Speech Acquisition ChartsENG380 Version 31University of.docx
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Speech Acquisition Charts ENG/380 Version 3 1 University of Phoenix Material Speech Acquisition Charts Use the text for this course, the University Library, the Internet, and/or other resources to complete the following two charts. Provide at least one reference. List at least two items in each environment that help or encourage speech acquisition in the first chart. Then, list at least two items in each environment that hurt or discourage speech acquisition. Indicate, in the second chart, how children who are deaf and hearing children acquire sign language and speech, according to the age groups listed. Highlight the differences in children who are acquiring sign language. Chart 1 Environmental Items Speech Acquisition in Hearing Children of Hearing Parents Speech Acquisition in Hearing Children of Deaf Parents Speech Acquisition in Children who are Deaf of Hearing Parents Environmental items that help or encourage speech acquisition 1. 1. 1. 2. 2. 2. Environmental items that may hurt or discourage speech acquisition 1. 1. 1. 2. 2. 2. Chart 2 Age Groups Sign Language Acquisition in Children who are Deaf Speech Acquisition in Hearing Children 0 – 6 months 6 – 12 months 12 – 18 months 18 – 24 months 24 – 36 months Beyond 36 months References APA-formatted citation Copyright © 2016, 2010 by University of Phoenix. All rights reserved. Week 5 Assignment Student Name 0.0% 0.00 /10 Speech Acquisition Charts Missing Does not meet expectations Almost meets expectations Meets expectations Exceeds expectations Your Score Part A: Content Environmental Factors Chart: Completion Missing 1-7 boxes completed with correct answers 8-9 boxes completed with correct answers 10-11 boxes completed with correct answers All 12 boxes completed with correct answers 0 1 1.15 1.3 1.5 Environmental Factors Chart: Quality Missing Most responses are vague, only one or two words each; most responses are identical in each column. Responses are incomplete or unclear; mostly generalizations; mostly phrases; errors present Responses are mostly clear; mix of general and specific support; mostly complete sentences or long phrases; minor errors present Responses are clear and complete; responses are detailed; responses are written in complete sentences with few to no errors 0 2.3 2.65 3 3.5 Stages of Acquisition Chart: Completion Missing 1-7 boxes completed with correct answers 8-9 boxes completed with correct answers 10-11 boxes completed with correct answers All 12 boxes completed with correct answers 0 1 1.15 1.3 1.5 Stages of Acquisition Chart: Quality Missing Most responses are vague, only one or two words each; most responses are identical in each column. Responses are incomplete or unclear; mostly generalizations; mostly phrases; errors present Responses are mostly clear; mix of general and specific support; mostly complete sentences or long phrases; minor errors present Responses are clear and complete; responses are detailed; responses a.
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Recommended
Speech Acquisition ChartsUse the text for this course, the.docx
Speech Acquisition Charts
Use
the text for this course, the University Library, the Internet, and/or other resources to complete the following two charts. Provide at least one reference.
List
at least two items in each environment that help or encourage speech acquisition in the first chart. Then, list at least two items in each environment that hurt or discourage speech acquisition.
Indicate
, in the second chart, how children who are deaf and hearing children acquire sign language and speech, according to the age groups listed. Highlight the differences in children who are acquiring sign language.
Chart 1
Environmental Items
Speech Acquisition in Hearing Children of Hearing Parents
Speech Acquisition in Hearing Children of Deaf Parents
Speech Acquisition in Children who are Deaf of Hearing Parents
Environmental items that help or encourage speech acquisition
1.
1.
1.
2.
2.
2.
Environmental items that may hurt or discourage speech acquisition
1.
1.
1.
2.
2.
2.
Chart 2
Age Groups
Sign Language Acquisition in Children who are Deaf
Speech Acquisition in Hearing Children
0 – 6 months
6 – 12 months
12 – 18 months
18 – 24 months
24 – 36 months
Beyond 36 months
References
APA-formatted citation
i have attached the worksheet and rubric
...
Knowledge of the Child Development Continuum Paper.pdf
This document provides instructions and prompts for an assessment on knowledge of child development continuums. It includes 4 short answer questions requiring descriptions of:
1) Physical growth in prenatal development stages from conception to birth.
2) Characteristics of social-emotional development in infants and toddlers ages 0-2.
3) Language development characteristics for preschoolers ages 3-4 to explain to a new teacher's aide.
4) Influences on a child's development based on a scenario describing their environment and caregivers. Responses must include references in APA style.
Test Assessment
The document summarizes modifications made to assessments in an 11th grade Environmental Science textbook. It describes the textbook's original assessment methods, such as section reviews and chapter reviews. It then outlines new assessment methods incorporated after modifications, including blogs, news broadcasts, student-made books, hands-on projects, and methods tailored to English language learners and disabled students. A matrix compares the original and modified assessment methods.
Textbook Assessment
This is a presentation that I did with my group members from my ED 489 class concerning the evaluation of a high school science text book.
Using Symbols
The document discusses a common scenario where parents notice their young child is slow to start talking compared to peers and hesitate to seek professional advice. It provides developmental milestones for speech and language from infancy through age 3 to help parents determine if a child's development is normal or warrants concern. Potential causes of delayed speech are discussed, as well as the role of speech-language pathologists in evaluating children and developing treatment plans when needed. The importance of early intervention and parent involvement are also highlighted.
Standardized Rubrics TemplateDiscussion Board Rubric (50 points.docx
Standardized Rubrics Template
Discussion Board Rubric (50 points)
Criteria
Levels of Achievement
Content 70% (35 points)
Advanced
Proficient
Developing
Not present
Key Topics (10 points)
10 points
All key components of the Discussion Board Forum prompt are answered in the thread.
8 to 9 points
Most key components of the Discussion Board Forum prompt are answered in the thread.
1 to 7 points
At least one key components of the Discussion Board Forum prompt are answered in the thread.
0 points
Clarity and Relevance of Support of Key Topics (5 points)
5 points
There is a clear, logical flow to the major points to the thread
4 points
There is a mostly clear and mostly logical flow to the major points to the thread
1 to 3 points
There is a little clarity and the flow is not in a coherent logical manner.
0 points
Depth of Explanation and Details of each Key Topic (15 points)
14 to 15 points
Major points are supported by the following:
· Textbook and article (at least 2 citations in current APA format)
· Good examples (pertinent, conceptual, or personal examples are acceptable); and
· Thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts)
13 points
Major points are supported by the following:
· Textbook and article (at least 1 citations in current APA format)
· Examples (mostly pertinent, conceptual, or personal examples are acceptable); and
· Some thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts)
1 to 12 points
Major points are supported by the following:
· Textbook only
· Examples did not provide any substantive value to the post
· Little thoughtful analysis was incorporated into the discussion post.
0 points
Replies (5 points)
5 points
Each reply brings clarity to the issue being discussed, relating issues to Scripture/Biblical principles and experiences enhance the original post were used
4 points
Each reply brings some clarity to the issue being discussed, relating issues to Some Scripture/Biblical principles and experiences enhance the original post were used
1 to 3 points
Each reply brings little clarity to the issue being discussed, relating issues to few, if any, Scripture/Biblical principles and experiences enhance the original post were used.
0 points
Structure 30% (15 points)
Advanced
Proficient
Developing
Not present
Spelling, Grammar, and APA Format (5 points)
5 points
Proper spelling, grammar, and current APA format are used.
4 points
Mostly proper spelling, grammar, and current APA format are used.
1 to 3 points
Little attention was given to proper spelling, grammar, and current APA format.
0 points
Length Requirements (5 points)
5 points
The required word count (at least 300 words) is met.
4 points
The word count (> 250 words) is almost met.
1 to 3 points
The word count was substantially lower than expected. (Less than 250 words)
0 points
Replies (5 points)
5 points
You submitted at least two replies to classmates’ posts and Pr.
How common is SLI?
The document discusses the prevalence of specific language impairment (SLI) in children. [1] Most studies estimate that SLI affects around 3% of children, meaning approximately one child in every classroom. [2] However, the exact number varies depending on the definition used to identify SLI and can range from 1% to 7% depending on how strict the criteria is. [3] SLI is most common when using broader definitions that do not require as severe language deficits or a discrepancy between language and nonverbal abilities.
Language impairment Presentation
This presentation discusses late talkers and specific language impairment. Late talkers are identified at age 2 when they produce fewer than 50 words and do not combine words. Specific language impairment is a language impairment without other issues, where nonverbal skills are normal. It affects around 7% of children and persists into adulthood. The presentation reviews predicting, diagnosing, and helping late talkers versus those with specific language impairment. Parents and teachers can help late talkers through techniques like self-talk, parallel talk, and expanding on a child's words. A speech pathologist diagnoses specific language impairment through language testing.
Recommended
Speech Acquisition ChartsUse the text for this course, the.docx
Speech Acquisition Charts
Use
the text for this course, the University Library, the Internet, and/or other resources to complete the following two charts. Provide at least one reference.
List
at least two items in each environment that help or encourage speech acquisition in the first chart. Then, list at least two items in each environment that hurt or discourage speech acquisition.
Indicate
, in the second chart, how children who are deaf and hearing children acquire sign language and speech, according to the age groups listed. Highlight the differences in children who are acquiring sign language.
