OF HOW YOUVE ARRIVED TO THE ANSWER (VERY IMPORTANT CAUSE IT'S APART OF THE GRADE..... PLEASE ALSO BE ON THIS WITH THIS ASSIGN,MENT AND NO COPIES ...ALL ORGINIAL WORK
.
PLEASE READ BACKGROUND INFO BELOW. TURNIT IN IS USEDModule 4 .docxjanekahananbw
PLEASE READ BACKGROUND INFO BELOW. TURNIT IN IS USED
Module 4 - SLP
Strategy Implementation and Strategic Controls
Simulation
In Module 4, you will continue with the CVP analysis you completed in the Module 3 SLP.
Scenario Continuation:
It is still January 2, 2012.
You have just completed your revised SLP3 strategy using CVP analysis, and you are eager to implement your decisions for 2012 through 2014.
Using the CVP analysis from SLP3, run the simulation for a final time. Again, be sure to take notes about your analysis and the document the reasoning behind your decisions.
Finalize your report showing the strategy you have used.
Assignment Overview
Using the strategy that you developed in SLP3, run the simulation. Document your results as you did previously. Review and analyze these results, and develop a final strategy.
Please turn in a
6- to 8
-
page
paper, not including cover and reference pages.
Keys to the Assignment
The key aspects of this assignment that should be covered and taken into account in preparing your paper include:
The revised strategy consists of the Prices, R&D Allocation %, and any product discontinuations for the X5, X6, and X7 tablets for each of the four years: 2012, 2013, 2014, and 2015.
You must present a rational justification for this strategy. In other words, you must provide support for your proposed strategy using financial analysis and relevant theories.
Use the CVP Calculator and review the PowerPoint that explains CVP and provides some examples.
You will need to
crunch
some numbers (CVP Analysis) to help you determine your prices and R&D allocations.
Make sure your proposed changes in strategy are firmly based in this analysis of financial and market data and sound business principles.
Your goal is to practice using CVP and get better at it.
Present your analysis professionally, making strategic use of tables, charts, and graphs.
Time Line Summary:
SLP1
2015: Hired on December 15.
Turned in first report to CEO Smothers.
SLP2
You are returned – via Time Warp – to January 1, 2012.
You make decisions for 2012 – 2015.
December 31, 2015 – You have revised all four years, and you write up your summary report.
SLP3
Apparently, your SLP2 decisions were not “good enough,” as you’ve again been returned to January 1, 2012.
It is once again
January 1, 2012:
You decide to use CVP analysis to develop a revised four-year plan for your strategy. You analyze the results of your first decisions from SLP2, taking notes, and documenting your decision-making process. You use the CVP Calculator to help you develop your strategy. Your notes explaining the logic behind your decisions.
SLP4
It is still January 2, 2012. Using your CVP analysis from SLP3, you run the simulation, implementing your revised four-year plan. You keep track of your financial and marketing results year over year.
You submit your final
6-8 page
report, which includes your Final Total Score.
You compare – and report – your results with previous re.
Please provide a short paper, is 2–3 pages, 600 words minimum, due.docxjanekahananbw
Please provide a short paper, is 2–3 pages, 600 words minimum, due Thursday May 5.
Trace some of the major contributions of an ethnic or “minority” group to U.S. culture, for example, to music, the arts, dance, or theater. There are many other possibilities! Develop your composition based on an area of interest to you in the arts.
Double spacing, 12-point Times New Roman font, 1-inch margins, and APA citations.
.
Please provide a comprehensive answer to the following two quest.docxjanekahananbw
Please provide a comprehensive answer to the following two questions:
1) Which were the main causes of the Great Depression?
2) Why did the Great Depression last so long?
Indications:
To answer these questions, please start with our textbook information and then use at least one more reputable source for your research.
Please use the bibliographic information recommended by the Modern Language Association (MLA).
Length: at least six pages, including bibliography.
For each question: write the question as a title and then provide your answers.
TEXT BOOK: Gary M. Walton Hugh Rockoff. History of the American Economy. 12th Edition, 2014.
.
Please pick 2 of the questions. write 400 words each on the ones yo.docxjanekahananbw
Please pick 2 of the questions. write 400 words each on the ones you pick. Cite your sources. The Answer cannot be plagerized or copied from the internet
Discuss the democratization of politics in early nineteenth-century New York
and the development of the Second Party System.
How did the rivalry between
DeWitt
Clinton and Martin Van
Buren
transform politics? What role did Martin Van
Buren’s
Albany Regency political machine play in the rise of party politics and the Democratic Party? What impact did democracy have on race? How did
Antimasonry
shape politics? How did the Whig party rise to oppose the Democrats and overthrow the Albany Regency? What role did William H. Seward play in Whig politics in New York ? Discuss the symbolism of the funeral rites for Andrew Jackson in New York (read the article by Matthew
Warshauer
, "Contested Mourning: The New York Battle Over Andrew Jackson's Death"). How did New York's rival Democrats and Whigs interpret Jackson's historical importance? What role did Jackson play in shaping the Second Party System?
Discuss the growth of cities, population, and the transportation and industrial revolutions in antebellum New York
.
What factors led to urban growth? How did new forms of transportation (canals, railroads) stimulate economic development? Discuss the origins, building, and impact of the Erie Canal . How did the Erie Canal transform the economy and society of New York ? What new industries were created in these years? How did cities transform the state?
Discuss the formation of New York City
’s
antebellum working class.
What factors led to the development of the working class? What was the impact of immigration? The rise of labor protest and unions? How did working-class culture transform New York ? Discuss the rise of
nativism
and anti-Catholicism in 1830s-1840s New York .
Discuss the Second Great Awakening in New York
.
What was “The Burned-Over District” and why was it important? How did Charles
Grandison
Finney
shape the development of evangelical religion? How did evangelical religion shape the development of reform movements such as temperance, abolitionism, and women’s rights? What were some of the more radical religious movements to emerge from the Second Great Awakening and what impact did they have?
How did antebellum New York
respond to social disorder?
How did tavern violence and riots like the Astor Place Riot shape the culture and politics of New York City? (read the articles by Michael Kaplan “New York City Tavern Violence and the Creation of a Working-Class Male Identity” and Leo
Hershkowitz
, “An Anatomy of a Riot: Astor Place Opera House, 1849”).
Discuss the life of working-class women in antebellum New York
.
How did cities shape the lives of women? What challenges did women face in the industrializing metropolis? How did men react to the growing independence of working-class women? How did elites respond to working-class women? (base answers on your.
Please pay close attention to the directions given in the templat.docxjanekahananbw
Please pay close attention to the directions given in the template under each section as there is no room for error. Template is attached along with the assignment. My research will be on resilience and whether it is innate or learned. This will be the primary focus of this journal article. Please use APA format and include all references, and if there are direct quotes, I will need page number taken from. Thank you kindly.
.
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This paper presents an account of a research project that explored the experiences of adolescents struggling with behavioural and emotional issues, who participated in a 14-day adventure therapy program in Australia referred to by the pseudonym, ”Onward Adventures.” All participants of this program over the age of 16 who completed within the last two years were asked to complete a survey. Additionally, the parents of these participants were invited to complete a similar survey. The qualitative surveys were designed to question participants’ and parents’ perceptions of the program (pre- and post-), the relationships (therapeutic alliance) built with program therapists, follow-up support, and outcomes of the program. Both participants and parents reported strong relationships with program leaders, stressed the importance of effective follow-up services, and perceived positive outcomes when it came to self-esteem and social skills, seeing comparable improvement in self-concept, overall behaviour, and coping skills.
Using the empirical research article that your instructor approved iheiditownend
Using the empirical research article that your instructor approved in the Week 5 assignment, ask yourself: “Is this a quantitative research article or a qualitative research article?” Remember, in quantitative research, the emphasis is on measuring social phenomenon because it is assumed that everything can be observed, measured, and quantified. On the other hand, in qualitative research, it is assumed that social phenomenon cannot be easily reduced and broken down into concepts that can be measured and quantified. Instead, there may be different meanings to phenomenon and experiences. Often in qualitative research, researchers use interviews, focus groups and observations to gather data and then report their findings using words and quotations.
