Task
A Restaurant have an interested in creating a new grading system for their customers. This is critical as the restaurant wants to delivery high standard satisfaction outcomes to improve and standardize the quality of the service they deliver and to have the possibility to partnership with other restaurants in the region. The new system ideally should assess fairly the waiters and waitresses, the cooks, and the suppliers.
· Analyze the main clients and stakeholders (restaurants, customers, suppliers) and build a research method to assess the actual picture of satisfaction of all stockholders. This method will to assess the new grading system as soon as the project is put into practice in the restaurant.
· Identify and prepare the information to convince your boss that your project makes sense and it is necessary to put into practice. You need to be convincing. Prepare a power point with 5 slides that you will have to use to convince the board of directors. Enclose it in Moodle too.
· Create an action plan: tell how are you going to create your team and how you will coordinate it. Which are the tasks and timing will be necessary
· Build up a task list
· Establish and action plan
· Schedule and Budget (and a justification)
· Close the project and assess on the risks of failure Formalities
· Individual work.
· Length of the assignment 1500 words
· Relate your work to the concepts delivered in class.
· Font: Arial 12,5pts. Line-spacing: default. Text-align: Justified.
· Bibliography/References, if needed, has to be quoted in Harvard style.
· You may use Appendixes. These and the References do not count for the total wordcount.
LAUNCH: WEEK 8 / DELIVERY: WEEK 10 – Submission by 23:59hrs GMT+1 (Barcelona’s time). This task is worth 40% of your overall grade for this subject.
It assesses the following learning outcomes:
· Describe the need for a project-based approach inside organizations
· Understand the role of project management as a strategic element inside organizations
· Critically assess the roles and responsibilities of a project manager
· Evaluate how to select, develop, plan, schedule and measure its outcomes and risks.
Rubrics
Exceptional 90-100
Good 80-89
Fair 70-79
Fail <70
Critical analysis (25%)
Student effectively assesses the impact of project on the company. Student engages with theory/data in a critical manner.
Student fairly assesses the impact of project on the company. Students attempt to engage with theory/data in a critical manner.
Student fairly assesses the impact of project on the company, although some key aspects might be missing. Student may be unsuccessful in attempts to engage critically with theory/data.
Student fail to assesses the impact of project on the company, although some key aspects might be missing. Student makes no attempt to engage with theory/data in a critical manner.
Critical evaluation (25%)
Student effectively engages in critical e.
Running Head Evidence based Practice, Step by Step Asking the Cl.docxtodd271
Running Head: Evidence based Practice, Step by Step: Asking the Clinical Question: A Key Step in Evidence based Practice 1
Evidence based Practice, Step by Step: Asking the Clinical Question: A Key Step in Evidence based Practice 9
Please review APA for header sections for the title page and subsequent pages. Thanks.
Evidence based Practice, Step by Step: Asking the Clinical Question: A Key Step in Evidence based Practice Comment by Doreen Farley: Please shorten your title here and in your header section. Thank. In the header section the title cannot be greater than 50 characters including spaces in APA.
Student’s Name:
Institution:
Abstract
The ability to evaluate the advantages of a quantitative setup research article is an essential mastery for authorities and investigators of all controls, including nursing, to judge the uprightness and estimation of the evidence and conclusions made in an article. At the point when all is said in done, this aptitude is customized for a few experts and masters who starting at now have a tolerable working data of investigation logic, including hypothesis headway, assessing frameworks, ponder layout, testing procedures and instrumentation, data social occasion and data organization, estimations, and clarification of revelations. For graduate understudies and junior workforce who still can't seem to confront these capacities, completing a formally made article assess can be a significant methodology to hone such states of mind. Nevertheless, focal data investigation techniques are as yet required remembering the true objective to be viable. Since there are few dispersed instances of assessing outlines, this article gives the sound judgment reasons for coordinating a formally created quantitative investigation article examine while giving a handbag to show the measures and structure. Exactly when passed on in a setting of minding and an unfaltering authoritative culture, the most surprising nature of thought and best patient outcomes can be accomplished. The inspiration driving this plan is given to sustain the data and states of mind they need to execute EBP dependably, with additional consideration. Articles will appear predictably to allow you a chance to intertwine information as you move in the direction of executing EBP at your establishment. Moreover, we've booked "Ask the Authors" call-ins predictably to give a quick line to the pros to enable you to determine questions. Comment by Doreen Farley: This assignment did not call for an abstract. Just your title page, PICOT question and your six articles with abstracts and no reference section.
Type of Clinical Question Comment by Doreen Farley: I am not sure what all of this is. Also, just taking a quick look there is a lot of information in this text that does not have in-text citation. Please take this into account and ensure that when you write your next assignments that all information is correctly cited.
It is important to put .