Chart 1
Environmental Items
Speech Acquisition in Hearing Children of Hearing Parents
Speech Acquisition in Hearing Children of Deaf Parents
Speech Acquisition in Children who are Deaf of Hearing Parents
Environmental items that help or encourage speech acquisition
1.
1.
1.
2.
2.
2.
Environmental items that may hurt or discourage speech acquisition
1.
1.
1.
2.
2.
2.
Chart 2
Age Groups
Sign Language Acquisition in Children who are Deaf
Speech Acquisition in Hearing Children
0 – 6 months
6 – 12 months
12 – 18 months
18 – 24 months
24 – 36 months
Beyond 36 months
References
APA-formatted citation
i have attached the worksheet and rubric
...
Knowledge of the Child Development Continuum Paper.pdf
This document provides instructions and prompts for an assessment on knowledge of child development continuums. It includes 4 short answer questions requiring descriptions of:
1) Physical growth in prenatal development stages from conception to birth.
2) Characteristics of social-emotional development in infants and toddlers ages 0-2.
3) Language development characteristics for preschoolers ages 3-4 to explain to a new teacher's aide.
4) Influences on a child's development based on a scenario describing their environment and caregivers. Responses must include references in APA style.
Test Assessment
The document summarizes modifications made to assessments in an 11th grade Environmental Science textbook. It describes the textbook's original assessment methods, such as section reviews and chapter reviews. It then outlines new assessment methods incorporated after modifications, including blogs, news broadcasts, student-made books, hands-on projects, and methods tailored to English language learners and disabled students. A matrix compares the original and modified assessment methods.
Textbook Assessment
This is a presentation that I did with my group members from my ED 489 class concerning the evaluation of a high school science text book.
Using Symbols
The document discusses a common scenario where parents notice their young child is slow to start talking compared to peers and hesitate to seek professional advice. It provides developmental milestones for speech and language from infancy through age 3 to help parents determine if a child's development is normal or warrants concern. Potential causes of delayed speech are discussed, as well as the role of speech-language pathologists in evaluating children and developing treatment plans when needed. The importance of early intervention and parent involvement are also highlighted.
Standardized Rubrics TemplateDiscussion Board Rubric (50 points.docx
Standardized Rubrics Template
Discussion Board Rubric (50 points)
Criteria
Levels of Achievement
Content 70% (35 points)
Advanced
Proficient
Developing
Not present
Key Topics (10 points)
10 points
All key components of the Discussion Board Forum prompt are answered in the thread.
8 to 9 points
Most key components of the Discussion Board Forum prompt are answered in the thread.
1 to 7 points
At least one key components of the Discussion Board Forum prompt are answered in the thread.
0 points
Clarity and Relevance of Support of Key Topics (5 points)
5 points
There is a clear, logical flow to the major points to the thread
4 points
There is a mostly clear and mostly logical flow to the major points to the thread
1 to 3 points
There is a little clarity and the flow is not in a coherent logical manner.
0 points
Depth of Explanation and Details of each Key Topic (15 points)
14 to 15 points
Major points are supported by the following:
· Textbook and article (at least 2 citations in current APA format)
· Good examples (pertinent, conceptual, or personal examples are acceptable); and
· Thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts)
13 points
Major points are supported by the following:
· Textbook and article (at least 1 citations in current APA format)
· Examples (mostly pertinent, conceptual, or personal examples are acceptable); and
· Some thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts)
1 to 12 points
Major points are supported by the following:
· Textbook only
· Examples did not provide any substantive value to the post
· Little thoughtful analysis was incorporated into the discussion post.
0 points
Replies (5 points)
5 points
Each reply brings clarity to the issue being discussed, relating issues to Scripture/Biblical principles and experiences enhance the original post were used
4 points
Each reply brings some clarity to the issue being discussed, relating issues to Some Scripture/Biblical principles and experiences enhance the original post were used
1 to 3 points
Each reply brings little clarity to the issue being discussed, relating issues to few, if any, Scripture/Biblical principles and experiences enhance the original post were used.
0 points
Structure 30% (15 points)
Advanced
Proficient
Developing
Not present
Spelling, Grammar, and APA Format (5 points)
5 points
Proper spelling, grammar, and current APA format are used.
4 points
Mostly proper spelling, grammar, and current APA format are used.
1 to 3 points
Little attention was given to proper spelling, grammar, and current APA format.
0 points
Length Requirements (5 points)
5 points
The required word count (at least 300 words) is met.
4 points
The word count (> 250 words) is almost met.
1 to 3 points
The word count was substantially lower than expected. (Less than 250 words)
0 points
Replies (5 points)
5 points
You submitted at least two replies to classmates’ posts and Pr.
How common is SLI?
The document discusses the prevalence of specific language impairment (SLI) in children. [1] Most studies estimate that SLI affects around 3% of children, meaning approximately one child in every classroom. [2] However, the exact number varies depending on the definition used to identify SLI and can range from 1% to 7% depending on how strict the criteria is. [3] SLI is most common when using broader definitions that do not require as severe language deficits or a discrepancy between language and nonverbal abilities.
Language impairment Presentation
This presentation discusses late talkers and specific language impairment. Late talkers are identified at age 2 when they produce fewer than 50 words and do not combine words. Specific language impairment is a language impairment without other issues, where nonverbal skills are normal. It affects around 7% of children and persists into adulthood. The presentation reviews predicting, diagnosing, and helping late talkers versus those with specific language impairment. Parents and teachers can help late talkers through techniques like self-talk, parallel talk, and expanding on a child's words. A speech pathologist diagnoses specific language impairment through language testing.
Born with a hearing loss
Hearing impairment is the decreased ability to hear and discriminate among sounds. It is one of the most common birth defects. Each year in the United States, about 12,000 babies (3 in 1,000) are born with significant hearing impairment. (Centers for Disease Control and Prevention (CDC). Early Hearing Detection & Intervention Program. May 9, 2007 ).
Speech development- Delay and other problems
Language is the process whereby we communicate with others. It involves an element of understanding and expression (speech). It is one of the most highly developed of all human skills, giving us a framework for thought and allowing us to communicate. Disorders of speech and language are common, ranging from unclear speech or a slight delay in development to more significant difficulties associated with serious disorders.
Baby’s brain development and literacy
This document discusses the importance of early language and literacy development from birth to age 3. It notes that a rich language environment with frequent parent-child interactions, reading, and conversations is critical for brain development and school readiness. Children who are not read to regularly and lack early literacy experiences are at risk for delays in language, literacy and cognitive development which can impact their educational outcomes and life prospects.
Everything You Always Wanted to Know About Hearing But Were Afraid To Ask
This document provides information about hearing loss in infants and early intervention services. It discusses the CDC 1-3-6 goals for screening babies and providing early intervention before certain age milestones. Various communication options for children with hearing loss are outlined, including auditory-oral, sign language, cued speech, and total communication approaches. The importance of an unbiased provision of information and connecting families to resources is emphasized.
Walden University Competency Description CD002 .docx
Walden University Competency Description CD002 1/2/2017 Page 1
Master’s in Early Childhood Studies Competency-Based Learning
CD002: Knowledge of the Child Development Continuum
Apply knowledge of the child development continuum to support child development
and learning.
Prerequisites: There is no prerequisite for this Competency.
Assessment Type: Short-Answer Response
Competency Description:
A child’s development during early years sets the foundation for his or her success through
adulthood. For early childhood professionals, a deep understanding of the child development
continuum is the foundation of the profession. Once you have a strong foundational knowledge of the
child development continuum, you can use this knowledge to support children’s development and
learning.
This short-answer response Assessment will evaluate your knowledge of the child development
continuum. Knowledge of this continuum will help you make informed decisions that can positively impact
young children’s development and learning. You will answer questions about developmental and learning
expectations for children from prenatal to those in primary grades. You will also answer questions about
how the domains of child development are integrated.
Assessment submission length: 8 short-answer items; 3-4 pages
Sub-Competencies:
o Explain developmental expectations and relevant influences within the domains of child
development for children prenatal to birth.
o Explain developmental and learning expectations and relevant influences within the domains
of child development for infants and toddlers.
o Explain developmental and learning expectations and relevant influences within the domains
of child development for preschoolers.
o Explain developmental and learning expectations and relevant influences within the domains
of child development for children in primary grades.
o Describe how the domains of child development are integrated.
Walden University Competency Description CD002 1/2/2017 Page 2
CD002 Knowledge of the Child Development Continuum
Short-Answer Response Assessment Submission FormContact Information
Please provide your contact information and date of submission below.
Your Name: First and Last
Your Email address: Your e-mail here
Date: Click here to enter a dateInstructions
This Competency includes aShort-AnswerResponse Assessment. Writeyour response to each prompt below—in the space provided. Beneath the prompts is the Rubric, which will be used by the Competency Assessor to evaluate your responses. Carefully review the Rubric rows associated with each prompt to provide a complete response.
When writingyour response, begin typing where it reads “Enter Your Response Here.” Write as much as needed to satisfy the requirements of the prompt (as defined in the Rubric). Be sure to support your response ...
Austen - hearing loss
This document provides information about hearing loss, including different types and degrees of hearing loss. It discusses how hearing loss can impact speech perception and language development at different levels of loss. It also outlines important considerations for educators in supporting students with hearing loss, such as the potential need for modifications, communication strategies, and awareness of Deaf culture and identity.