Consider how these different methods affect the sampling design and recruitment strategy, and ask yourself how the recruitment of research participants will affect the findings.
For this Assignment, submit a 3-4 page paper. Complete the following:
Read your selected empirical research article, and identify whether the study is a quantitative or qualitative study. Justify the reasons why you believe it is a quantitative or qualitative study. (Your instructor will indicate to you if you are correct in identifying the research design. This will point you to whether you will use the “Quantitative Article and Review Critique” or the “Qualitative Article and Review Critique” guidelines for the final assignment in week 10.)
Using the empirical research article, focus on the sampling method in the study and begin to evaluate the sampling method by answering the following:
Describe the sampling methods in your own words (paraphrase, do not quote from the article).
Describe the generalizability or the transferability of the research finding based on the sampling method.
Discuss the limitations the article identified with the sample and how those limitations affect the reliability or credibility.
Explain one recommendation you would make to improve the sampling plan of the study that would address these limitations in future research.
Child Maltreatment and Disaster Prevention: A Qualitative Study of Community Agency Perspectives
Shannon Self-Brown
, PhD,*
Page Anderson
, PhD,†
Shannan Edwards
, MS,† and
Tia McGill
, MPH*
Author information
Article notes
Copyright and License information
Disclaimer
This article has been
cited by
other articles in PMC.
Go to:
Abstract
Introduction:
Child maltreatment (CM) is a significant public health problem that increases following natural disasters. Ecological approaches have been used to study these complex phenomena, and the current research fits within this perspective by conducting qualitative interviews with disaster response and family-serving community agencies. The purpose of the study was to identify whether or not community agencies identified CM as an issue that is relevant for disaster planning and response and their perspectiv ...
This document summarizes research on programs aimed at developing life strategies, emotional intelligence, social skills, and moral development in students. It outlines several studies that found educational programs teaching competencies like emotional regulation, social skills, problem solving, and character development led to benefits like reduced depression, increased social acceptance, and improved academic and job performance. The Appleby College Life Strategies Programme is based on this research showing emotional intelligence and social-emotional learning can be improved through deliberate programs and correlates with occupational success more than grades alone.
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Actions for AFRICAN AMERICA LIT, WK 8 DISCUSSION QUESTIONS, requiring complete coherent competent college level answers. Seeking A grade and solicitation of intellectual exchange regarding responses to answerers with also count towards grade?
Week 8 DQ 1
Actions for Week 8 DQ 1
Alice Moore Dunbar Moore was married to Paul Laurence Dunbar, but their poetry differed. Moore was interested in political issues, but she was also interested in issues concerning gender. Choose one of her writings, and focus on issues pertaining to women. Take a stance, provide textual evidence and analysis to support your stance about her literature.
0
0
Week 8 DQ 2
Actions for Week 8 DQ 2
Paul Laurence Dunbar's "We Wear the Mask", is one of the most anthologized poems in American literature. Take a stance on the poem. Provide textual evidence and analysis to support your stance.
0
0
Week 8 DQ 3
Actions for Week 8 DQ 3
At the center of "Turn Me to My Yellow Leaves," Braithwaite makes an assertion that resonates with virtually every antebellum slave narrative and many after Emancipation: "I, who never had a name." Review the conventions of the slave narrative by examining at least one such text included in the Norton Anthology of African American Literature and explore ways that this poem, which cites no other reference to bondage, can be read as representative of the slave narrative tradition.
0
0
Week 8 DQ 4
Actions for Week 8 DQ 4
Discuss the theme of sexual and economic exploitation of women in " The Scarlet Woman."
Prospectus Rewrite/ALIGNMENT GUIDELINES.docx
ALIGNMENT GUIDELINES
· LCU is very picky in that Problem Statement, Purpose, and RQ1 all need to be in direct alignment.
· Alignment means that all of these items line up directly in their language and substance. This is accomplished by literally cutting and pasting. Start with your Problem Statement. Do not worry about flowery language. Make them simple and clear.
· Then you take that Problem Statement, add a question mark, and that is your RQ1. Required.
· You can then separate, deliniate, do whatever for RQ2 through RQ87.
· For your Purpose, you follow this formula - methodology + design + problem statement + population + location.
TWO EXAMPLES:
EXAMPLE A:
Problem Statement:
It is not known how structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online.
Q1:
How does structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online?
Purpose:
This qualitative, multiple case study will investigate how structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online in the United States.
EXAMPLE B:
Title: Exploring Leadership Styles and E.
Research two (2) manufacturing or two (2) service companies that m.docxbrittneyj3
Research two (2) manufacturing or two (2) service companies that manage inventory and complete this assignment.
Write a five to seven (5-7) page paper in which you:
1. Determine the types of inventories these companies currently manage and describe their essential inventory characteristics.
2. Analyze how each of their goods and service design concepts are integrated.
3. Evaluate the role their inventory plays in the company's performance, operational efficiency, and customer satisfaction.
4. Compare and contrast the four (4) different types of layouts found with each company; explain the importance of the layouts to the company's manufacturing or service operations.
5. Determine at least two (2) metrics to evaluate supply chain performance of the companies; suggest improvements to the design and operations of their supply chains based on those metrics.
6. Suggest ways to improve the inventory management for each of the companies without affecting operations and the customer benefit package. Provide a rationale to support the suggestion.
7. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Running head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Your Name
Date
Article # 1
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 2
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 3
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 4
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 5
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 6
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 7
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 8
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 9
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 10
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
.
Evaluating the Effectiveness of Intervention ProgramsThis week, galinagrabow44ms
Evaluating the Effectiveness of Intervention Programs
This week, you bring much of the research you have examined in this course together in an analysis of a socio-emotional development intervention program. You chose your intervention program in Week 6, and you completed a brief annotated bibliography of relevant research examining the effectiveness of your chosen intervention in Week 8. This week, you bring together these parts that you have completed in a paper that demonstrates your ability to think critically about an intervention program aimed at promoting social and emotional development through the lens of current research in the area.
Be sure you have incorporated your Instructor’s feedback from Parts I and II.
For Part III this week, please write a
5- to 7-page paper
(not including title page and reference page) that includes the following parts:
Summary
Summarize the program/target population, its medium of administration (school, community center), and the social and emotional development aspect it aims to address.
Summarize research evidence from at least 3 empirical articles about the effectiveness of the intervention.
Analysis and Evaluation
Address the following: Is the intervention culturally sensitive as designed? How could it be changed to accommodate different cultural norms? (The Domenech Rodríguez and Resnicow articles from this week’s Learning Resources will be helpful to you in this part of your paper.)
Discuss 2 or 3 specific ways that this intervention could be improved based on what you studied this quarter. Please support your arguments with scholarly sources from your annotated bibliography.
Does this intervention have any social change implications when thinking broadly about social and emotional development? If so, what are they? If not, why not?
Please use subheadings in APA style to aid in the organization of this paper.
previous assignments listed;
week 8 assignment:
Annotated Bibliography Reviews
Some articles and journals have previously looked into and investigated the effectiveness, importance, areas of applications of selective or intervention programs that are strategically aimed at high-risk individuals. From the three sampled peer-review I looked at these risk individuals can be criminals, addicted persons or children, adolescents at risk or depressed individuals, I believe these articles are quite significant to my research project going forward since they can be the benchmark upon which I develop my project ideas. The three articles that I reviewed include the following: Preventing depression and anxiety in young people: a review of the joint efficacy of universal, selective and indicated prevention. Psychological medicine, (Stockings et al., 2016). Secondly Effectiveness of a selective intervention program targeting personality risk factors for alcohol misuse among young adolescents: results of a cluster randomized controlled trial. Addiction, (Lammers et al., 2015). The fin ...
The document discusses the process of selecting, refining, and defining research problems. It begins by distinguishing between a research topic (a broad area of interest) and a research problem (a specific unsatisfactory situation that requires investigation). A good research problem identifies a knowledge gap within the research topic. The document provides examples of how to write a problem statement, research purpose statement, and research question. It also discusses developing a research hypothesis and the different types of hypotheses. The overall process involves narrowing a topic to a clearly defined research problem.