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docxsamuel699872
SOCW 6200: Human Behavior and the Social Environment I
Week 10
Project: Bio-Psycho-Social Assessment
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
By Day 7
Submit 9
-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A:
Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
Presenting issue (including referral source)
Demographic information
Current living situation
Birth and developmental history
School and social relationships
Family members and relationships
Health and medical issues (including psychological and psychiatric functioning, substance abuse)
Spiritual development
Social, community, and recreational activities
Client strengths, capacities, and resources
Part B:
Analysis of Assessment. Address each of the following:
Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
Analyze how the social environment affects the client.
Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
Explain how you would use the identified strengths of the client(s) in a treatment plan.
Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
Analyze the ethical issues present in the case. Explain how will you address them.
Describe the issues will you need to address around cultural competence.
Grading Criteria Rubric Detail.
Responsiveness to Directions
66.15 (2.
Consider a past situation where you were a member of a team that wAlleneMcclendon878
Consider a past situation where you were a member of a team that was involved in a project. Ideally, this situation should be where you currently work. However, you can use any situation or experience in your personal life as well. If you are at a loss of thinking of a scenario - then you may choose to make up a project that may be of interest to you instead.
· Describe the overall project goals and your role in the project.
· Explain how the project scope was clearly defined at the beginning of the project or how it was not clearly defined.
· Prepare and share with us a listing of deliverables from your project. Offer at least 5 deliverables and two work packages per deliverable. Identify the WBS code accordingly. For example:
Breakdown
Description
WBS Code
Project
Project Title
1.0
Deliverable 1
Deliverable 1 Description
1.1
WP1
First Work Package
1.1.1
WP2
Second Work Package
1.1.2
Deliverable 2
Deliverable 2 Description
1.2
WP1
First Work Package
1.2.1
WP2
Second Work Package
1.2.2
· Finally, complete a quick google search, and locate a website (that appears credible) that presents an example WBS. Share the link with your peers along with a sentence or two related to how their WBS aligns to the typical structure of a WBS as presented in the week introduction.
Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2-3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.
Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.
The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient's life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.
The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.
The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interact ...
OverviewCreate an evidence-based, patient-centered concept.docxaman341480
Overview
Create an evidence-based, patient-centered concept map that illustrates an individualized approach to patient care, based on a patient case file of your choice.
Evidence-based practice is a key skill in the toolkit of the master's-prepared nurse. Its goal is to ensure that health care practitioners are using the best available evidence to ensure that patients are receiving the best care possible (Godshall, M., 2015.). In essence, evidence-based practice is all about ensuring quality care.
SHOW LESS
In this assessment, you have an opportunity to apply evidence-based practice and personalized care concepts to ensure quality care and improve the health of a single patient.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Analyze the needs of a patient, and those of their family, with regard to how they will influence a patient-centered concept map.
Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient's specific health, economic, and cultural needs.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose relevant and measurable criteria for evaluating the outcomes of a patient-centered concept map.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used as the basis of a patient-centered concept map.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Develop a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Reference
Godshall, M. (2015).
Fast facts for evidence-based practice in nursing: Implementing EBP in a nutshell
(2nd ed.). New York, NY: Springer Publishing Company.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Questions to Consider: As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an experience you have had—or one that you might have observed in your care setting—in which you individualized care for a patient.
In your approach to individualized care, did you:
.
Running Head Evidence based Practice, Step by Step Asking the Cl.docxtodd271
Running Head: Evidence based Practice, Step by Step: Asking the Clinical Question: A Key Step in Evidence based Practice 1
Evidence based Practice, Step by Step: Asking the Clinical Question: A Key Step in Evidence based Practice 9
Please review APA for header sections for the title page and subsequent pages. Thanks.
Evidence based Practice, Step by Step: Asking the Clinical Question: A Key Step in Evidence based Practice Comment by Doreen Farley: Please shorten your title here and in your header section. Thank. In the header section the title cannot be greater than 50 characters including spaces in APA.
Student’s Name:
Institution:
Abstract
The ability to evaluate the advantages of a quantitative setup research article is an essential mastery for authorities and investigators of all controls, including nursing, to judge the uprightness and estimation of the evidence and conclusions made in an article. At the point when all is said in done, this aptitude is customized for a few experts and masters who starting at now have a tolerable working data of investigation logic, including hypothesis headway, assessing frameworks, ponder layout, testing procedures and instrumentation, data social occasion and data organization, estimations, and clarification of revelations. For graduate understudies and junior workforce who still can't seem to confront these capacities, completing a formally made article assess can be a significant methodology to hone such states of mind. Nevertheless, focal data investigation techniques are as yet required remembering the true objective to be viable. Since there are few dispersed instances of assessing outlines, this article gives the sound judgment reasons for coordinating a formally created quantitative investigation article examine while giving a handbag to show the measures and structure. Exactly when passed on in a setting of minding and an unfaltering authoritative culture, the most surprising nature of thought and best patient outcomes can be accomplished. The inspiration driving this plan is given to sustain the data and states of mind they need to execute EBP dependably, with additional consideration. Articles will appear predictably to allow you a chance to intertwine information as you move in the direction of executing EBP at your establishment. Moreover, we've booked "Ask the Authors" call-ins predictably to give a quick line to the pros to enable you to determine questions. Comment by Doreen Farley: This assignment did not call for an abstract. Just your title page, PICOT question and your six articles with abstracts and no reference section.