Austen - Hearing Loss
This document provides an overview of key information teachers should know about hearing loss. It discusses the varying degrees of hearing loss and their impact. It also covers how individuals with hearing loss may identify themselves, the types of support and accommodations students may need, and resources available for teachers and students. Sign language and assistive technology like hearing aids and FM systems are addressed. The importance of recognizing individual student needs and putting the student first is emphasized throughout.
Making Best Use of Speech-Language Therapy: When to Refer and What to Expect
In this presentation, we discuss speech and language in school-age youth, identify when referral for Speech-Language Evaluation and Therapy would benefit the patient, and explain utilization of Alternative and Augmentative Communication (AAC).
FREQUENT ARTICULATION DISORDERS IN CHILDREN
Millions of children worldwide suffer from articulation disorders. An essential part of their treatment
requires performing home exercises prescribed by their Speech Language Pathologist.Hence, academic
institutions and companies are developing algorithms to address the correct classification of good versus
poor phoneme articulation. As of today, the efforts to cover all the phonemes in the English language
provide less than 90% accuracy.
FREQUENT ARTICULATION DISORDERS IN CHILDREN
Millions of children worldwide suffer from articulation disorders. An essential part of their treatment
requires performing home exercises prescribed by their Speech Language Pathologist.Hence, academic
institutions and companies are developing algorithms to address the correct classification of good versus
poor phoneme articulation. As of today, the efforts to cover all the phonemes in the English language
provide less than 90% accuracy.
FREQUENT ARTICULATION DISORDERS IN CHILDREN
Millions of children worldwide suffer from articulation disorders. An essential part of their treatment
requires performing home exercises prescribed by their Speech Language Pathologist.Hence, academic
institutions and companies are developing algorithms to address the correct classification of good versus
poor phoneme articulation. As of today, the efforts to cover all the phonemes in the English language
provide less than 90% accuracy.
TIK TALK to Me Ltd., an Israeli company that develops methods and devices for treating speech disorders,
conducted a large-scale study on children's most frequent articulation disorders.
Over more than 24 months, the company accumulated records from some 250 children, ages 3 to 12,
treated by 45 Speech Language Pathologists (SLPs) in the US. The metadata analysis obtained from the
above records shows that 80% of the children required treatment on one or more of just 6 out of the 44
phonemes in the English language. The significance of the above findings is not just of academic interest to
the community of speech-language pathologists. Companies and researchers should prioritize reaching top
performance in the six most frequent articulation problems.
FREQUENT ARTICULATION DISORDERS IN CHILDREN
Millions of children worldwide suffer from articulation disorders. An essential part of their treatment
requires performing home exercises prescribed by their Speech Language Pathologist.Hence, academic
institutions and companies are developing algorithms to address the correct classification of good versus
poor phoneme articulation. As of today, the efforts to cover all the phonemes in the English language
provide less than 90% accuracy.
TIK TALK to Me Ltd., an Israeli company that develops methods and devices for treating speech disorders,
conducted a large-scale study on children's most frequent articulation disorders.
Over more than 24 months, the company accumulated records from some 250 children, ages 3 to 12,
treated by 45 Speech Language Pathologists (SLPs) in the US. The metadata analysis obtained from the
above records shows that 80% of the children required treatment on one or more of just 6 out of the 44
phonemes in the English language. The significance of the above findings is not just of academic interest to
the community of speech-language pathologists. Companies and researchers should prioritize reaching top
performance in the six most frequent articulation problems.
FREQUENT ARTICULATION DISORDERS IN CHILDREN
The document summarizes a study conducted by Tik Talk to Me Ltd. on the most frequent articulation disorders in children ages 3 to 12 who received speech therapy. The study analyzed records from 250 children treated by 45 speech language pathologists over 24 months. The analysis found that 80% of the children required treatment for just 6 out of the 44 phonemes in English - R, S, L, SH, K, and CH. Focusing treatment algorithms on classifying these 6 most common sounds could help achieve over 90% accuracy in assessing children's home practice exercises.
FREQUENT ARTICULATION DISORDERS IN CHILDREN
Millions of children worldwide suffer from articulation disorders. An essential part of their treatment
requires performing home exercises prescribed by their Speech Language Pathologist.Hence, academic
institutions and companies are developing algorithms to address the correct classification of good versus
poor phoneme articulation. As of today, the efforts to cover all the phonemes in the English language
provide less than 90% accuracy.
TIK TALK to Me Ltd., an Israeli company that develops methods and devices for treating speech disorders,
conducted a large-scale study on children's most frequent articulation disorders.
Over more than 24 months, the company accumulated records from some 250 children, ages 3 to 12,
treated by 45 Speech Language Pathologists (SLPs) in the US. The metadata analysis obtained from the
above records shows that 80% of the children required treatment on one or more of just 6 out of the 44
phonemes in the English language. The significance of the above findings is not just of academic interest to
the community of speech-language pathologists. Companies and researchers should prioritize reaching top
performance in the six most frequent articulation problems.
Chapter two -First Language Acquisition -All.ppt
This document discusses four approaches to first language acquisition:
(1) The behaviorist/environmentalist approach views language as learned through imitation, reinforcement, and habit formation. However, it does not explain all aspects of language development in children.
(2) The innatist/nativist approach posits that children are born with an innate language acquisition device (LAD) that enables them to unconsciously learn the rules of their native language.
(3) The cognitivist approach sees language development as linked to children's intellectual growth and their use of strategies like generalization.
(4) The interactionist approach emphasizes that language develops through interactions between a child and their social environment, like caretaker speech adapted for
MHW-642 Sociological Influences WorksheetIt is esse.docx
MHW-642: Sociological Influences Worksheet
It is essential for mental health workers to understand the influence of external factors on family dynamics. This assignment will help you learn this concept.
Citing two to four scholarly sources, answer the following:
Topic 2: Sociological Influences of the Family
List five sociological factors that can influence family dynamics:
1.
2.
3.
4.
5.
Select two of the factors you listed above.
Explain the influence the two selected sociological factors have on family dynamics. (100-150 words)
Explain how these family systems listed below adapt to the two sociological factors you selected above. (50-75 words each)
Single-mother families:
Married couple families:
Single-father families:
Lastly, explain why it is important for mental health workers to understand the sociological factors that influence family dynamics. (100-150 words)
References:
© 2019. Grand Canyon University. All Rights Reserved.
CECS CD003 Culture and Language and Its Influence on Development
Short Answer Assessment Submission Form
Contact Information
Please provide your contact information below.
Your Name: First and Last
Your Email address: Your Email HereInstructions
This component of your competency assessment requires written short-answer responses to a series of activities. This document is your tool for capturing your response to each question.
You will find the short answer prompts below. After each prompt, you will be provided a space to enter your response. Directly beneath that space is the Rubric which will be used by the Competency Assessor to evaluate your response. We recommend you review each question’s Rubric carefully to provide a complete response.
To begin writing your response, begin typing where it reads “Click Here to Enter Text.”
Save this file as CD003_firstinitial_lastname, and upload it to this assignment within the learning platform.
Your responses should:
1. Reflect the criteria provided in the Rubric
2. Follow the conventions of scholarly writing as presented in the Writing Checklist
3. Adhere to the 2-3 paragraphs limit for each questionShort Answer 1
Explain the difference between surface and deep culture. In your response, include an explanation of why it is important for early childhood professionals to learn more about children’s deep culture.
Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain the concept of culture, including surface and deep culture, and how it influences children's development and learning.
Learning Objective 1.1:
Explain the differences between surface and deep culture.
Explanation is not present.
Response vaguely or incompletely defines surface and deep culture using details.
Response includes an inadequate or vague explanation of differences between overt levels of culture most often responded to and more essential covert (deep) levels.
Response clearly define.
Outreach Sept 2018: Outi Tuomainen
Children with mild to moderate sensorineural hearing loss are at higher risk for language difficulties compared to normal hearing children. Based on parental reports and language assessments:
- Around 40% of children with hearing loss had difficulties with phonology, while 15-17% had deficits in vocabulary, grammar, and reading comprehension.
- About 15% of children with hearing loss met the criteria for a clinically significant language deficit.
Those children with hearing loss and language deficits tended to have lower nonverbal skills and were more likely to have a family history of language problems compared to children with hearing loss but no language deficits. Early identification of hearing loss and access to intervention can help reduce risks to language development.
Mapping speech-perception-and-language-outcomes-for-children-using-cochlear-i...
The aim of this study was to examine whether variables known to impact communication outcomes for full-term children using CIs (who have sensorineural hearing loss as their single diagnosis), would have the same impact on preterm children using CIs. Specifically, it was hypothesized that preterm children with longer gestational age, greater birth weight, lesser cognitive delay, more residual hearing, shorter duration of profound loss, communication mode with an aural/oral emphasis, larger electrical dynamic range, less difficulty with mapping and programming, higher socioeconomic status (SES), and younger age of implantation would demonstrate better speech perception and language outcomes.
PassiveActive Voice Quiz (10 points)1. Highlight the instan.docx
Passive/Active Voice Quiz (10 points)
1. Highlight the instances of passive voice in the following sentence:
It can be assumed that a large portion of these energy loads are caused by computers, televisions, phones, and other electronic devices that are constantly plugged into outlets, therefore using constant energy.