Similar to Qualitative Article Review and CritiqueIn approximately 7-10 p (12)
Please Read Below carefully, then answer all questions with orig.docxjanekahananbw
Please Read Below carefully, then answer all questions with original answers (No plagerism) using main references from
Shepard, T. & Linn, D. (2014). Behavior and classroom management in the multicultural classroom: Proactive, active, and reactive strategies. Thousand Oaks, CA: Sage
:
Case Study
Mr. Knightly has been a Special Education teacher at Jackson Elementary School for seven years. Every five years, he must renew his teaching license and, to do that, he must complete 6-semester hours, or 90-clock hours, of Continuing Education during the five-year period. Recently, he took a course called, “Diversity in the Special Ed Classroom.” Having taught at Jackson Elementary School for so long, he felt he had a pretty good understanding of the disproportionate representation of minorities in the elementary school special education classroom. But, his professor discussed a recent Penn State study that indicated that minorities were actually underestimated in terms of being identified as needing special education services in elementary and middle school. The conflicting reports made his head spin. He decided to talk with his co-worker, Ms. Dailey.
Mr. Knightly and Ms. Dailey sat down for coffee in the teacher’s lounge to discuss this discrepancy in reports.
Ms. Dailey:
“I think we need to focus on what we can do for all students instead of hoping we get it right in identifying those in need of special supports through special education. I mean, we have federal laws that provide criteria for special education services, but we are still failing to meet the needs of many students.”
Mr. Knightly:
“Yeah, I know that there are students who arrive in my class that could probably have stayed in the general education classroom if help had been given in time.”
Ms. Dailey:
“Have you heard about Response-to-Intervention?”
Mr. Knightly
: “Actually, I just read an article about a school in Florida that has had real success with the program.”
Ms. Dailey:
“You know, many of our students’ interfering behaviors impact their success with academics. We may want to consider a combination program that deals with academics, interfering behaviors, and social skills.”
Mr. Knightly:
“It sounds like you’re thinking of RTI and a School-Wide Positive Behavior Support (SWPBS) program. If we could bring in a social skills program too . . . .”
Ms. Dailey:
“I’d have to do some research, but I believe many SWPBS programs bring in specialized social skill programs under the “Behavior Education Program” in Tier 2.”
Mr. Knightly:
“Would you want to work with me to put together a proposal for the school district on bringing in RTI, SWPBS, and social skills training?”
Ms. Dailey:
“Let’s get started!”
Prepare a 4-6 page proposal (not including title and reference pages) that Mr. Knightly and Ms. Dailey can present at the next School Board meeting that covers the following topics:
Part I
Introduce the Response to Intervention (RTI) program and the School-wide Positive Behavi.
Please read and view (where applicable) the following Learning Res.docxjanekahananbw
Please read and view (where applicable) the following Learning Resources before you complete this week's assignments.
Readings
Review Course Preview and read Course Introduction (located in the left navigation bar)
Review Course Preview and read Course Introduction (located in the left navigation bar)
Schmalleger, F. (2015).
Criminology today: An integrative introduction
(7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Chapter 1, "What Is Criminology?"
Chapter 10, "Crimes Against Persons"
Dimensions of Crime
Social dimensions
are attributes or characteristics by which people are categorized, such as gender, age, ethnicity, and social class. Statisticians who work in crime-related fields including criminology look for relationships between such social dimensions and crime in hopes of being able to attribute causes of, predict, and prevent crime. Often they find correlations between a particular social dimension and a particular crime. However, even a strong correlation does
not
equal causation. For example, poor education is related to criminal behavior but it does not cause it. If it did, all people who did not complete high school would be criminals, and of course they are not. At the same time, studying the social dimensions of crime can sometimes provide useful information.
To prepare for this Discussion:
Review the Course Introduction, located in the left navigation bar. Keep this overview in mind as you work through each week of the course.
Review Chapter 10 in your course text,
Criminology Today
. Pay particular attention to the social dimensions of crime.
Consider the potential impact that social dimensions may have on crime and criminal behavior(s).
Think about how knowledge about social dimensions of crime might be used in the understanding, prevention, prediction, and control of crime.
Select two social dimensions to focus on for this Discussion—two that you believe provide useful information about crime and/or criminal behavior.
With these thoughts in mind:
Write
a brief description of two social dimensions of crime that you think provide useful information about crime and criminal behavior and explain why. Be specific and use examples to illustrate your points.
Note:
Include the social dimensions that you selected in the first line of your post. You will be asked to respond to a colleague who discussed at least one different dimension from the ones that you chose.
Be sure to support your postings and responses with specific references to the Learning Resources.
.
Please read and reference the following articlesPopa, M., & Salan.docxjanekahananbw
Please read and reference the following articles:
Popa, M., & Salanta, I. (2014). Corporate social responsibility versus corporate social irresponsibility. Management & Marketing, 9(2), 137–146.
Lindgreen, A., & Swaen, V. (2010, March). Corporate Social Responsibility. International Journal of Management Reviews. pp. 1-7.
1. Describe corporate social responsibility.
2. Describe corporate social irresponsibility.
3. Where do you stand on the issue of CSR v CSI? Do corporations have a right to ignore their responsibility to some stakeholders in order to add to the short term bottom line? Provide a well-reasoned response and do some of your own research to provide some examples to support your arguments.
Expectations: 3 - 4 pages (not including cover and reference pages), double spaced in 12 point font. APA style.
.
Please read all attached documents .. This ILab instructions are at.docxjanekahananbw
Please read all attached documents .. This ILab instructions are attached along with the documents needed for the completion of this assignment. PLEASE FOLLOW ALL INSTRUCTION AND BE SURE TO DO ALL THAT IS REQUIRED INCLUDING THE EXPLAINTION OF HOW YOUVE ARRIVED TO THE ANSWER (VERY IMPORTANT CAUSE IT'S APART OF THE GRADE..... PLEASE ALSO BE ON THIS WITH THIS ASSIGN,MENT AND NO COPIES ...ALL ORGINIAL WORK
.
PLEASE READ BACKGROUND INFO BELOW. TURNIT IN IS USEDModule 4 .docxjanekahananbw
PLEASE READ BACKGROUND INFO BELOW. TURNIT IN IS USED
Module 4 - SLP
Strategy Implementation and Strategic Controls
Simulation
In Module 4, you will continue with the CVP analysis you completed in the Module 3 SLP.
Scenario Continuation:
It is still January 2, 2012.
You have just completed your revised SLP3 strategy using CVP analysis, and you are eager to implement your decisions for 2012 through 2014.
Using the CVP analysis from SLP3, run the simulation for a final time. Again, be sure to take notes about your analysis and the document the reasoning behind your decisions.
Finalize your report showing the strategy you have used.
Assignment Overview
Using the strategy that you developed in SLP3, run the simulation. Document your results as you did previously. Review and analyze these results, and develop a final strategy.
Please turn in a
6- to 8
-
page
paper, not including cover and reference pages.
Keys to the Assignment
The key aspects of this assignment that should be covered and taken into account in preparing your paper include:
The revised strategy consists of the Prices, R&D Allocation %, and any product discontinuations for the X5, X6, and X7 tablets for each of the four years: 2012, 2013, 2014, and 2015.
You must present a rational justification for this strategy. In other words, you must provide support for your proposed strategy using financial analysis and relevant theories.
Use the CVP Calculator and review the PowerPoint that explains CVP and provides some examples.
You will need to
crunch
some numbers (CVP Analysis) to help you determine your prices and R&D allocations.
Make sure your proposed changes in strategy are firmly based in this analysis of financial and market data and sound business principles.
Your goal is to practice using CVP and get better at it.
Present your analysis professionally, making strategic use of tables, charts, and graphs.
Time Line Summary:
SLP1
2015: Hired on December 15.
Turned in first report to CEO Smothers.
SLP2
You are returned – via Time Warp – to January 1, 2012.