Type of Clinical Question Comment by Doreen Farley: I am not sure what all of this is. Also, just taking a quick look there is a lot of information in this text that does not have in-text citation. Please take this into account and ensure that when you write your next assignments that all information is correctly cited.
It is important to put .
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docxsamuel699872
SOCW 6200: Human Behavior and the Social Environment I
Week 10
Project: Bio-Psycho-Social Assessment
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
By Day 7
Submit 9
-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A:
Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
Presenting issue (including referral source)
Demographic information
Current living situation
Birth and developmental history
School and social relationships
Family members and relationships
Health and medical issues (including psychological and psychiatric functioning, substance abuse)
Spiritual development
Social, community, and recreational activities
Client strengths, capacities, and resources
Part B:
Analysis of Assessment. Address each of the following:
Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
Analyze how the social environment affects the client.
Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
Explain how you would use the identified strengths of the client(s) in a treatment plan.
Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
Analyze the ethical issues present in the case. Explain how will you address them.
Describe the issues will you need to address around cultural competence.
Grading Criteria Rubric Detail.
Responsiveness to Directions
66.15 (2.
Consider a past situation where you were a member of a team that wAlleneMcclendon878
Consider a past situation where you were a member of a team that was involved in a project. Ideally, this situation should be where you currently work. However, you can use any situation or experience in your personal life as well. If you are at a loss of thinking of a scenario - then you may choose to make up a project that may be of interest to you instead.
· Describe the overall project goals and your role in the project.
· Explain how the project scope was clearly defined at the beginning of the project or how it was not clearly defined.
· Prepare and share with us a listing of deliverables from your project. Offer at least 5 deliverables and two work packages per deliverable. Identify the WBS code accordingly. For example:
Breakdown
Description
WBS Code
Project
Project Title
1.0
Deliverable 1
Deliverable 1 Description
1.1
WP1
First Work Package
1.1.1
WP2
Second Work Package
1.1.2
Deliverable 2
Deliverable 2 Description
1.2
WP1
First Work Package
1.2.1
WP2
Second Work Package
1.2.2
· Finally, complete a quick google search, and locate a website (that appears credible) that presents an example WBS. Share the link with your peers along with a sentence or two related to how their WBS aligns to the typical structure of a WBS as presented in the week introduction.
Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2-3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.
Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.
The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient's life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.
The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.
The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interact ...
OverviewCreate an evidence-based, patient-centered concept.docxaman341480
Overview
Create an evidence-based, patient-centered concept map that illustrates an individualized approach to patient care, based on a patient case file of your choice.
Evidence-based practice is a key skill in the toolkit of the master's-prepared nurse. Its goal is to ensure that health care practitioners are using the best available evidence to ensure that patients are receiving the best care possible (Godshall, M., 2015.). In essence, evidence-based practice is all about ensuring quality care.
SHOW LESS
In this assessment, you have an opportunity to apply evidence-based practice and personalized care concepts to ensure quality care and improve the health of a single patient.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Analyze the needs of a patient, and those of their family, with regard to how they will influence a patient-centered concept map.
Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient's specific health, economic, and cultural needs.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose relevant and measurable criteria for evaluating the outcomes of a patient-centered concept map.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used as the basis of a patient-centered concept map.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Develop a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Reference
Godshall, M. (2015).
Fast facts for evidence-based practice in nursing: Implementing EBP in a nutshell
(2nd ed.). New York, NY: Springer Publishing Company.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Questions to Consider: As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an experience you have had—or one that you might have observed in your care setting—in which you individualized care for a patient.
In your approach to individualized care, did you:
.
Business Intelligence is a specialty in gaining the benefit of inf.docxfelicidaddinwoodie
Business Intelligence is a specialty in gaining the benefit of information, such as the basic questions such as the different levels of customers, the way businesses are doing and the current path, what clinical trials should be and how much money they need to go out!. With a solid, organizations accept some choices rather than feeling. In fact, when making a "decision" structure, a strong computer system trusts any possibility made.
Implementing BI Tools Costs Reduction and Increase: Manufacturers' ring managers should have reliable addresses that will allow them to quantify the consequences of business decision budgets if they have correct information. BI can provide know-how in order to express links between procedures and inventories and downward financial results.
BI is good for illustrating productivity and risk profiles, for example, prizes and risks that may present a complex product offer (but probably a win). Manufacturers also perform more efficient scale economy with BI; For example, budget costs, such as unit dollars, inventory shifts and product costs, can also be expected to increase their costs by prior expanding (Dinter, B., & Lorenz, A. (2012)).