2. Convert the following three sentences from PASSIVE to ACTIVE voice:
Note: use the “by whom/what?” test to identify the agent.
The optimal retrofits will be delivered to the client in a final proposal, and with these recommendations, NAU may move forward with the implementation of these design solutions.
Early design ideas to be discussed throughout this report include updates to the HVAC system, lighting, windows, and floors.
This pre-proposal report will highlight all the main topics and methods to provide an accurate representation of how Szopinski Hall is used.
3. In your own words (your most formal writing!), explain the following:
The benefits of using Active Voice rather than Passive Voice in Technical Writing:
Instances where Passive Voice might be appropriate in Technical Writing:
Wang Name 1
Name 4
Taijin Wang
Professor C.Birden
ENGL 102 057
11/10/2015
(Research Draft )
Homeless [ness] and children's education [capitalize titles]
Children and families living without permanent homes or long-term housing are faced with different challenges. The effect of homelessness is greatly felt by children since it affects their health and overall development. In America alone, 1.6 million children were homeless between 2006 and 2010. The numbers have gone higher since then due to unexpected financial challenges according to data provided by the National Centre on Family Homelessness (NCFH 16). [This source is not listed in the WC list.] More than half of those children were reported to be below the age of six. One of the major challenges of homelessness is on child education. [This statement is non sequitur: it neither summarizes what is above nor leads into what is below.]
Most homeless children and families either live in homes for the homeless or in temporary shelters on streets or abandoned houses. Therefore, they are exposed to damaged physical well-being. They live in environments characterised by poor sanitation, extreme weather conditions such as cold and high temperatures, which leaves them susceptible to medical problems (Kerri 3).[not in WC list] Homeless children, also lack access to proper medical care and face malnutrition due to unsafe cooking methods and poor eating habits. Due to such medical conditions, the homeless children end up missing school.
Homeless children are also faced with psychological and emotional issues. Due to the unstable nature of their living conditions, most are faced with depression. Most will result[ do you mean “resort to”? ] to abuse of drugs to cope with such situations. A big number of homeless children have been observed to develop a low I.
Early Childhood Development Module 3
This slide show complements our learner guide NCV 2 Eary Childhood Development Hands-On Training by Melanie Vermaak and published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Specific Details 1. Security Assessment Report D.docx
This document provides details for a security assessment report on operating systems and information systems. It outlines topics to cover such as defining the user's role in an OS, differences between kernel applications and user applications, embedded operating systems, and how OSs fit into overall information system architectures. It also lists topics about OS vulnerabilities to discuss, including vulnerabilities in Windows, Linux, Mac OS, and mobile devices. Intrusion motives and methods for MS and Linux systems should be explained along with security management technologies and why corporate and government systems are targets of intrusions using methods like SQL and XML injections.
SPECIAL SECTION SEXUAL HEALTH IN GAY AND BISEXUAL MENComp.docx
SPECIAL SECTION: SEXUAL HEALTH IN GAY AND BISEXUAL MEN
Complexity of Childhood Sexual Abuse: Predictors of Current Post-
TraumaticStressDisorder,MoodDisorders,SubstanceUse,andSexual
Risk Behavior Among Adult Men Who Have Sex with Men
Michael S. Boroughs1,2 • Sarah E. Valentine1,2 • Gail H. Ironson3 • Jillian C. Shipherd4,5 •
Steven A. Safren1,2,6 • S. Wade Taylor6,7 • Sannisha K. Dale1,2, • Joshua S. Baker6 •
Julianne G. Wilner1 • Conall O’Cleirigh1,2,6
Received: 11 August 2014/Revised: 7 April 2015/Accepted: 10 April 2015/Published online: 10 July 2015
� Springer Science+Business Media New York 2015
Abstract Men who have sex with men (MSM) are the group
mostatriskforHIVandrepresentthemajorityofnewinfections
intheUnitedStates.Ratesofchildhoodsexualabuse(CSA)among
MSM have been estimated as high as 46%. CSA is associated
with increased risk of HIV and greater likelihood of HIV sexual
risk behavior. The purpose of this study was to identify the
relationships between CSA complexity indicators and mental
health, substance use, sexually transmitted infections, and HIV
sexual risk among MSM. MSM with CSA histories (n=162)
whowerescreenedforanHIVpreventionefficacytrialcompleted
comprehensive psychosocial assessments. Five indicators
ofcomplexCSAexperienceswerecreated:CSAbyfamilymember,
CSA withpenetration,CSA withphysicalinjury,CSA withintense
fear,andfirstCSAinadolescence.Adjustedregressionmodelswere
used to identify relationships between CSA complexity and
outcomes.ParticipantsreportingCSAbyfamilymemberwere
at 2.6 odds of current alcohol use disorder (OR 2.64: CI
1.24–5.63), two times higher odds of substance use disorder
(OR 2.1: CI 1.02–2.36), and 2.7 times higher odds of reporting
anSTIinthepastyear(OR2.7:CI1.04–7.1).CSAwithpenetration
wasassociatedwithincreasedlikelihoodofcurrentPTSD(OR
3.17: CI 1.56–6.43), recent HIV sexual risk behavior (OR 2.7:
CI 1.16–6.36), and a greater number of casual sexual partners
(p= 0.02). Both CSA with Physical Injury (OR 4.05: CI 1.9–
8.7) and CSA with Intense Fear (OR 5.16: CI 2.5–10.7) were
related to increased odds for current PTSD. First CSA in ado-
lescencewasrelatedtoincreasedoddsofmajordepressivedis-
order.Thesefindings suggest thatCSA,with one ormorecom-
plexities,createspatternsofvulnerabilitiesforMSM,includingpost-
traumaticstressdisorder,substanceuse,andsexualrisktaking,
and suggests the need for detailed assessment of CSA and the
development of integrated HIV prevention programs that address
mental health and substance use comorbidities.
Keywords Men who have sex with men (MSM) �
Childhoodsexualabuse(CSA)�PTSD�HIV�Sexualorientation
Introduction
Childhood Sexual Abuse: Mental Health and Sexual
Health Consequences
Intheextantliterature,childhoodsexualabuse(CSA)hasemerged
asanon-specificriskfactorforarangeofnegativehealthandmen-
talhealthsequelaeinadults.Forinstance,CSAhasbeenassociated
withmentalhealthproblemssuchasdepressionandpost-traumatic
stress disor.
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Born with a hearing loss
Hearing impairment is the decreased ability to hear and discriminate among sounds. It is one of the most common birth defects. Each year in the United States, about 12,000 babies (3 in 1,000) are born with significant hearing impairment. (Centers for Disease Control and Prevention (CDC). Early Hearing Detection & Intervention Program. May 9, 2007 ).
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Language is the process whereby we communicate with others. It involves an element of understanding and expression (speech). It is one of the most highly developed of all human skills, giving us a framework for thought and allowing us to communicate. Disorders of speech and language are common, ranging from unclear speech or a slight delay in development to more significant difficulties associated with serious disorders.
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This document discusses the importance of early language and literacy development from birth to age 3. It notes that a rich language environment with frequent parent-child interactions, reading, and conversations is critical for brain development and school readiness. Children who are not read to regularly and lack early literacy experiences are at risk for delays in language, literacy and cognitive development which can impact their educational outcomes and life prospects.
Everything You Always Wanted to Know About Hearing But Were Afraid To Ask
This document provides information about hearing loss in infants and early intervention services. It discusses the CDC 1-3-6 goals for screening babies and providing early intervention before certain age milestones. Various communication options for children with hearing loss are outlined, including auditory-oral, sign language, cued speech, and total communication approaches. The importance of an unbiased provision of information and connecting families to resources is emphasized.
Walden University Competency Description CD002 .docx
Walden University Competency Description CD002 1/2/2017 Page 1
Master’s in Early Childhood Studies Competency-Based Learning
CD002: Knowledge of the Child Development Continuum
Apply knowledge of the child development continuum to support child development
and learning.
Prerequisites: There is no prerequisite for this Competency.
Assessment Type: Short-Answer Response
Competency Description:
A child’s development during early years sets the foundation for his or her success through
adulthood. For early childhood professionals, a deep understanding of the child development
continuum is the foundation of the profession. Once you have a strong foundational knowledge of the
child development continuum, you can use this knowledge to support children’s development and
learning.
This short-answer response Assessment will evaluate your knowledge of the child development
continuum. Knowledge of this continuum will help you make informed decisions that can positively impact
young children’s development and learning. You will answer questions about developmental and learning
expectations for children from prenatal to those in primary grades. You will also answer questions about
how the domains of child development are integrated.
Assessment submission length: 8 short-answer items; 3-4 pages
Sub-Competencies:
o Explain developmental expectations and relevant influences within the domains of child
development for children prenatal to birth.
o Explain developmental and learning expectations and relevant influences within the domains
of child development for infants and toddlers.
o Explain developmental and learning expectations and relevant influences within the domains
of child development for preschoolers.
o Explain developmental and learning expectations and relevant influences within the domains
of child development for children in primary grades.
o Describe how the domains of child development are integrated.
Walden University Competency Description CD002 1/2/2017 Page 2
CD002 Knowledge of the Child Development Continuum
Short-Answer Response Assessment Submission FormContact Information
Please provide your contact information and date of submission below.