You make decisions for 2012 – 2015.
December 31, 2015 – You have revised all four years, and you write up your summary report.
SLP3
Apparently, your SLP2 decisions were not “good enough,” as you’ve again been returned to January 1, 2012.
It is once again
January 1, 2012:
You decide to use CVP analysis to develop a revised four-year plan for your strategy. You analyze the results of your first decisions from SLP2, taking notes, and documenting your decision-making process. You use the CVP Calculator to help you develop your strategy. Your notes explaining the logic behind your decisions.
SLP4
It is still January 2, 2012. Using your CVP analysis from SLP3, you run the simulation, implementing your revised four-year plan. You keep track of your financial and marketing results year over year.
You submit your final
6-8 page
report, which includes your Final Total Score.
You compare – and report – your results with previous re.
Please provide a short paper, is 2–3 pages, 600 words minimum, due.docxjanekahananbw
Please provide a short paper, is 2–3 pages, 600 words minimum, due Thursday May 5.
Trace some of the major contributions of an ethnic or “minority” group to U.S. culture, for example, to music, the arts, dance, or theater. There are many other possibilities! Develop your composition based on an area of interest to you in the arts.
Double spacing, 12-point Times New Roman font, 1-inch margins, and APA citations.
.
Please provide a comprehensive answer to the following two quest.docxjanekahananbw
Please provide a comprehensive answer to the following two questions:
1) Which were the main causes of the Great Depression?
2) Why did the Great Depression last so long?
Indications:
To answer these questions, please start with our textbook information and then use at least one more reputable source for your research.
Please use the bibliographic information recommended by the Modern Language Association (MLA).
Length: at least six pages, including bibliography.
For each question: write the question as a title and then provide your answers.
TEXT BOOK: Gary M. Walton Hugh Rockoff. History of the American Economy. 12th Edition, 2014.
.
Please pick 2 of the questions. write 400 words each on the ones yo.docxjanekahananbw
Please pick 2 of the questions. write 400 words each on the ones you pick. Cite your sources. The Answer cannot be plagerized or copied from the internet
Discuss the democratization of politics in early nineteenth-century New York
and the development of the Second Party System.
How did the rivalry between
DeWitt
Clinton and Martin Van
Buren
transform politics? What role did Martin Van
Buren’s
Albany Regency political machine play in the rise of party politics and the Democratic Party? What impact did democracy have on race? How did
Antimasonry
shape politics? How did the Whig party rise to oppose the Democrats and overthrow the Albany Regency? What role did William H. Seward play in Whig politics in New York ? Discuss the symbolism of the funeral rites for Andrew Jackson in New York (read the article by Matthew
Warshauer
, "Contested Mourning: The New York Battle Over Andrew Jackson's Death"). How did New York's rival Democrats and Whigs interpret Jackson's historical importance? What role did Jackson play in shaping the Second Party System?
Discuss the growth of cities, population, and the transportation and industrial revolutions in antebellum New York
.
What factors led to urban growth? How did new forms of transportation (canals, railroads) stimulate economic development? Discuss the origins, building, and impact of the Erie Canal . How did the Erie Canal transform the economy and society of New York ? What new industries were created in these years? How did cities transform the state?
Discuss the formation of New York City
’s
antebellum working class.
What factors led to the development of the working class? What was the impact of immigration? The rise of labor protest and unions? How did working-class culture transform New York ? Discuss the rise of
nativism
and anti-Catholicism in 1830s-1840s New York .
Discuss the Second Great Awakening in New York
.
What was “The Burned-Over District” and why was it important? How did Charles
Grandison
Finney
shape the development of evangelical religion? How did evangelical religion shape the development of reform movements such as temperance, abolitionism, and women’s rights? What were some of the more radical religious movements to emerge from the Second Great Awakening and what impact did they have?
How did antebellum New York
respond to social disorder?
How did tavern violence and riots like the Astor Place Riot shape the culture and politics of New York City? (read the articles by Michael Kaplan “New York City Tavern Violence and the Creation of a Working-Class Male Identity” and Leo
Hershkowitz
, “An Anatomy of a Riot: Astor Place Opera House, 1849”).
Discuss the life of working-class women in antebellum New York
.
How did cities shape the lives of women? What challenges did women face in the industrializing metropolis? How did men react to the growing independence of working-class women? How did elites respond to working-class women? (base answers on your.
Please pay close attention to the directions given in the templat.docxjanekahananbw
Please pay close attention to the directions given in the template under each section as there is no room for error. Template is attached along with the assignment. My research will be on resilience and whether it is innate or learned. This will be the primary focus of this journal article. Please use APA format and include all references, and if there are direct quotes, I will need page number taken from. Thank you kindly.
.
Please list and describe three (3) categories of methods to prop.docxjanekahananbw
Please list and describe three (3)
categories
of methods to properly identify an unknown decedent. For example, if DNA is a scientific method, name and describe two other methods. Part II. List eight (8) body parts that can be used for accurate identification of a decedent and explain how they are used. Do any of them come as a surprise to you? Be sure to support your opinions with credible research and to cite and reference your sources in APA style. Remember, writing mechanics count in every post you make.
.
please identify following termsContraceptive entrepreneur .docxjanekahananbw
please identify following terms:
Contraceptive entrepreneur Pessaries Skins
Comstock Act IUD’s
Womb veils Clelia Mosher
Answer following questions in short words, no need in paragraph
What kinds of contraceptives were available in the 19
th
century in the U.S.?
What was the most dangerous kind of contraceptive used at the turn of the century?
Why was the Comstock Act significant?
.
Please keep plagiarism at 22 or less assignment sent through Tu.docxjanekahananbw
**Please keep plagiarism at 22% or less assignment sent through TurnItIN &Vercite **
Specifically, students will focus on a personal understanding of these lessons and how those have impacted who the student will become as a manger.
**Since I am not currently in a leadership/management role then paper should be based on what kind of manager do I want to be**
Students must show evidence of having cited research from the course textbook and “
scholarly sources
”.
Textbook
:
Griffin, R. W. (2016). Fundamentals of management (8th ed.). Boston, MA: Cengage Learning
),
Reflection Papers:
1)
Papers should focus on the concept (“
controlling: Monitoring and correcting ongoing activities to facilitate goal attainment.
”
)
1 page
2)Include
personal impact on the student management philosophy
for 1 page, for a total of
2 pages
per reflection paper.
I. Controlling (approximately
two pages
)
1. Concept of controlling (1 page)
2. Personal impact (1 page)
IV. References (in APA format)
In each section students should find a balance between explaining the concept of controlling with scholarly research and reflection on the personal impact on their own style and philosophy of management. The personal reflection should also include lessons learned from the peer articles.
Assignment
Phase
Due Date
Points
.
Please let me know you will do this assignment. thanks for everythin.docxjanekahananbw
Please let me know you will do this assignment. thanks for everything.
Future Direction of Health Care
In a three- to five-page paper:
Describe a minimum of five challenges from the list below that are defining the future strategic direction of health care.
Proposed health care reform and legislation
Information technology advancements such as the electronic medical record (EMR)/ electronic health record (EHR)
Accreditation, quality of healthcare, and organizational compliance
Economics, including third party payers, future funding, rising costs, the Medicare and Medicaid programs
Access to health care including the uninsured and those in the poverty levels
Public entities in controlling the demand aspects of health service
Market shares and advancing age of population
Maintaining a skilled workforce
Pay for performance
Describe how an organization can adapt its direction and strategies to effectively address these challenges.
Your paper must be three to five double-spaced pages
.
Please look at httplabor.mo.govsitesdefaultfilespubs_forms20.docxjanekahananbw
This document instructs the reader to review Missouri's 2011 Workforce Diversity Plan and compare it to the 10 common components of a diversity plan. In a 2-3 page paper, the reader is asked to provide a general overview of Missouri's plan, consider each of the 10 components, describe how the plan includes each component, and suggest how any missing components could be included.