In simple ways, our business is data accumulation, analysis, report, budget and presentation. The purpose of using business intelligence in our business is to improve the visibility of our organizational and financial situation to better manage our business. For example, SAP says "business instead of analytical "business intelligence", this is the business analytics it is a unique term that includes data warehousing business intelligence, business information management and business performance management, Analytical applications and government, risk. Stock optimization
A) Sectors seasonal business cycle outstanding it's often found their stock optimization is difficult. For example, if sales of a specific product are shot during the summer or Christmas, the big challenge is to keep the right amount to maximize profits. To deal with this problem, certain companies Conservation, conservation and food sector in general Profitability has increased by almost 10% using BI techniques based on:
Decision Support System (DSS). Warehouse product sales and historical data warehousing: In many cases, the results obtained have been much more efficient and profitable Design of total logistic and productive storage processes (Chen, H., Chiang, R. H., & Storey, V. C. (2012)).
References:
Dinter, B., & Lorenz, A. (2012). Social business intelligence: a literature review and research agenda.
Chen, H., Chiang, R. H., & Storey, V. C. (2012). Business intelligence and analytics: From big data to big impact. MIS quarterly, 36(4).
Education and Teaching in Psychology
Ethics of Teaching
Beliefs and Behaviors of Psychologists as Educators
Barbara G. Tabachnick
Patricia Keith-Spiegel
Kenneth S. Pope
California State University, Northridge
California Sta.
Focused SOAP Note and Patient Case PresentationPsychiatric notesShainaBoling829
Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. To Prepare
· Create a Focused SOAP Note on this patient using the template provided in the Learning Resources. There is also a completed Focused SOAP Note Exemplar provided to serve as a guide to assignment expectations.
PleaseNote:
· Based on your SOAP note of this patient, develop a case study presentation.
· Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning.
The Assignment
The written portion of this assignment is a simulation for you to demonstrate to the faculty your ability to document the complex case as you would in an electronic medical record. The written portion of the assignment will be used as a guide for faculty to review your video to determine if you are omitting pertinent information or including non-essential information during your case staffing consultation video.
In your presentation:
· Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
· Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
· Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide:
·
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
·
Objective: What observations did you make during the psychiatric assessment?
·
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with
DSM-5 diagnostic criteria and supported by the patient’s symptoms.
·
Plan: describe your treatment plan using clinical practice guidelines supported by evidence-based pr ...
PSY 618 Module Nine Short Paper Rubric Prompt What type of s.docxpotmanandrea
PSY 618: Module Nine Short Paper Rubric
Prompt: What type of specific follow-up is needed to ensure the proposed changes are being effectively implemented at the case study organization? How will you conclude your report to your client? Will your recommendations for follow-up include formal assessment measures? If so, what are they? If not, why not?
Format: The short paper should follow these formatting guidelines: 2–4 pages in length, double spacing, 12-point Times New Roman font, one-inch margins, and citations in APA format.
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Follow-Up
Meets “Proficient” criteria and substantiates the chosen follow-up procedures with examples from scholarly research
(27-30)
Identifies the type of follow-up needed to ensure effective implementation of proposed changes
(24-26)
The type of follow-up identified is not effective for the proposed changes
(21-23)
Does not identify the type of follow-up needed to ensure effective implementation of proposed changes
(0-20)
30
Client Report
Meets “Proficient” criteria and includes specific examples relevant to the report
(27-30)
Describes how the report will be concluded for the client
(24-26)
Description of how the report will be concluded is lacking in detail
(21-23)
Does not describe how the report will be concluded for the client
(0-20)
30
Formal Assessment
Meets “Proficient” criteria and supports explanation with evidence from scholarly research
(27-30)
Argues whether formal assessment measures will be included
(24-26)
Argument of whether formal assessment measures will be included does not reach a logical conclusion
(21-23)
Does not argue whether formal assessment measures will be included
(0-20)
30
Articulation of Response
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format
(9-10)
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
(8)
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
(7)
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
(0-6)
10
Earned Total
Comments:
100 %
PSY 790 Final Project Guidelines and Rubric
Overview
As the final step in your journey toward your master of science degree in psychology, you will complete a capstone project that integrates the knowledge and
skills you have developed in previous coursework and over the duration of the term by creating a research concept paper and professional presentation that will
be developed for an identified target audience. You will also reflect on your journey through the psychology program and how you plan to position yourself
professionally. The capstone project is divided into three milestones, which will be submitte ...
1
Methods and Statistical Analysis
Name xxx
United State University
Course xxx
Professor xxxx
Date xxx
The Evaluative Criteria
The process of analyzing a healthcare plan to see if it meets its goals takes some time. Because it promotes an evidence-based approach, assessment is crucial in practice consignment. Evaluation can be used to assess the effectiveness of the research. It helps determine what changes could be recommended to improve service delivery and the study's persuasiveness. An impact evaluation analyzes the intervention's direct and indirect, positive and negative, planned and unplanned consequences. If an evaluation fails to deliver fresh recognition regularly, it may result in inaccurate results and conclusions. A healthcare practitioner can utilize the indicators or variables to evaluate programs and determine whether they are legal or not (Dash et al., 2019). The variables are also used to assess if the mediation is on track to meet its objectives and obligations. Participation rates, prevalence, and individual behaviors are among the measures to be addressed.