Your Name: First and Last
Your Email address: Your e-mail here
Date: Click here to enter a dateInstructions
This Competency includes aShort-AnswerResponse Assessment. Writeyour response to each prompt below—in the space provided. Beneath the prompts is the Rubric, which will be used by the Competency Assessor to evaluate your responses. Carefully review the Rubric rows associated with each prompt to provide a complete response.
When writingyour response, begin typing where it reads “Enter Your Response Here.” Write as much as needed to satisfy the requirements of the prompt (as defined in the Rubric). Be sure to support your response ...
Austen - hearing loss
This document provides information about hearing loss, including different types and degrees of hearing loss. It discusses how hearing loss can impact speech perception and language development at different levels of loss. It also outlines important considerations for educators in supporting students with hearing loss, such as the potential need for modifications, communication strategies, and awareness of Deaf culture and identity.
Austen - Hearing Loss
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FREQUENT ARTICULATION DISORDERS IN CHILDREN
Millions of children worldwide suffer from articulation disorders. An essential part of their treatment
requires performing home exercises prescribed by their Speech Language Pathologist.Hence, academic
institutions and companies are developing algorithms to address the correct classification of good versus
poor phoneme articulation. As of today, the efforts to cover all the phonemes in the English language
provide less than 90% accuracy.
FREQUENT ARTICULATION DISORDERS IN CHILDREN
Millions of children worldwide suffer from articulation disorders. An essential part of their treatment
requires performing home exercises prescribed by their Speech Language Pathologist.Hence, academic
institutions and companies are developing algorithms to address the correct classification of good versus
poor phoneme articulation. As of today, the efforts to cover all the phonemes in the English language
provide less than 90% accuracy.
FREQUENT ARTICULATION DISORDERS IN CHILDREN
Millions of children worldwide suffer from articulation disorders. An essential part of their treatment
requires performing home exercises prescribed by their Speech Language Pathologist.Hence, academic
institutions and companies are developing algorithms to address the correct classification of good versus
poor phoneme articulation. As of today, the efforts to cover all the phonemes in the English language
provide less than 90% accuracy.
TIK TALK to Me Ltd., an Israeli company that develops methods and devices for treating speech disorders,
conducted a large-scale study on children's most frequent articulation disorders.
Over more than 24 months, the company accumulated records from some 250 children, ages 3 to 12,
treated by 45 Speech Language Pathologists (SLPs) in the US. The metadata analysis obtained from the
above records shows that 80% of the children required treatment on one or more of just 6 out of the 44
phonemes in the English language. The significance of the above findings is not just of academic interest to
the community of speech-language pathologists. Companies and researchers should prioritize reaching top
performance in the six most frequent articulation problems.
FREQUENT ARTICULATION DISORDERS IN CHILDREN
Millions of children worldwide suffer from articulation disorders. An essential part of their treatment
requires performing home exercises prescribed by their Speech Language Pathologist.Hence, academic
institutions and companies are developing algorithms to address the correct classification of good versus
poor phoneme articulation. As of today, the efforts to cover all the phonemes in the English language
provide less than 90% accuracy.
TIK TALK to Me Ltd., an Israeli company that develops methods and devices for treating speech disorders,
conducted a large-scale study on children's most frequent articulation disorders.
Over more than 24 months, the company accumulated records from some 250 children, ages 3 to 12,
treated by 45 Speech Language Pathologists (SLPs) in the US. The metadata analysis obtained from the
above records shows that 80% of the children required treatment on one or more of just 6 out of the 44
phonemes in the English language. The significance of the above findings is not just of academic interest to
the community of speech-language pathologists. Companies and researchers should prioritize reaching top
performance in the six most frequent articulation problems.
FREQUENT ARTICULATION DISORDERS IN CHILDREN
The document summarizes a study conducted by Tik Talk to Me Ltd. on the most frequent articulation disorders in children ages 3 to 12 who received speech therapy. The study analyzed records from 250 children treated by 45 speech language pathologists over 24 months. The analysis found that 80% of the children required treatment for just 6 out of the 44 phonemes in English - R, S, L, SH, K, and CH. Focusing treatment algorithms on classifying these 6 most common sounds could help achieve over 90% accuracy in assessing children's home practice exercises.
FREQUENT ARTICULATION DISORDERS IN CHILDREN
Millions of children worldwide suffer from articulation disorders. An essential part of their treatment
requires performing home exercises prescribed by their Speech Language Pathologist.Hence, academic
institutions and companies are developing algorithms to address the correct classification of good versus
poor phoneme articulation. As of today, the efforts to cover all the phonemes in the English language
provide less than 90% accuracy.
TIK TALK to Me Ltd., an Israeli company that develops methods and devices for treating speech disorders,
conducted a large-scale study on children's most frequent articulation disorders.
Over more than 24 months, the company accumulated records from some 250 children, ages 3 to 12,
treated by 45 Speech Language Pathologists (SLPs) in the US. The metadata analysis obtained from the
above records shows that 80% of the children required treatment on one or more of just 6 out of the 44
phonemes in the English language. The significance of the above findings is not just of academic interest to
the community of speech-language pathologists. Companies and researchers should prioritize reaching top
performance in the six most frequent articulation problems.
Chapter two -First Language Acquisition -All.ppt
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(1) The behaviorist/environmentalist approach views language as learned through imitation, reinforcement, and habit formation. However, it does not explain all aspects of language development in children.
(2) The innatist/nativist approach posits that children are born with an innate language acquisition device (LAD) that enables them to unconsciously learn the rules of their native language.
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MHW-642 Sociological Influences WorksheetIt is esse.docx
MHW-642: Sociological Influences Worksheet
It is essential for mental health workers to understand the influence of external factors on family dynamics. This assignment will help you learn this concept.
Citing two to four scholarly sources, answer the following:
Topic 2: Sociological Influences of the Family
List five sociological factors that can influence family dynamics:
1.
2.
3.
4.
5.
Select two of the factors you listed above.
Explain the influence the two selected sociological factors have on family dynamics. (100-150 words)
Explain how these family systems listed below adapt to the two sociological factors you selected above. (50-75 words each)
Single-mother families:
Married couple families:
Single-father families:
Lastly, explain why it is important for mental health workers to understand the sociological factors that influence family dynamics. (100-150 words)
References:
© 2019. Grand Canyon University. All Rights Reserved.
CECS CD003 Culture and Language and Its Influence on Development
Short Answer Assessment Submission Form
Contact Information
Please provide your contact information below.
Your Name: First and Last
Your Email address: Your Email HereInstructions
This component of your competency assessment requires written short-answer responses to a series of activities. This document is your tool for capturing your response to each question.
You will find the short answer prompts below. After each prompt, you will be provided a space to enter your response. Directly beneath that space is the Rubric which will be used by the Competency Assessor to evaluate your response. We recommend you review each question’s Rubric carefully to provide a complete response.
To begin writing your response, begin typing where it reads “Click Here to Enter Text.”
Save this file as CD003_firstinitial_lastname, and upload it to this assignment within the learning platform.
Your responses should:
1. Reflect the criteria provided in the Rubric
2. Follow the conventions of scholarly writing as presented in the Writing Checklist
3. Adhere to the 2-3 paragraphs limit for each questionShort Answer 1
Explain the difference between surface and deep culture. In your response, include an explanation of why it is important for early childhood professionals to learn more about children’s deep culture.
Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain the concept of culture, including surface and deep culture, and how it influences children's development and learning.
Learning Objective 1.1:
Explain the differences between surface and deep culture.
Explanation is not present.
Response vaguely or incompletely defines surface and deep culture using details.
Response includes an inadequate or vague explanation of differences between overt levels of culture most often responded to and more essential covert (deep) levels.
Response clearly define.
Outreach Sept 2018: Outi Tuomainen
Children with mild to moderate sensorineural hearing loss are at higher risk for language difficulties compared to normal hearing children. Based on parental reports and language assessments:
- Around 40% of children with hearing loss had difficulties with phonology, while 15-17% had deficits in vocabulary, grammar, and reading comprehension.
- About 15% of children with hearing loss met the criteria for a clinically significant language deficit.
Those children with hearing loss and language deficits tended to have lower nonverbal skills and were more likely to have a family history of language problems compared to children with hearing loss but no language deficits. Early identification of hearing loss and access to intervention can help reduce risks to language development.
Mapping speech-perception-and-language-outcomes-for-children-using-cochlear-i...
The aim of this study was to examine whether variables known to impact communication outcomes for full-term children using CIs (who have sensorineural hearing loss as their single diagnosis), would have the same impact on preterm children using CIs. Specifically, it was hypothesized that preterm children with longer gestational age, greater birth weight, lesser cognitive delay, more residual hearing, shorter duration of profound loss, communication mode with an aural/oral emphasis, larger electrical dynamic range, less difficulty with mapping and programming, higher socioeconomic status (SES), and younger age of implantation would demonstrate better speech perception and language outcomes.
PassiveActive Voice Quiz (10 points)1. Highlight the instan.docx
Passive/Active Voice Quiz (10 points)
1. Highlight the instances of passive voice in the following sentence:
It can be assumed that a large portion of these energy loads are caused by computers, televisions, phones, and other electronic devices that are constantly plugged into outlets, therefore using constant energy.
2. Convert the following three sentences from PASSIVE to ACTIVE voice:
Note: use the “by whom/what?” test to identify the agent.