Please help me write a 6-7 pages research about Pica in Iron Defici.docxjanekahananbw
Please help me write a 6-7 pages research about: Pica in Iron Deficiency anemia.
how it is related to pica anemia and what does it do ti blood. and more details.
INCLUDE:
Abstract
intro
Thesis statement
bodies
conclusion
MLA Style
6 + reference no less than 2006 Academic sources
Original work no plaigarism
Font: 12 New times Romans
.
please i want to do a presnatation and write me the presntaion in 2.docxjanekahananbw
please i want to do a presnatation and write me the presntaion in 2 page long with easy word the presentation is about a bulding im my university the bulding name is
Humanities Building in Uneversiy of south Alabam please do a search and wriye about it
like when its built where is it how many classes in it and which classes can u take there
u can go to my university web site and search about it
.
Please follow the assignment below. The example assignment will be .docxjanekahananbw
Please follow the assignment below. The example assignment will be at the end.
Using the same scenario from Assignment 1, you realize that transitioning your organization to a learning environment may not be as easy as first imagined. You have encountered several resistance issues relating to the culture, psychological learning, organization structure, workforce commitment, and dissemination of knowledge. You decide to gather a decision-making team to assist in identifying the high or moderate resistance risks that may stop or slow down the process of this transition. The decision-making team must also recommend some mitigation intervention to lower the identified resistance risks to either moderate or low. For example, a high resistance risk can become moderate or low and moderate resistance risk can become low.
Your final product will be a table that identifies five (5) issues related to the organization’s culture, psychological learning, organization structure, workforce commitment, and dissemination of knowledge. You must also provide a description of each resistance issue and rate the resistance risk before the mitigation intervention as either High (H) or Moderate (M). Then, you must provide a description of your team’s mitigation intervention and determine the resistance risk’s downgrade from High (H) to Moderate (M) or Low (L) and / or Moderate (M) to Low (L) after the mitigation intervention.
Create a table in which you:
Determine one (1) challenge in the culture that may cause a major resistance to the transition from individual learning to organizational learning. Next, recommend one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
Predict one (1) psychological learning threat that may result from the transition and then provide one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
Assess the current organization structure as it relates to the free flow of knowledge then specify one (1) issue that may cause a major resistance to the transition. Provide one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
Critique the workforce commitment to this transition and predict one (1) major resistance you may encounter. Next, provide a mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
Propose one (1) dissemination of knowledge issue with the recipients’ ability to absorb the knowledge and comprehend it into action (i.e., motivating the recipient to share knowledge). Next, provide one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
Use the Resistance Risk Mitigation Interven.
Please find the attached for instruction.Please carefully read t.docxjanekahananbw
Please find the attached for instruction.
Please carefully read through it!!!!
Over the past decade, individual investors (usually controlling well-financed hedge funds) have taken minority interest in prominent corporations through the purchase of stock shares and stock options with the intention of influencing the boards of directors to act in ways that challenge the existing corporate strategy. Although th
ey
, generally, have not wanted to take over the companies, they have wanted to influence decisions by gaining seats on the boards. One of the most common changes the various activist investors have sought is the dispersal of corporate funds to shareholders through dividends and stock buybacks. Critics have argued that such financial activities are short-run focused and detract from the corporations' ability to invest in the long-term.
In response to the presence, influence, and success of these activist investors, prominent Senators have introduced legislation, the "
Brokaw
Act," in an attempt to limit their power.
Formatting:
5 pages, single-spaced, double spacing between paragraphs, (including the senatorial heading)
Following standard senatorial reporting procedures in APA format (CMS optional)
.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Qualitative Article Review and CritiqueIn approximately 7-10 p
1. Qualitative Article Review and Critique
In approximately 7-10 pages (including title page and
references), address the following questions.
Title
After reading the entire article, do you think the title
adequately describes the study? Does the title catch your
attention? Please explain.
Abstract
Does the abstract contain the recommended content (see
“Abstract,” pp. 314, in Yegidis et al.)? How difficult do you
think it is to summarize so much information in 150–250 words?
Please explain.
Introduction
Why did the authors conduct this study and write this article?
What was the problem of interest or concern? Be specific. Use
quotes and paraphrases with citations.What audience might be
interested in this study?
Do you feel the problem is significant enough to warrant a
journal article? Did you have a “so what” reaction? If so, why
do you think it was accepted for publication? Please justi fy your
position.
To what extent does the literature presented in the introduction
help you understand the problem? How does the literature
2. reviewed put the problem in context? Be specific.
Does the researcher indicate how this research is different from
and/or similar to earlier ones reported in the literature?
Summarize what this article intends to add to the knowledge
base.
Do the authors state their research questions and/or hypotheses?
What are the hypotheses or focused research questions?
Methods
What specific qualitative method is used? How does
aqualitative research design correspond with the research
questions? Can you determine whether the design was
appropriate?
To what extent can the design answer the research questions?
Elaborate.
What were the key concepts being explored in the study? What
measures or observations were used in the research? Explain
why you do, or do not, think that the methods used to collect the
data are described clearly enough to allow for replication. Be
specific and please elaborate.
How was research reactivity and bias managed in the study?
Explain whether or not information was provided concerning the
credibility and trustworthiness of the measures or observations.
3. Was this information adequate? Be specific.
What strategies were used to establish credibility?
Was there evidence of an audit trail and/or peer consultation on
the project?
Sample
How were the participants recruited or selected for the study?
What sampling strategy was used? Did the author(s) offer any
justification for the sample size? Are you satisfied with the
information reported about the sample? What questions might
you have about the sample that were not addressed? Please be
sure to provide an explanation for all of your answers.
Are the demographics of the participants (e.g., background
characteristics such as age, race, etc.) described in sufficient
detail? If so, how is the presentation of this descriptive data
useful in evaluating the research? If not, please explain how
that may affect the evaluation of the research.
Was the sample reflective of the population from which it was
drawn? Is representativeness important in this research? Please
explain.
Please explain any ethical concerns you may have about the
sample and how the sample was recruited.
Results
4. How was the data analyzed? (What qualitative data analysis
technique was used?)
How extensive or ‘thick’ were the descriptions supporting
findings? Was the context adequately described?
How did the researchers corroborate their findings? For
example, were triangulation, member checking, or thick
descriptions used? If so, please explain how it was used. If not,
explain what you would recommend to corroborate the findings.
To what degree do you find the research procedures increased
the trustworthiness of the findings?
Explain how easy or difficult it was for you to understand the
reporting of results. What questions do you have after reading
the results section? Please elaborate.
Were the findings transferable, applicable or useful for your
population, setting or area of practice? What are the limits of
transferability? Do you feel the results of this study have
meaning for social work practitioners or managers? Please
elaborate.
Discussion
Explain whether or not the authors made sense of their data in
the discussion section. Explain why you think the conclusions
are (or are not) reasonable.
Did the authors discuss the limitations of their study? Did they
5. stay within the limitations of their findings, or did they make
more of their findings than was warranted? Please elaborate.
Did the author(s) suggest issues that future research should
consider? If so, were there any surprises? Please elaborate.
Self-Brown, S., Anderson, P., Edwards, S., & McGill, T.
(2013). Child maltreatment and disaster prevention: a
qualitative study of community agency perspectives.
The western journal of emergency medicine
,
14
(4), 401–407. doi:10.5811/westjem.2013.2.16206
West J Emerg Med
. 2013 Aug; 14(4): 401–407.
doi:
10.5811/westjem.2013.2.16206
PMCID: PMC3756707
PMID:
23997850
Child Maltreatment and Disaster Prevention: A Qualitative
Study of Community Agency Perspectives
Shannon Self-Brown
, PhD,*
Page Anderson
, PhD,†
Shannan Edwards
, MS,† and
6. Tia McGill
, MPH*
Author information
Article notes
Copyright and License information
Disclaimer
This article has been
cited by
other articles in PMC.
Go to:
Abstract
Introduction:
Child maltreatment (CM) is a significant public health problem
that increases following natural disasters. Ecological
approaches have been used to study these complex phenomena,
and the current research fits within this perspective by
conducting qualitative interviews with disaster response and
family-serving community agencies. The purpose of the study
was to identify whether or not community agencies identified
CM as an issue that is relevant for disaster planning and
response and their perspectives on risk and protective factors
for CM risk following disaster.