Individual behaviors are actions taken by individuals to improve their health. People have been denied the assistance and resources they seek because of ethics and plans. In addition, different people have varied perspectives about pressure ulcers treatment. Relevance refers to how the study may contribute to a worthwhile cause (Li et al., 2019). Quality variables give statistics on the precariously rising service consignment while also attempting to provide information on the part of the care that may be changed. The participation rate refers to the total number of people participating in the study.
On the other hand, individuals may be unable to engage in the study due to a lack of cultural knowledge and ineffective consent processes. The overall number of persons in a population who have a health disease at a given time is referred to as prevalence (Li et al., 2019). Although prevalence shows the rate at which new facts arrive, it aids in determining the suitable, complete outcome-positive prestige of people.
Research Approaches
The word "research approaches" refers to techniques and procedures to draw general conclusions concerning data collection, analysis, and explanation methods. In my research, I'll employ both quantitative and qualitative methods. A qualitative research technique will reveal deterrents and hindrances to practicing change by rationalizing the reasons behind specific demeanors (Li et al., 2019). Qualitative research will collect and evaluate non-numerical data to comprehend perspectives or opinions. It will also be utilized to learn everything there is to know about a subject or to develop new research ideologies.
The quantitative method focuses on goal data and statistical or numerical analysis of data collected through a questionnaire. In the healthcare field, quantitative research may develop and execute new or enhanced work meas ...
Specifying the “Critical Thinking” Construct in Clinical Psychology Training:...James Tobin, Ph.D.
Critical thinking is a complex multidimensional construct whose presence in academic and training curriculums in psychology has largely been limited to scientific courses on research methodology that focus on the logical analysis of data, hypothesis support/refutation and inference-making. Yet the CT competencies required to function as a clinical psychologist expand beyond the analytic and inferential skills pertinent to the scientific method. Graduate training in clinical psychology has been criticized for not cultivating in students a more refined and contextualized set of CT skills that is directly applicable to their future career roles. Specifically, an alternative model of CT that emphasizes specific dispositional and attitudinal components central to self-experience has been lacking. For the psychotherapist, utilizing self-experience in a reflective and informed manner is a primary meta-cognitive ability that appears highly related to the capacity to form efficacious relationships with clients and to treatment outcome. The current project seeks to conceptualize an alternative model of CT uniquely relevant for clinical psychology training.
Create an evidence-based, patient-centered concept map that illustra.docxstarkeykellye
Create an evidence-based, patient-centered concept map that illustrates an individualized approach to patient care, based on a patient case file of your choice.
Evidence-based practice is a key skill in the toolkit of the master's-prepared nurse. Its goal is to ensure that health care practitioners are using the best available evidence to ensure that patients are receiving the best care possible (Godshall, M., 2015.). In essence, evidence-based practice is all about ensuring quality care.
In this assessment, you have an opportunity to apply evidence-based practice and personalized care concepts to ensure quality care and improve the health of a single patient.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Analyze the needs of a patient, and those of their family, with regard to how they will influence a patient-centered concept map.
Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient's specific health, economic, and cultural needs.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose relevant and measurable criteria for evaluating the outcomes of a patient-centered concept map.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used as the basis of a patient-centered concept map.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Develop a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an experience you have had—or one that you might have observed in your care setting—in which you individualized care for a patient.
In your approach to individualized care, did you:
Address any health concerns other than those for which the patient was seeking care?
Consider the patient's economic and daily environmental circumstances?
Consider any ethical issues inherent in working with the patient?
What might you have done differently, if you could revisit that patient's case?
What evidence supported your origina.
Master of Science in Nursing
Practicum Experience Plan
The development of a practicum experience plan is significant as I determine my goals and objectives for this course. The practicum experience plan acts as a planned, supervised, and evaluated practice experience guideline during the activities of the course (Demir & Ercan, 2018). The practicum experience plan helps in providing an opportunity for specifying how classroom learning will be applied in the work environment and the planned activities for observing and learning from professionals in the field (Fiedler et al., 2017). The objectives discussed in this practical experience plan are in relation to my self-assessment regarding clinical skills. The purpose of this paper is to discuss three of my individualized practicum learning objectives, planned activities for these objectives, the mode of assessment, and the course outcomes that will be addressed in the process.
Part 2: Individualized Practicum Learning Objectives
Objective 1: To improve my skills and techniques in psychiatrist assessments and evaluations when addressing the health issues of mental health patients by week 10.
Planned Activities: To successfully assess and evaluate a minimum of 80 patients during the practicum for the purpose of enhancing my knowledge about the efficient skills and techniques to be used for similar patients.
Mode of Assessment: A documentation of at least 80 patient encounters in meditrek.
PRAC Course Outcome(s) Addressed:
· Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities.
Objective 2: To improve my ability in identifying the correct diagnosis and prioritizing the differential list by week 10.
Planned Activities: I will observe my preceptor conduct at least 1 psychiatric assessment and use the information to develop the correct diagnosis and prioritize the differential list. I will then independently conduct 3 comprehensive psychiatric assessments and utilize the information in developing the correct diagnosis and correctly prioritizing the differential list.