The optimal retrofits will be delivered to the client in a final proposal, and with these recommendations, NAU may move forward with the implementation of these design solutions.
Early design ideas to be discussed throughout this report include updates to the HVAC system, lighting, windows, and floors.
This pre-proposal report will highlight all the main topics and methods to provide an accurate representation of how Szopinski Hall is used.
3. In your own words (your most formal writing!), explain the following:
The benefits of using Active Voice rather than Passive Voice in Technical Writing:
Instances where Passive Voice might be appropriate in Technical Writing:
Wang Name 1
Name 4
Taijin Wang
Professor C.Birden
ENGL 102 057
11/10/2015
(Research Draft )
Homeless [ness] and children's education [capitalize titles]
Children and families living without permanent homes or long-term housing are faced with different challenges. The effect of homelessness is greatly felt by children since it affects their health and overall development. In America alone, 1.6 million children were homeless between 2006 and 2010. The numbers have gone higher since then due to unexpected financial challenges according to data provided by the National Centre on Family Homelessness (NCFH 16). [This source is not listed in the WC list.] More than half of those children were reported to be below the age of six. One of the major challenges of homelessness is on child education. [This statement is non sequitur: it neither summarizes what is above nor leads into what is below.]
Most homeless children and families either live in homes for the homeless or in temporary shelters on streets or abandoned houses. Therefore, they are exposed to damaged physical well-being. They live in environments characterised by poor sanitation, extreme weather conditions such as cold and high temperatures, which leaves them susceptible to medical problems (Kerri 3).[not in WC list] Homeless children, also lack access to proper medical care and face malnutrition due to unsafe cooking methods and poor eating habits. Due to such medical conditions, the homeless children end up missing school.
Homeless children are also faced with psychological and emotional issues. Due to the unstable nature of their living conditions, most are faced with depression. Most will result[ do you mean “resort to”? ] to abuse of drugs to cope with such situations. A big number of homeless children have been observed to develop a low I.
Early Childhood Development Module 3
This slide show complements our learner guide NCV 2 Eary Childhood Development Hands-On Training by Melanie Vermaak and published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Similar to Speech Acquisition ChartsENG380 Version 31University of.docx (20)
Everything You Always Wanted to Know About Hearing But Were Afraid To Ask
Everything You Always Wanted to Know About Hearing But Were Afraid To Ask
Walden University Competency Description CD002 .docx
Walden University Competency Description CD002 .docx
Making Best Use of Speech-Language Therapy: When to Refer and What to Expect
Making Best Use of Speech-Language Therapy: When to Refer and What to Expect
MHW-642 Sociological Influences WorksheetIt is esse.docx
MHW-642 Sociological Influences WorksheetIt is esse.docx
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Mapping speech-perception-and-language-outcomes-for-children-using-cochlear-i...
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PassiveActive Voice Quiz (10 points)1. Highlight the instan.docx
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Specific Details 1. Security Assessment Report D.docx
This document provides details for a security assessment report on operating systems and information systems. It outlines topics to cover such as defining the user's role in an OS, differences between kernel applications and user applications, embedded operating systems, and how OSs fit into overall information system architectures. It also lists topics about OS vulnerabilities to discuss, including vulnerabilities in Windows, Linux, Mac OS, and mobile devices. Intrusion motives and methods for MS and Linux systems should be explained along with security management technologies and why corporate and government systems are targets of intrusions using methods like SQL and XML injections.
SPECIAL SECTION SEXUAL HEALTH IN GAY AND BISEXUAL MENComp.docx
SPECIAL SECTION: SEXUAL HEALTH IN GAY AND BISEXUAL MEN
Complexity of Childhood Sexual Abuse: Predictors of Current Post-
TraumaticStressDisorder,MoodDisorders,SubstanceUse,andSexual
Risk Behavior Among Adult Men Who Have Sex with Men
Michael S. Boroughs1,2 • Sarah E. Valentine1,2 • Gail H. Ironson3 • Jillian C. Shipherd4,5 •
Steven A. Safren1,2,6 • S. Wade Taylor6,7 • Sannisha K. Dale1,2, • Joshua S. Baker6 •
Julianne G. Wilner1 • Conall O’Cleirigh1,2,6
Received: 11 August 2014/Revised: 7 April 2015/Accepted: 10 April 2015/Published online: 10 July 2015
� Springer Science+Business Media New York 2015
Abstract Men who have sex with men (MSM) are the group
mostatriskforHIVandrepresentthemajorityofnewinfections
intheUnitedStates.Ratesofchildhoodsexualabuse(CSA)among
MSM have been estimated as high as 46%. CSA is associated
with increased risk of HIV and greater likelihood of HIV sexual
risk behavior. The purpose of this study was to identify the
relationships between CSA complexity indicators and mental
health, substance use, sexually transmitted infections, and HIV
sexual risk among MSM. MSM with CSA histories (n=162)
whowerescreenedforanHIVpreventionefficacytrialcompleted
comprehensive psychosocial assessments. Five indicators
ofcomplexCSAexperienceswerecreated:CSAbyfamilymember,
CSA withpenetration,CSA withphysicalinjury,CSA withintense
fear,andfirstCSAinadolescence.Adjustedregressionmodelswere
used to identify relationships between CSA complexity and
outcomes.ParticipantsreportingCSAbyfamilymemberwere
at 2.6 odds of current alcohol use disorder (OR 2.64: CI
1.24–5.63), two times higher odds of substance use disorder
(OR 2.1: CI 1.02–2.36), and 2.7 times higher odds of reporting
anSTIinthepastyear(OR2.7:CI1.04–7.1).CSAwithpenetration
wasassociatedwithincreasedlikelihoodofcurrentPTSD(OR
3.17: CI 1.56–6.43), recent HIV sexual risk behavior (OR 2.7:
CI 1.16–6.36), and a greater number of casual sexual partners
(p= 0.02). Both CSA with Physical Injury (OR 4.05: CI 1.9–
8.7) and CSA with Intense Fear (OR 5.16: CI 2.5–10.7) were
related to increased odds for current PTSD. First CSA in ado-
lescencewasrelatedtoincreasedoddsofmajordepressivedis-
order.Thesefindings suggest thatCSA,with one ormorecom-
plexities,createspatternsofvulnerabilitiesforMSM,includingpost-
traumaticstressdisorder,substanceuse,andsexualrisktaking,
and suggests the need for detailed assessment of CSA and the
development of integrated HIV prevention programs that address
mental health and substance use comorbidities.
Keywords Men who have sex with men (MSM) �
Childhoodsexualabuse(CSA)�PTSD�HIV�Sexualorientation
Introduction
Childhood Sexual Abuse: Mental Health and Sexual
Health Consequences
Intheextantliterature,childhoodsexualabuse(CSA)hasemerged
asanon-specificriskfactorforarangeofnegativehealthandmen-
talhealthsequelaeinadults.Forinstance,CSAhasbeenassociated
withmentalhealthproblemssuchasdepressionandpost-traumatic
stress disor.
Specific Forma.docx
Specific Formatting Requirements
An appropriately chosen topic and its well treatment should result in a paper about 3,500-4,500 words. Note that it is the quality of the contents that counts, not the length. If your paper is slightly smaller or larger, it will be OK provided that its contents are acceptable. Please do not take advantage of line spacing, font size and margin size options to force a perceived smaller or larger paper. It will not work!
Organization:
Organize your paper in terms of sequentially numbered sections, subsections, and subsubsections, each with an appropriate title. The paper organization may be as follows:
Font Size & Family:Use 11-point or 12-point font size 7 Font Family is Cambria.Line Spacing. You may prepare your paper in 1.5 or double space format. If you choose to prepare in double space format, be sure to single space the title, abstract, itemized and enumerated lists, tables, and the bibliography
Paper Margins:Allow 1-inch margins on all four sides and justify text on both sides.
Tables and Figures:Number all tables, figures, and similar items and use this numbers to explicitly refer to such items. Include a descriptive caption for each table or figure (or similar items). Be sure to use a uniform/consistent approach for citing such items and for presenting their captions.
Example of data
Data analysis
We collected the data from 85 participants that answers all the survey questions.
The following is our analysis for some questions:
Figure 1 Question 1
The purpose of this question is to know how many of the participants drink coffee. The answers show that 64% of the participants drink coffee and 25% does not. The rest of 11% of them do not drink coffee usually.
Figure 2 Question 2
The purpose of this question is to know how much coffee shops or venders crowded and busy in Yanbu. 79% of the participants said that coffee shops are always busy and crowded, other 14% agreed but in sometimes only. The rest of 7% does not see that.
Figure 3 Question 3
The purpose of this question is to know if Yanbu city have enough vending machines. And the result show that yanbu does not have any vender machine or a very few ones. Around 97% of the participants said No.
Figure 4 Question 4
The purpose of this question is to know if anyone does not carry cash that will prevent them from buying coffee. As expected almost 100% will not buy coffee if they don’t have cash.
Figure 5 Question 5
The purpose of this question is to know if the participants used coffee vending machine with cards in yanbu. 75% of the participants have never used it and 22% used only out of yanbu.
Figure 6 Question 6
The purpose of this question is to know if the participants prefer to use coffee vending machine with smart cards. 73% of the participants like the idea and prefer to buy coffee with smart cards. 13% of them have issue with using these cards such as securi.