Methods:
Agencies (n=16) from 2 geographical areas participated - one
that recently experienced a natural disaster (Louisiana (LA),
7. n=7) and one that had not (Georgia (GA), n=9). Agency
representatives completed semi-structured telephone interviews
(n=16) and follow up in person focus groups (n=14). Theory-
driven, thematic analyses were completed.
Results:
Results suggested that community agencies agree that post-
disaster environments increase the risk for CM and that CM
prevention has a role in disaster response planning. Risk and
protective factors were identified according to Bronfenbrenner’
s ecological framework.
Conclusion:
Study results support the need to include CM prevention efforts
within disaster planning and provide guidance for future
research to inform such efforts.
Go to:
INTRODUCTION
General population studies indicate that a significant proportion
of people in the United States experience natural disasters.
1
Children are a vulnerable population requiring special
consideration during and following disaster.
2
A recent nationally representative study of U.S. youth indicated
that 13.9% reported lifetime natural disaster exposure, with
4.1% reporting exposure in the past year.
1
Comprehensive disaster response planning for children
addresses the basic needs of nutrition, shelter, sanitation, and
clothing, as well as mental health consequences related to
8. disaster exposure.
2
–
4
Absent, however, is disaster planning and prevention related to
disaster-related secondary intentional injury risk, such as child
maltreatment (CM).
Data suggest that CM incidence rates can increase following
natural disaster. Specifically, Keenan et al
5
found that rates of intentional child traumatic brain injury
increased in the 6 months post Hurricane Floyd. Similarly,
Curtis et al.
6
found that following 2 of 3 disasters studied, the incidence and
confirmation of child abuse reports was higher 3 and 6 months
following disaster. Children who experience maltreatment or
abuse are at great risk for deleterious behavioral, academic,
psychological and health problems.
7
–
10
Given the increase in CM following disaster, and the pervasive
impact of CM, research on disaster response and CM prevention
efforts is warranted. This area of research is especially relevant
for medical professionals working in emergency medicine, as
children are often seen in medical settings post-disaster and,
thus, these professionals could serve as important contributors
to disaster planning and coordinated response efforts targeting
CM prevention.
11
Bronfenbrenner’s ecological systems framework,
12
which emphasizes a broad contextual approach to human
9. development and risk and resilience to stress, has been applied
to both post-disaster risk
13
and child maltreatment risk.
14
This framework describes multiple contexts that make up a
child’s ecological system, which vary in their proximity to the
child and include the macrosystem (cultural values and beliefs),
the exosystem (processes that take place between multiple
contexts, one of which does not directly involve the child but
has implications for child development), the mesosystem
(linkages between proximal ecologies within which the child
develops), and the ontogenic level (factors within the individual
that impact developmental adaptation).
14
Factors within different ecologies can increase the risk for CM
post-disaster. For example, disaster might directly impact
family microsystem factors that have been associated with CM,
such as parental stress, mental health and substance abuse
15
, or parenting behaviors.
16
Disasters also have the potential to disrupt higher order
ecologies, by decreasing the availability of important
community resources that provide CM prevention and disaster
response services. No research exists on this topic to date.
Purpose of Current Study
To date, there has been a paucity of research examining whether
disaster planning should include CM prevention/intervention,
policy, and resources. The purpose of this exploratory study is
to further explore the association between CM and disaster by
soliciting the opinions of representatives of community agencies
who have been involved in disaster prevention, or providing
services to children and families. Participating organizations
10. were located in the capital cities of 2 states--one with extensive
experience with natural disaster in recent years (Baton Rouge,
Louisiana), and one with relatively less experience (Atlanta,
GA). Several exploratory research questions were addressed that
impact various ecological contexts: Do community agencies
perceive a relationship between CM and disaster? What have
participants relevant experiences related to CM in post-disaster
environments? Should CM be addressed in disaster planning?
Are there recommendations for programming and policy related
to CM in disaster planning and post-disaster environments?
Who are the most important professionals to include in disaster
planning and response to assist with targeting CM efforts?
Go to:
METHODS
Participants
The current study, funded by a collaborative grant from the
Centers for Disease Control and Prevention and Georgia State
University, included 16 representatives of stakeholder agencies
in Louisiana and Georgia. To identify relevant organizations,
members of the research team contacted experts in child welfare
in each state and conducted internet searches. In each state,
attempts were made to recruit representatives from pediatric
medicine, child and adult mental health, child protection, CM
prevention, disaster planning, and schools. A research team
member attempted to recruit each agency of interest via an
email or a voice message that explained the purpose of the
study. In total, 27 agencies were contacted about study
participation. Specifically, 11 contact attempts were made to
agencies in Louisiana, and contact was successful with 7 agency
representatives, all of whom consented (3 female, 4 males).
Organization representatives were located in Baton Rouge or
New Orleans and worked in pediatric medicine, child and adult
11. mental health, child protection, and CM prevention. In Georgia,
16 agency contact attempts were made, 9 of which were
successful. All 9 representatives who were successfully
contacted consented (6 females, 3 males). Representatives were
from agencies in metro-Atlanta that focused on education,
disaster response and preparedness, child and adolescent mental
health, CM prevention, and pediatric medicine. All agency
representatives held Director or Co-director leadership
positions. Further information describing the agencies is
excluded to protect confidentiality.
Study Measures
A semi-structured interview, consisting of 22–27 questions,
served as the primary mode of data collection for this study.
The research team developed an initial draft of the interview
and vetted it with 2 experts in CM and disaster research for
review. Following review, the research team incorporated
recommendations and finalized the measure, which included
semi-structured and open-ended questions. Question topics
included: Agency mission and focus of work, Agency roles
related to CM and disaster planning, Experiences related to the
connection between disaster and maltreatment, Opinions
regarding the need to address CM in disaster planning, Opinions
on the types of professionals who should be involved in the
planning and response efforts, and recommendations for
improving the current programming and policy related to CM
during a disaster and within the post-disaster environment.
Procedures
We conducted research over a 2-year period. Procedures were
conducted separately and sequentially for the 2 study sites; with
Louisiana agencies participating in Year 1 and Georgia agencies
in Year 2. Research team members contacted agencies of
interest by phone or email to explain the purpose of the study.
12. Interested respondents (those who replied or responded to
recruitment email on phone call) were informed about the
purposes and procedures of the project, and asked to consent to
the study, which was approved by the Georgia State University
Institutional Review Board.
All agency representatives (n=16) who responded to initial
recruitment agreed to participate in this study were asked to
complete a 1-hour telephone interview. Following the interview,
participants were invited to an in-person group meeting that
included all participating agencies within that particular state
(e.g., separate meetings for agencies in Louisiana and Georgia).
Telephone Interview
Following consent, a telephone interview was scheduled. Study
participants were sent a hard copy of the interview questions
prior to the interview. Interviews were conducted by one of the
4 research team members. All participants gave permission for
the telephone interview to be audio recorded. The interview
continued until responses were collected for all the interview
questions, usually about an hour. All interviews were
transcribed and reviewed by each participant for accuracy.
Follow-Up Group Meeting
Group meetings were held to bring the stakeholder agencies
within each state together to review the interview data
collected, provide feedback about conclusions drawn by the
investigative team, and to discuss collectively whether there
were additional recommendations for CM efforts in the
aftermath of disaster. These meetings were held in centrali zed
locations for participating agencies and were led by the 2
principal investigators. All participants agreed to participate in
the groups; however, on the day of the scheduled group, one
organization representative in each state cancelled, leaving 6
13. participants in Louisiana and 8 in Georgia. All group-meeting
attendees were reimbursed $100 for the 3 hours of time devoted
to participation in the project (1 hour for interview, 2 hours for
group meeting).
Interview Design and Data Analysis
We used a theory driven approach to analyze semi-structured
interviews. First, audio-recorded interviews were transcribed.