Mode of Assessment: A documentation of at least 3 independent comprehensive psychiatric assessments with correct diagnoses and correct prioritized differential lists in meditrek (Goolsby & Grubbs, 2018).
PRAC Course Outcome(s) Addressed:
· Apply advanced practice nursing assessment and diagnosis skills in mental health settings.
· Formulate differential diagnoses for patients across the lifespan
Objective 3: To enhance my ability to identify the correct assessment tool or scale utilized in diagnosis by week 10.
Planned Activities: I will consult my preceptor about the appropriate tools used in various diagnoses. I will also obtain evidence-based research information about the various tools/scales and their appropriate use in diagnosis (McGuiness et al., 2019). I will independently identify correctly at least 3 assessment tools or scales that aide in spec ...
Master of Science in Nursing
Practicum Experience Plan
The development of a practicum experience plan is significant as I determine my goals and objectives for this course. The practicum experience plan acts as a planned, supervised, and evaluated practice experience guideline during the activities of the course (Demir & Ercan, 2018). The practicum experience plan helps in providing an opportunity for specifying how classroom learning will be applied in the work environment and the planned activities for observing and learning from professionals in the field (Fiedler et al., 2017). The objectives discussed in this practical experience plan are in relation to my self-assessment regarding clinical skills. The purpose of this paper is to discuss three of my individualized practicum learning objectives, planned activities for these objectives, the mode of assessment, and the course outcomes that will be addressed in the process.
Part 2: Individualized Practicum Learning Objectives
Objective 1: To improve my skills and techniques in psychiatrist assessments and evaluations when addressing the health issues of mental health patients by week 10.
Planned Activities: To successfully assess and evaluate a minimum of 80 patients during the practicum for the purpose of enhancing my knowledge about the efficient skills and techniques to be used for similar patients.
Mode of Assessment: A documentation of at least 80 patient encounters in meditrek.
PRAC Course Outcome(s) Addressed:
· Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities.
Objective 2: To improve my ability in identifying the correct diagnosis and prioritizing the differential list by week 10.
Planned Activities: I will observe my preceptor conduct at least 1 psychiatric assessment and use the information to develop the correct diagnosis and prioritize the differential list. I will then independently conduct 3 comprehensive psychiatric assessments and utilize the information in developing the correct diagnosis and correctly prioritizing the differential list.
Mode of Assessment: A documentation of at least 3 independent comprehensive psychiatric assessments with correct diagnoses and correct prioritized differential lists in meditrek (Goolsby & Grubbs, 2018).
PRAC Course Outcome(s) Addressed:
· Apply advanced practice nursing assessment and diagnosis skills in mental health settings.
· Formulate differential diagnoses for patients across the lifespan
Objective 3: To enhance my ability to identify the correct assessment tool or scale utilized in diagnosis by week 10.
Planned Activities: I will consult my preceptor about the appropriate tools used in various diagnoses. I will also obtain evidence-based research information about the various tools/scales and their appropriate use in diagnosis (McGuiness et al., 2019). I will independently identify correctly at least 3 assessment tools or scales that aide in spec ...
Starting the Research ProcessFormulating a specific, applica.docxbryanwest16882
Starting the Research Process
Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare:
Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study.
Note:
You will continue to use this problem in the Discussions over the next several weeks.
Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
(you must cite the articles read in this assignment)
With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:
Post
1) A proposed research problem statement (it has to be related to nursing for example: could be on diabetes, heart failure or more …)
2) Including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timel.
Task Strict APA format - 250 words.Why is it important for busi.docxjosies1
Task: Strict APA format - 250 words.
Why is it important for business strategy to drive organizational strategy and IS strategy? What might happen if the business strategy was not the driver?
please cite properly in APA
At least Three scholarly source should be used in the initial discussion thread.
.
Task observe nonverbal communication between two or more individual.docxjosies1
Task: observe nonverbal communication between two or more individuals. Focus on ONE individual and identify and anaylze specific nonverbal behaviors.
Requirments: You must incorporate terminology and ideology discused in class.
section 1- Introduction: presents a breif overview that includes how the paper is organized. Following this, present and define nonverbal communication and discuss why this concept is useful.
section 2- Body Language & Self-Presentation:
-Select and discuss 5 nonverbal behaviors observed. They must include: Eye contact, facial expressions, gestures, posture and space.
-For each behavior selected, you must do the following: 1-State the specific behavior being discussed as a heading, 2-describe and summerize in detail, using CONCRETE language, how the individual used the behavior(i should be able to visualize exactly what you describe.) 3-Analyze WHY the individual acted that particular way for each behavior. What did it mean? What message were they trying to convey? Why did they use that behavior?
Section 3-Conclution: Create and overall anaysis about nonverbal behavior of the individual(s), what did you learn about nonverbal? In what ways did this assignment help you with analyzing messages conveyed through nonverbal behavior.
.