Species ChoiceFor this homework, you will introduce your course .docx
This document provides instructions for students to choose a species native to Texas for a course project. Students must select an organism from one of the four major kingdoms - Protist, Fungus, Plant, or Animal - that is indigenous to Texas, but not a domesticated pet. The brief PowerPoint presentation should include the student's name and details, the common and scientific names of the chosen organism, its area of residence in Texas, and the reason for selecting that organism.
Species Interactions—TrackerUse this tracking tool to trac.docx
Species Interactions—Tracker
Use this tracking tool to track your interactions with other organisms—between and within species—for one day.
Date:
Time
Type of Interaction (Interspecific or Intraspecific)
Description of Interaction
Classification of Relationship (Predatory-Prey, Competitive, or Mutualism)
Page 1 of 1
Ecology and Environmental Sustainability
©2011 Argosy University Online Programs
Page 2 of 2
Course Name (not number)
©2011 Argosy University Online Programs
.
SPECIAL REPORT ONDigital Literacy for Women & Girls.docx
SPECIAL REPORT ON
Digital
Literacy
for Women
& Girls
https://www.facebook.com/allwomeninmedia?v=wall
http://www.allwomeninmedia.org
http://www.youtube.com/allwomeninmedia
http://twitter.com/#!/allwomeninmedia
mailto:[email protected]
http://www.att.com
http://www.allwomeninmedia.org
http://www.linkedin.com/groups?gid=150382&sharedKey=1B3E89771FDD
http://www.ciconline.org
ALLIANCE FOR WOMEN IN MEDIA FOUNDATION 1
2011 AlliAnce For Women in mediA
FoundAtion BoArd oF directors
Chair
VALERIE K. BLACKBURN
CBS BROADCASTINg, INC.
LOS ANgELES, CA
Chair-ElECt/ViCE Chair
KAy g. OLIN
LOCAL FOCUS RADIO
ATLANTA, gA
trEasurEr
KRISTEN WELCh
DISCOVERy COMMUNICATIONS, INC.
SILVER SpRINg, MD
trEasurEr-ElECt
SARAh FOSS
LIFT INDUSTRIES, LLC
RIChMOND, VA
immEdiatE Past Chair
SyLVIA L. STROBEL, ESq.
ALLIANCE FOR COMMUNITy MEDIA
MCLEAN, VA
dirECtors
ChRISTINA ANDERSON
NATIONAL CABLE & TELECOMMUNICATIONS
ASSOCIATION
WAShINgTON, DC
LISA C. DOLLINgER
SAN ANTONIO, TX
MIChELLE DUKE
NATIONAL ASSOCIATION OF
BROADCASTERS EDUCATION FOUNDATION
WAShINgTON, DC
CAROL gROThEM
CAMpBELL MIThUN/COMpASS pOINT
MEDIA
MINNEApOLIS, MN
CAROL hANLEy
ARBITRON, INC.
ChICAgO, IL
JONELLE hENRy
C-SpAN
WAShINgTON, DC
LAURIE KAhN
MEDIA STAFFINg NETWORK
SCOTTSDALE, AZ
CORNELIA KOEhL
hARpO, INC.
ChICAgO, IL
BRIDgET LEININgER
CNN
ATLANTA, gA
BONNIE pRESS
NEW yORK, Ny
hEIDI RAphAEL
gREATER MEDIA, INC.
BRAINTREE, MA
DEBORAh J. SALONS, ESq.
DRINKER BIDDLE & REATh
WAShINgTON, DC
KEIShA SUTTON-JAMES
ICBC BROADCAST hOLDINgS, INC.
NEW yORK, Ny
JENNIFER ZEIDMAN BLOCh
gOOgLE
NEW yORK, Ny
Increasing Digital
Opportunity for Women
By Erin M. Fuller, CAE
I
n 1995, Nelson Mandela said that “In the twenty-first century,
the capacity to communicate will almost certainly be a key
human right. Eliminating the distinction between the infor-
mation-rich and information-poor is also critical to elimi-
nating economic and other inequalities…and to improve the life of
all humanity.”
Sadly we are not there yet, and it’s too often women who are short-
changed when it come to access to communications, information,
and technology in particular. The Alliance for Women in Media
Foundation (AWMF) issues this Special Report to shine a light on digital literacy, with
a particular focus on media. This Special Report addresses the gender-based knowledge
divide, with a specific focus on girls, women and workforce training. In absolute terms,
women have less access to and use information and communications technologies less
than men. As a result, a stereotype has been developed that women are rather techno-
phobic, have less interest in, and are less capable using technology. One set of opinions
and explanations for why this is ranges from to the types of toys that children play
with—dolls vs. video games—to software and technology design.
Contrary to those kinds of claims, careful and broad-based statistical tests in 25 dif-
ferent countrie.
Species Diversity Over the long period of time that life has exi.docx
Species Diversity
Over the long period of time that life has existed on Earth, there have been a number of important or significant innovations including (but not limited to) endosymbiosis to create mitochondria and chloroplasts; multicellularity; adaptation to land by plants and animals; development of exoskeletons in arthropods, shells in molluscs, and notochords followed by vertebral columns in chordates and vertebrates; and bipedalism in the ancestry of humans. All of these had to come about by natural selection in response to changing environmental forces. After studying the textbook reading assignment, pick one of these significant innovations and describe:
How the innovation appears to have happened
What environmental challenges were met and overcome by this innovation, and
What opportunities were opened for the organism that made this innovation
You must include in your post an example of at least one species and demonstrate that you understand scientific nomenclature by writing the correct binomial of the species name, and showing its hierarchy of classification. The hierarchy is shown from Domain to species. Explain how you use the scientific name to locate the nearest relatives of your chosen species, and provide an example.
.
Speciation is a two-part process.What reflects the two-part proc.docx
Speciation is a two-part process.
What reflects the two-part process?
1. Initially identical populations must di-
verge but also interbreed to maintain gene
flow.
2. Initially identical populationsmust evolve
reproductive isolation and then move to dif-
ferent habitats.
3. Initially identical populations must mate
and maintain reproductive isolating mecha-
nisms.
4. Initially identical populations must di-
verge and evolve reproductive isolating mech-
anisms to remain separate.
5. Initially identical populationsmust evolve
mechanisms to diverge and then remain
closely related by reproductive isolating
mechanisms that fail.
.
Special Purpose Districts (SPD) have been relied on heavily in T.docx
Special Purpose Districts (SPD) have been relied on heavily in Texas to provide essential goods to local citizens. Given the size of such districts and the local nature of their function, it is often believed that SPD's provide a clear democratic advantage to larger, more broadly defined governments such as a county or the state. However, evidence suggest that individuals seem to participate the least in these types of governments. What is the most significant reasons SPD's garner (gather or collect) such limited attention?
General Guidelines:
-Minimum of 750 words in length.
-Revised and edited.
-Incorporates assigned article, the textbook, and other academic sources to affirm or reject various points.
-Clearly answers the question posed.
-Organized well and concisely written.
-All source material cited.
.
Special Prison Populations (Significant Case)For this assi.docx
Special Prison Populations (Significant Case)
For this assignment complete an essay detailing the significance of the case assigned (not a brief, but an essay). Include why the offender was arrested and a brief description of there journey through the criminal justice system. Most significantly, include what effects this case has had on the criminal justice system, if any.
Some states have used civil commitment proceedings to remove habitual sex offenders from society for extended periods of time, often indefinitely. In The United States Supreme Court case of Kansas v. Hendricks (1997) the Court ruled that such laws do not violate the Constitution's double jeopardy or ex post facto clauses. What reasoning did the Court use to arrive at this conclusion? Also, in the case of Kansas v. Hendricks (1997) explain the reasoning the court used to differentiate between a civil commitment and life in prison. Please answer both parts of the question.
1. Need 2 to 3 pages
2. Need to have book
Book title: Corrections Today, 4th Edition
ISBN number: 978-1-337-09185-5
.
SPECIAL NOTE Due to the World Health Organization and Centers for D.docx
SPECIAL NOTE: Due to the World Health Organization and Centers for Disease Control and Prevention's current recommendations on social distancing, this assignment will be modified. Students will not be expected to conduct an interview or visit a public health organization during the Spring 2020 session. This assignment has been modified for this course session.
Assignment 6.2 Public Health Assessment
Part 1
By now, you should have a firm grasp on why increasing diversity and cultural awareness in public health organizations is critical. You have read, watched, studied, reflected on, and written about many public health initiatives working to improve inclusion and cultural awareness in public health organizations. Now is your opportunity to discover a public health organization that is working to increase diversity and inclusion! We are looking for those “bright spot” organizations that are intentionally working to increase cultural awareness. Research and then identify a public health organization that has implemented strategies, initiatives, or programs with the goal to increase diversity and inclusion. Access the template below and completely answer all questions/prompts. We are looking forward to hearing about the organization you selected and all they are doing in diversity and inclusion!
Part 2
We are living in an unprecedented time in our world with the novel coronavirus COVID-19 becoming a pandemic. There are many instances of how culture has impacted this crisis. Reflect upon this public health crisis and answer the following questions.
Complete the following template with three to five sentences for each question/prompt. Submit a Microsoft Word document. Carefully review the grading rubric for this assignment.
.