17
Second, the PIs and two graduate research assistants read the
raw data independently and generated codes from theory that
were used to identify themes within and across participants.
Specifically, each member of the research team extracted
responses that represented different levels of the ecological
model theory
12
which was selected as the classification system for these data
based on the work of Weems and Overstreet.
13
Each ecological context was operationalized as follows: 1)
Macrosystem-participant responses reflect cultural values and
beliefs at the policy level that impact children; 2) Exosystem-
responses that reflect a relationship between 2 or more contexts,
and includes 1 context that does not directly involves the child,
but impacts child development; 3) Mesosystem-responses that
reflects linkages between proximal child/family contexts; 4)
Microsystem-responses that directly represent contexts in which
the child develops. Because of the nature of the study
participants, interview and focus group questions did not
include ontogenic level content, and this context was not
operationalized for the study. Third, the 2 PIs developed lists of
codes, which were then matched and integrated into a single
codebook. When coding discrepancies arose, they were resolved
through discussion and enhanced definition of codes. For codes
that could not achieve consistency of agreement, the codes were
14. dropped.
17
The final list of codes, constructed through a consensus of team
members, consisted of a numbered list of themes that related to
CM prevention in the aftermath of disaster. Excerpts from
participants’ interviews have been selected to illustrate
identified themes. Finally, the interview themes identified by
the researchers were presented to participants in Louisiana and
Georgia, during the group meeting for discussion and feedback.
We coded feedback and included it in the final themes presented
in the results section.
Go to:
RESULTS
Overall, participants agreed that disaster exacerbates risk
factors for CM. For instance, a Louisiana (LA) participant
indicated that following Hurricane Katrina, “People don’t have
the resources they did before…Just knowing the stressors that
cause abuse and neglect, there was a natural thought that it
would go up much higher than normal.” No participants had
implemented or knew of any agencies that had implemented CM
prevention programming as part of disaster response, and all
agency representatives agreed that it could and should be
incorporated.
Themes identified according to ecological context are presented
below. Illustrative quotes identified by state only to protect
confidentiality.
Macrosystem Factors
Culture of Disaster Response: Short-term versus a long-term
view
15. GA and LA participants consistently reported that the culture of
disaster response is to serve the immediate, basic needs of
impacted individuals. As one LA participant indicated, “The
focus is really on the crisis intervention and the immediacy of
needing housing and financial assistance and not much care to
the larger picture of the trauma, the psychological trauma and
familial trauma that is taking place.” Similarly, a GA
participant stated, “The mental health needs [and protection] of
children is really secondary to finding shelter and food.”
Participants emphasized both a short- and long-term view for
disaster recovery: “Years later [post-Katrina], most of the
money is gone, and yet…our mental health needs in our
population have skyrocketed. [There is] more acting [out], more
substance abuse, dual diagnosis, more mental health than we’ve
ever had in our kids before, that needs to be addressed (LA
participant).”
The impact of policy (or lack thereof) in the every phase of
disaster planning
Participants from both states stressed that for CM to be
addressed, policy decisions would need to be put in place for all
phases of disaster planning (preparedness, response, and
recovery). One GA participant noted the importance of
involvement by community and state family-focused agencies in
the preparedness phase of disaster planning. “First and foremost
would be communication, to somehow help communities plan
ahead and not just react to the disaster, but think carefully about
building protective factors and preventive things…both long
term and short term.” Related to response and recovery,
participants discussed the importance of establishing the
appropriate funding streams for handling CM. Participants noted
that there is increased attention to providing funding for
substance abuse/mental health issues post-disaster, and that it
could be beneficial to include CM prevention as part of this
funding mechanism.
16. Exosystem Factors
Connecting Displaced Families to New Communities
In both states, participants shared stories about families
displaced by disaster who struggled with getting connected to
community resources. One LA participant suggested, “When
families are displaced, they have limited knowledge of avail able
community resources and have lost records. It would be nice to
have a preplanned central location for families to report to learn
about available financial, job, housing, and health information.”
This could be a requirement for disaster preparedness
committees in every community to help reduce the stress of
relocated families.
Community Support for Parents
Participants agreed that providing support to parents is essential
to reduce the CM risk post-disaster. Participants suggested that
states or communities could identify a coalition of prescreened
child professional volunteers who would be ready to offer
family and child services after disaster, or opportunities for
subsidized child care post disaster. A GA participant stated “…
there is a huge resource that we don’t provide that we could do
a better job of, and that’s subsidized child care... after a
community-wide trauma one of the things that would help the
community to heal would be to automatically be able to help
parents taking care of their kids so they can their lives back
together.”
Help for the Helpers
In disaster aftermath, many service professionals are dealing
with their own personal loss and disaster-related stressors,
which reduces their capacity to help others: “We had some staff
17. in trailer parks…staff wasn’t eligible for congressional relief,
which was frustrating because we could help your case load, but
we couldn’t help you (LA).” Additionally, many helpers are
displaced to other communities or are reassigned as a part of
disaster plans. One LA participant reported that of the “staff of
1,800 employees in Office of Child Services, 900 of them went
to shelter duty, 600 evacuated, so that left 300 to do the daily
work of the agency for almost 3 solid months after Katrina. So
the impact on us as the caregiver was huge.” Participants
emphasized the need for plans and policy that would allow for
creative ways to enhance qualified providers to serve families,
especially during the initial response phase in which disaster
affected providers are in need, to help implement the necessary
interventions for the most vulnerable children and families.
Mesosystem
Existing Community Agency Relationships make a Difference
Participants across both states discussed the importance of
preexisting relationships among child and family serving
agencies. One LA participant stated, “One of the reasons that
we did have the successes that we did is because of the trust and
collaborative networks that were in place before [Katrina].”
Another LA participant reported how much agencies relied on
one another, post disaster: “[for] 6 months or so after the
hurricane, we met several times per week… individuals and
teams…were invited to discuss issues that were going on in the
community and how we could provide assistance. So we had
everyone from representatives of the schools, mayor’s office,
state capital, department of public health, hospital
administrators to private practitioners, attending these
debriefings.”
Rethinking Agency Roles and Finding Creative Ways to Work
Together Post-Disaster
18. Participants across both states recognized the need for family-
serving agencies to be very flexible and adaptable in the
response and recovery period post-disaster. Participants from
LA reported that funding was provided for mobile, multi-
disciplinary medical and mental health care to Katrina impacted
families. One participant described, “In immediate aftermath,
there must be options for mobile care. Transportation is a huge
issue and so services must switch gears to outreach. Mobile
medical care should receive outside funding so that they can
offer services to anyone and are not reliant on insurance
reimbursement.”
Participants discussed the importance of including trusted
agencies in disaster response, including schools and faith-based
agencies “…the school system typically is one that is viewed as
a partner with families, one that is seen as a positive resource
(GA).” and “…people will trust their spiritual leaders…I would
think that would be a good mechanism for getting out to people,
to say you know it’s so normal and so natural after something of
this magnitude for depression and acting out behavior…I think
faith based is a great idea because they do so much for people in
a concrete basis and are the natural place for people to go
(GA).” The group highlighted the need for planning for such
approaches during the preparedness phase and establishing
policy, such that each organization would have an organized
plan for implementation in disaster circumstances.
Microsystem
Strain on Parent-child relationships
Participants noted the many challenges parents may face post-
disaster. One LA participant stated that, “caregivers are like a
rubber band that is stretched just about as far as it can
go…adults literally don’t have time to have it in them to
19. provide what the children need ’cause they’re in such a bad
place….” Participants also reported that parents may often not
have the time to spend engaging in positive interactions with
their children and that negative interactions may increase. As
one LA participant stated, “People [are] so frenetic or busy that
they don’t have time [to deal with their children]… People are
too much in survival mode to be worrying about keeping kids in
line [using positive discipline methods], and this resul ts in a
reliance on excessive discipline.” Similarly, such “survival
mode” could also place parents at risk for emotional and
physical neglect.