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Business Intelligence is a specialty in gaining the benefit of information, such as the basic questions such as the different levels of customers, the way businesses are doing and the current path, what clinical trials should be and how much money they need to go out!. With a solid, organizations accept some choices rather than feeling. In fact, when making a "decision" structure, a strong computer system trusts any possibility made.
Implementing BI Tools Costs Reduction and Increase: Manufacturers' ring managers should have reliable addresses that will allow them to quantify the consequences of business decision budgets if they have correct information. BI can provide know-how in order to express links between procedures and inventories and downward financial results.
BI is good for illustrating productivity and risk profiles, for example, prizes and risks that may present a complex product offer (but probably a win). Manufacturers also perform more efficient scale economy with BI; For example, budget costs, such as unit dollars, inventory shifts and product costs, can also be expected to increase their costs by prior expanding (Dinter, B., & Lorenz, A. (2012)).
In simple ways, our business is data accumulation, analysis, report, budget and presentation. The purpose of using business intelligence in our business is to improve the visibility of our organizational and financial situation to better manage our business. For example, SAP says "business instead of analytical "business intelligence", this is the business analytics it is a unique term that includes data warehousing business intelligence, business information management and business performance management, Analytical applications and government, risk. Stock optimization
A) Sectors seasonal business cycle outstanding it's often found their stock optimization is difficult. For example, if sales of a specific product are shot during the summer or Christmas, the big challenge is to keep the right amount to maximize profits. To deal with this problem, certain companies Conservation, conservation and food sector in general Profitability has increased by almost 10% using BI techniques based on:
Decision Support System (DSS). Warehouse product sales and historical data warehousing: In many cases, the results obtained have been much more efficient and profitable Design of total logistic and productive storage processes (Chen, H., Chiang, R. H., & Storey, V. C. (2012)).
References:
Dinter, B., & Lorenz, A. (2012). Social business intelligence: a literature review and research agenda.
Chen, H., Chiang, R. H., & Storey, V. C. (2012). Business intelligence and analytics: From big data to big impact. MIS quarterly, 36(4).
Education and Teaching in Psychology
Ethics of Teaching
Beliefs and Behaviors of Psychologists as Educators
Barbara G. Tabachnick
Patricia Keith-Spiegel
Kenneth S. Pope
California State University, Northridge
California Sta.
Focused SOAP Note and Patient Case PresentationPsychiatric notesShainaBoling829
Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. To Prepare
· Create a Focused SOAP Note on this patient using the template provided in the Learning Resources. There is also a completed Focused SOAP Note Exemplar provided to serve as a guide to assignment expectations.
PleaseNote:
· Based on your SOAP note of this patient, develop a case study presentation.
· Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning.
The Assignment
The written portion of this assignment is a simulation for you to demonstrate to the faculty your ability to document the complex case as you would in an electronic medical record. The written portion of the assignment will be used as a guide for faculty to review your video to determine if you are omitting pertinent information or including non-essential information during your case staffing consultation video.
In your presentation:
· Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
· Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
· Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide:
·
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
·
Objective: What observations did you make during the psychiatric assessment?
·
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with
DSM-5 diagnostic criteria and supported by the patient’s symptoms.
·
Plan: describe your treatment plan using clinical practice guidelines supported by evidence-based pr ...
PSY 618 Module Nine Short Paper Rubric Prompt What type of s.docxpotmanandrea
PSY 618: Module Nine Short Paper Rubric
Prompt: What type of specific follow-up is needed to ensure the proposed changes are being effectively implemented at the case study organization? How will you conclude your report to your client? Will your recommendations for follow-up include formal assessment measures? If so, what are they? If not, why not?
Format: The short paper should follow these formatting guidelines: 2–4 pages in length, double spacing, 12-point Times New Roman font, one-inch margins, and citations in APA format.
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Follow-Up
Meets “Proficient” criteria and substantiates the chosen follow-up procedures with examples from scholarly research
(27-30)
Identifies the type of follow-up needed to ensure effective implementation of proposed changes
(24-26)
The type of follow-up identified is not effective for the proposed changes
(21-23)
Does not identify the type of follow-up needed to ensure effective implementation of proposed changes
(0-20)
30
Client Report
Meets “Proficient” criteria and includes specific examples relevant to the report
(27-30)
Describes how the report will be concluded for the client
(24-26)
Description of how the report will be concluded is lacking in detail
(21-23)
Does not describe how the report will be concluded for the client
(0-20)
30
Formal Assessment
Meets “Proficient” criteria and supports explanation with evidence from scholarly research
(27-30)
Argues whether formal assessment measures will be included
(24-26)
Argument of whether formal assessment measures will be included does not reach a logical conclusion
(21-23)
Does not argue whether formal assessment measures will be included
(0-20)
30
Articulation of Response
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format
(9-10)
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
(8)
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
(7)
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
(0-6)
10
Earned Total
Comments:
100 %
PSY 790 Final Project Guidelines and Rubric
Overview
As the final step in your journey toward your master of science degree in psychology, you will complete a capstone project that integrates the knowledge and
skills you have developed in previous coursework and over the duration of the term by creating a research concept paper and professional presentation that will
be developed for an identified target audience. You will also reflect on your journey through the psychology program and how you plan to position yourself
professionally. The capstone project is divided into three milestones, which will be submitte ...