Special Events Site Inspection FormSpecial events can encompass .docx
Special Events Site Inspection Form
Special events can encompass a wide variety of needs, from open spaces to arenas, from ballrooms to unique venues. Therefore, it is not possible to create an inspection form that includes all possible needs without it becoming ungainly in length. The following items are for consideration of a one location, one day or evening program, including food and beverage, and excluding any overnight guest accommodations.
(Note that the items in italics will be difficult or impossible for you to assess in your site visit – they are included as they would need to be considered prior to any contract were to be signed)
OUTSIDE BUILDING AND GROUNDS OF PROPERTY
* Traffic on main arteries to facility during the starting time of the event?
* Is there both self-service and valet parking? Is it adequate for anticipated crowd? Are there other possible spill-over parking options? Prices?
* Neighborhood – safe? Appealing?
* Building appearance – does it appear well maintained?
* Porte cochere – organized or chaotic? Good signage?
* Valet efficient and welcoming? Are you offered assistance or directions?
* Doors staffed? Doormen friendly and welcoming?
* Is there a loading dock? Truck clearance, maximum truck size & height limits, charges/fees? What are the hours of dock operation?
* Is there a freight elevator needed to access event space? Number, dimensions, weight limits, proximity and route to function space?
PUBLIC SPACES or PRE-FUNCTION SPACE (there may or may not be this space, or it may be outside courtyard area, main dining area of a restaurant, bar, etc., depending upon site)
* Is area comfortable and welcoming? Adequate seating? Noise level? Pleasant lighting?
* Is there a reader board? Is it easy to locate and current?
* Elevators – if needed to access events space, how many, how fast, how clean?
* Signage adequate to find directions?
* How easy will it be to move masses of people?
* Décor, furnishings and colors?
* Is there a cloak room or coat racks available (not important in Florida, but valuable in other climates)?
FACILITY FEATURES:
* Permanent (built-in) Bars/lounges – capacities, atmosphere, hours?
* Portable bar sets – draped tables or designed portable bar unit?
* Size, dimensions, of each room/space available. Suggested capacities. Ceiling height, chandeliers, columns/pillars, décor and color, flooring, dance floor? Floor load limits?
* Number of entrances to event space? Size of the largest entrance?
* Variety of built-in lighting options? Ceiling rigging points for lighting trusses?
* Computer hook-ups? (especially helpful for registration or check-in table)
* Location of temperature controls?
* Proximity to rest rooms? Rest room capacity? Cleanliness?
* Location for a registration area? Are electric and internet available at that location?
* Presence of windows? Do they have black-out curtains?
* Built in stage? Size? Backstage area? Green room? Fly space?
* Presence of air w.
Special NeedsPost initial response by TuedayPost all respons.docx
Special Needs
Post initial response by Tueday
Post all responses by Saturday
How does a teacher make modifications and/or accommodations for children with special needs? In particular, how do you believe this can be done in a classroom for grades 1 -3? Focus on three of the following areas and discuss either how you would make a modification in this area, what you have seen other teachers do to make modifications, or what you have done in the past to make a modification.
classroom environment
classroom routines
learning activities
student groupings
teaching strategies
instructional materials
assessments
homework assignments
Lastly, how can we assist students to show social acceptance of their classmates with special needs?
Please title your thread using your name.
Thank you!
This discussion links to the following course objectives:
Put into practice the principal of developmentally appropriate practice.
Analyze the influence the classroom environment,
daily schedule,
and thoughtful planning teachers have on the healthy growth and development of young children
.
Special education teachers often provide training and support to.docx
Special education teachers often provide training and support to general education teachers to promote successful inclusive practices in their classrooms. Understanding expectations, facilitating social skills, and designing and evaluating the effectiveness of positive learning environments helps all students, especially those with disabilities, learn and be productive in school.
Create a 12-15 slide digital presentation, to be given to general classroom teachers in a professional development setting, on inclusion and classroom management strategies that can be incorporated into classrooms. Include a title slide, reference slide, and presenter's notes.
The presentation should help the general education teachers build their skills in the following areas:
Identifying realistic expectations for the personal and social behaviors of students with mild to moderate disabilities in a general education inclusive classroom.
Assisting individuals with mild to moderate disabilities to develop their interpersonal skills for educational and other social environments.
Designing learning environments that motivate and encourage active participation in individual and group activities for individuals with and without disabilities.
Organizing, developing, and sustaining learning environments that support positive multicultural experiences.
Using collaborative learning groups and project-based activities to help individuals with and without disabilities practice self-determination and self-advocacy skills.
Support your findings with a 3-5 scholarly resources.
.
Special education teachers are part of the assessment team that dete.docx
Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). Special educators must have general knowledge of the guidelines for eligibility, the characteristics, causes, and effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents.
Use the “IDEA Disability Category Comparison Template” to outline information for the categories of disability under IDEA. The first category, Autism, is completed for you.
APA format is not required, but solid academic writing is expected.
.
Special education teachers are called upon to make legal and eth.docx
Special education teachers are called upon to make legal and ethical decisions for children and their families on a regular basis. Often, ethical dilemmas prove much more difficult to resolve than legal ones. How does having a strong personal moral code assist special education teachers in deciding their actions?
.
Speccy-the-prof, please accept the assignment. Answer your questio.docx
Speccy-the-prof, please accept the assignment.
Answer your questions in an Excel or Word document. Show all calculations.
Please print your documents to make sure they look presentable (as if you are presenting a report to your CEO, if they don’t look presentable then make necessary formatting adjustments) before submitting / uploading your answers
.
.
Special education provides educational opportunities for students wh.docx
Special education provides educational opportunities for students who need additional support to make academic or social progress in schools. Effective special education programs include collaboration with a variety of educators, administrators, and school staff. All educators need to understand the components of special education.
Special education teachers are part of the assessment team that .docx
Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). Special educators must have general knowledge of the guidelines for eligibility, the characteristics, causes, and effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents.
Use the “IDEA Disability Category Comparison Template” to outline information for the categories of disability under IDEA. The first category, Autism, is completed for you.
.
Spearman proposed general intelligence whereas other psychologists s.docx
Spearman proposed general intelligence whereas other psychologists such as Gardner and Sternberg proposed multiple intelligence. Pretending that you are a psychologist, how would you define intelligence?
Your answer should be 2 pages, double spaced. Please respond to 2 others.
.
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- 1. Speech Acquisition Charts ENG/380 Version 3 1 University of Phoenix Material Speech Acquisition Charts Use the text for this course, the University Library, the Internet, and/or other resources to complete the following two charts. Provide at least one reference. List at least two items in each environment that help or encourage speech acquisition in the first chart. Then, list at least two items in each environment that hurt or discourage speech acquisition. Indicate, in the second chart, how children who are deaf and hearing children acquire sign language and speech, according to the age groups listed. Highlight the differences in children who are acquiring sign language. Chart 1 Environmental Items Speech Acquisition in Hearing Children of Hearing Parents Speech Acquisition in Hearing Children of Deaf Parents Speech Acquisition in Children who are Deaf of Hearing Parents Environmental items that help or encourage speech acquisition 1. 1. 1. 2. 2. 2.
- 2. Environmental items that may hurt or discourage speech acquisition 1. 1. 1. 2. 2. 2. Chart 2 Age Groups Sign Language Acquisition in Children who are Deaf Speech Acquisition in Hearing Children 0 – 6 months 6 – 12 months 12 – 18 months 18 – 24 months 24 – 36 months Beyond 36 months References APA-formatted citation
- 3. Copyright © 2016, 2010 by University of Phoenix. All rights reserved. Week 5 Assignment Student Name 0.0% 0.00 /10 Speech Acquisition Charts Missing Does not meet expectations Almost meets expectations Meets expectations Exceeds expectations Your Score Part A: Content Environmental Factors Chart: Completion Missing 1-7 boxes completed with correct answers 8-9 boxes completed with correct answers 10-11 boxes completed with correct answers All 12 boxes completed with correct answers 0 1 1.15 1.3 1.5 Environmental Factors Chart: Quality Missing Most responses are vague, only one or two words each; most responses are identical in each column. Responses are incomplete or unclear; mostly generalizations;
- 4. mostly phrases; errors present Responses are mostly clear; mix of general and specific support; mostly complete sentences or long phrases; minor errors present Responses are clear and complete; responses are detailed; responses are written in complete sentences with few to no errors 0 2.3 2.65 3 3.5 Stages of Acquisition Chart: Completion Missing 1-7 boxes completed with correct answers 8-9 boxes completed with correct answers 10-11 boxes completed with correct answers All 12 boxes completed with correct answers 0 1 1.15 1.3 1.5 Stages of Acquisition Chart: Quality Missing Most responses are vague, only one or two words each; most responses are identical in each column. Responses are incomplete or unclear; mostly generalizations; mostly phrases; errors present Responses are mostly clear; mix of general and specific support; mostly complete sentences or long phrases; minor errors present
- 5. Responses are clear and complete; responses are detailed; responses are written in complete sentences with few to no errors 0 2.3 2.65 3 3.5 Part A Points Possible: 10 Part A Points Earned: 0 Plagiarism/Unoriginal Work Penalty % match in TII 0% Deduction: 0.00 Part 1 Points Possible: 10 Final Part A Points Earned: 0 Part A Comments Total Points Possible: 10 Total Points Earned: 0
- 6. Late Penalty: 10% per day, up to 2 days submitted on time 0 Final Grade: 0