Participants also discussed that child mental health symptoms
may go unrecognized by parents and lead to increased risk of
maltreatment. As an LA participant stated, “[when child
problem] behavior is starting to show up 3 to 6 months after the
traumatic event, parents or others tend to think it’s related to
something else, so it’s misdiagnosed.” Similarly, a GA
participant stated, “parents [post-disaster are] trying to survive
and the mental health needs of their children is secondary to
finding shelter and food…[when] the housing issues had been
settled, and the daily substance issue had been settled, then the
mental health issues started to manifest themselves.”
Participants stressed that psychoeducation about common
parental responses to trauma and how to be good assessors of
their children’s well-being is essential.
Child Supervision and Safety
Participants noted their concern for children who reside post-
disaster in shelters, non-familial support systems, or homes with
multiple adults. They reported that parents are often so
preoccupied that they many not consider how such environments
may increase risk for their children. One LA participant
disclosed “I used to work [in a] juvenile correction facility and
there was a little kid in there – he was only like 13 – and he was
20. in there for shaken baby. He had been left to babysit a whole
gaggle of kids with no understanding of how to care for them.”
Participants indicated that disaster preparedness at the family
level should include planning for childcare and supervision in
circumstances where a primary caretaker would be unavailable
to parent (temporarily or permanently) due to the disaster.
Increases in Overall Family Risk Related to CM Perpetration
Participants noted that several individual-level risk factors for
maltreatment increased post-disaster. Specifically, participants
noted that there were significant increases in adult mental
health problems, divorce, parent incarceration, and parent
substance abuse following disaster. Participants also noted how
these types of issues tend to occur more often in the recovery
phase versus the response phase, again highlighting the
importance of those involved in disaster planning to view
recovery as long-term term. For example, one LA participant
stated, ‘[from]1- 6 months[post-disaster, parents are focused on]
trinity of recovery: house, job, school…Six-nine months post is
when you begin to see increases in divorce from all stress, and
alcoholism…”
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DISCUSSION
Prior research identifies a link between post-disaster
environments and increased rates of CM.
1
,
5
–
6
For over a decade, there has been a call for improving and
expanding what is considered appropriate disaster response
21. planning.
18
There has been very little attention to whether or how such
planning should include CM prevention, intervention, policy,
and potential intervention resources. The purpose of this
exploratory study was to identify community agency
perspectives on risk and protective factors for CM at various
levels of the ecological system in post-disaster environments, so
to inform disaster-planning efforts and directions for future
research. This issue is especially relevant to medical
professionals because they are first-line responders to disaster,
as well as intricately involved in the post-disaster recovery of
communities, and, thus, are in a unique position to advocate for
protecting children from intentional injury post-disaster.
Qualitative data collected in this study indicated themes at
various levels of the ecological framework. At the macro-level,
study participants had strong reactions regarding the current
culture of disaster response policy and programming, which, as
identified in work by Smith and Wenger,
19
emphasizes the management of short-term federal assistance
rather than a systematic identification of community needs and
the development of a comprehensive strategy for long-term
recovery. Recent work has shown the long-term mental health
impacts of Hurricane Katrina, with one study indicating that
nearly 30% of participants continue to report disaster related
psychological distress 3.5 and 4.5 years post-hurricane.
20
These compelling data have led to recommendations for policy
change in post-disaster mental health response.
21
Current findings should serve as an impetus for the funding of
more comprehensive, longitudinal research examining CM
outcomes post-disaster, to help quantify whether similar
initiatives and efforts are needed to target CM in such
22. circumstances.
At the exosystem level, participants discussed how challenges
that emerge at the community level can ultimately impact or
disrupt contexts that directly involve the child. First,
participants had strong opinions about how communities could
be prepared for working with displaced families if such a need
were to arise. Specifically, it was suggested that communities
maintain up-to-date community resource guides as part of
disaster planning to assist displaced families. Community
support for parents was also strongly recommended. Innovative
ideas for volunteer-led or subsidized child care were discussed.
Such efforts take time, coordination, and funding; thus, future
program development work is needed to best identify the most
effective community procedures for providing these types of
services. However, such an effort could be a very important way
to prevent CM in post-disaster circumstances, by providing
overstressed parents a reprieve at times they might need it most.
Lastly, data at the exosystem level also suggested a significant
need for policy that provides support to community helpers
(i.e., clinicians, medical providers, shelter staff, community
resource staff) who are responsible for delivering recovery
services, and, ultimately, those who could provide service
delivery for CM prevention and intervention efforts. Community
helpers often suffer tremendous personal losses as the result of
a disaster; equal to or greater than those families they were
serving. Identifying ways to develop local provider capacity is
critical to prevention and intervention programming success.
Funding streams to subsidize communities that lose personnel
should also be considered.
Themes that emerged at the mesosystem level, focused on the
relationships between community agencies that serve families
during the disaster planning and preparedness phases, as well as
in response and recovery. For instance, the perceptions of
several Louisiana participants was that having pre-existing
23. relationships among family-serving agencies allowed for quick
and efficient successes related to the needs of youth in the
aftermath of Katrina. Cooperation among such agencies allows
for the combination of resources without duplication, which is
an imperative first step in post-disaster response and recovery.
A second theme that emerged for this context was rethinking
agency roles and finding creative ways to work together in the
post-disaster environment. Most relevant to the medical
community, mobile units for health and mental health services
obtained through grant funding following Katrina were
reportedly very effective and may provide a unique venue for
assessing and responding to CM risk in the community post-
disaster. Protocols delineating procedures that worked
effectively, as well as those that failed, would be very helpful
to future recovery efforts. Ultimately researchers are
encouraged to study the cost-effectiveness of such planning and
recovery efforts, in order to determine what should become
standards for best practices in these circumstances.
Lastly, at the microsystem level, participants across both states
agreed that parents’ post-disaster experience significant stress,
have little time, energy or capacity to invest in a nurturing
parent-child relationship, provide inadequate supervision, and
engage in negative coping behaviors (i.e., substance abuse,
criminal behavior, mental health issues, and intimate
relationships). Approximately 80% of maltreatment is
perpetuated by caretakers within the family;22 thus, it is critical
to consider brief, immediate interventions that can target
parental stress and related factors, as a primary prevention
method for reducing CM risk post-disaster. Interventions
available at multiple ecological levels for parents and families
will likely have the greatest public health impact.
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LIMITATIONS
24. Although a diverse group of child and family serving agencies
was represented in this study, overall, the number of
participants was small, the types of agencies recruited across
states were not consistent, and participants held administrative
roles, which likely impacted responses. Qualitative data
collected from practitioners “on the ground” may have resulted
in different themes and recommendations. Additionally, no
information was collected from families, which made it difficult
to identify relevant themes and recommendations at the
ontogenic level. Clearly, there are important prevention efforts
that could target the individual child risk of CM post-disaster.
Lastly, because there were only 16 participants representing
agencies across 2 states, these results are limited in their
generalizability.
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CONCLUSION
In conclusion, findings from this exploratory study suggest that
community agencies working with families and in disaster
preparedness recognize the potential importance of addressing
CM prevention as a part of disaster planning and recovery.
These findings warrant further exploration of the risk factors ,
across the ecological framework, that directly impact CM
incidence rates in post-disaster circumstances. Longitudinal
research is also needed, specifically to identify the trajectories
that result in greatest risk for CM following disaster, so that
relevant policy and programming can be put in place for the
highest risk families. As future research reveals more about this
topic, a comprehensive list of recommendations and guidelines
for dealing with CM, similar to what was outlined for child
mental health by The National Center for Disaster Preparedness,
should be developed. Specific recommendations for how
medical personnel working in emergency medicine can play an
25. instrumental role in disaster planning efforts should also be
considered. Efforts to increase physician awareness and
recognition of the physical and mental stressors that could most
increase risk for CM and other forms of intentional injury of
children in post-disaster circumstances are an important next
step.
Go to:
Footnotes
Conflicts of Interest
: By the
West
JEM article submission agreement, all authors are required to
disclose all affiliations, funding sources and financial or
management relationships that could be perceived as potential
sources of bias. The authors disclosed none.
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Articles from Western Journal of Emergency Medicine are
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