1
Methods and Statistical Analysis
Name xxx
United State University
Course xxx
Professor xxxx
Date xxx
The Evaluative Criteria
The process of analyzing a healthcare plan to see if it meets its goals takes some time. Because it promotes an evidence-based approach, assessment is crucial in practice consignment. Evaluation can be used to assess the effectiveness of the research. It helps determine what changes could be recommended to improve service delivery and the study's persuasiveness. An impact evaluation analyzes the intervention's direct and indirect, positive and negative, planned and unplanned consequences. If an evaluation fails to deliver fresh recognition regularly, it may result in inaccurate results and conclusions. A healthcare practitioner can utilize the indicators or variables to evaluate programs and determine whether they are legal or not (Dash et al., 2019). The variables are also used to assess if the mediation is on track to meet its objectives and obligations. Participation rates, prevalence, and individual behaviors are among the measures to be addressed.
Individual behaviors are actions taken by individuals to improve their health. People have been denied the assistance and resources they seek because of ethics and plans. In addition, different people have varied perspectives about pressure ulcers treatment. Relevance refers to how the study may contribute to a worthwhile cause (Li et al., 2019). Quality variables give statistics on the precariously rising service consignment while also attempting to provide information on the part of the care that may be changed. The participation rate refers to the total number of people participating in the study.
On the other hand, individuals may be unable to engage in the study due to a lack of cultural knowledge and ineffective consent processes. The overall number of persons in a population who have a health disease at a given time is referred to as prevalence (Li et al., 2019). Although prevalence shows the rate at which new facts arrive, it aids in determining the suitable, complete outcome-positive prestige of people.
Research Approaches
The word "research approaches" refers to techniques and procedures to draw general conclusions concerning data collection, analysis, and explanation methods. In my research, I'll employ both quantitative and qualitative methods. A qualitative research technique will reveal deterrents and hindrances to practicing change by rationalizing the reasons behind specific demeanors (Li et al., 2019). Qualitative research will collect and evaluate non-numerical data to comprehend perspectives or opinions. It will also be utilized to learn everything there is to know about a subject or to develop new research ideologies.
The quantitative method focuses on goal data and statistical or numerical analysis of data collected through a questionnaire. In the healthcare field, quantitative research may develop and execute new or enhanced work meas ...
Specifying the “Critical Thinking” Construct in Clinical Psychology Training:...James Tobin, Ph.D.
Critical thinking is a complex multidimensional construct whose presence in academic and training curriculums in psychology has largely been limited to scientific courses on research methodology that focus on the logical analysis of data, hypothesis support/refutation and inference-making. Yet the CT competencies required to function as a clinical psychologist expand beyond the analytic and inferential skills pertinent to the scientific method. Graduate training in clinical psychology has been criticized for not cultivating in students a more refined and contextualized set of CT skills that is directly applicable to their future career roles. Specifically, an alternative model of CT that emphasizes specific dispositional and attitudinal components central to self-experience has been lacking. For the psychotherapist, utilizing self-experience in a reflective and informed manner is a primary meta-cognitive ability that appears highly related to the capacity to form efficacious relationships with clients and to treatment outcome. The current project seeks to conceptualize an alternative model of CT uniquely relevant for clinical psychology training.
Create an evidence-based, patient-centered concept map that illustra.docxstarkeykellye
Create an evidence-based, patient-centered concept map that illustrates an individualized approach to patient care, based on a patient case file of your choice.
Evidence-based practice is a key skill in the toolkit of the master's-prepared nurse. Its goal is to ensure that health care practitioners are using the best available evidence to ensure that patients are receiving the best care possible (Godshall, M., 2015.). In essence, evidence-based practice is all about ensuring quality care.
In this assessment, you have an opportunity to apply evidence-based practice and personalized care concepts to ensure quality care and improve the health of a single patient.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Analyze the needs of a patient, and those of their family, with regard to how they will influence a patient-centered concept map.
Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient's specific health, economic, and cultural needs.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose relevant and measurable criteria for evaluating the outcomes of a patient-centered concept map.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used as the basis of a patient-centered concept map.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Develop a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an experience you have had—or one that you might have observed in your care setting—in which you individualized care for a patient.
In your approach to individualized care, did you:
Address any health concerns other than those for which the patient was seeking care?
Consider the patient's economic and daily environmental circumstances?
Consider any ethical issues inherent in working with the patient?
What might you have done differently, if you could revisit that patient's case?
What evidence supported your origina.
Master of Science in Nursing
Practicum Experience Plan
The development of a practicum experience plan is significant as I determine my goals and objectives for this course. The practicum experience plan acts as a planned, supervised, and evaluated practice experience guideline during the activities of the course (Demir & Ercan, 2018). The practicum experience plan helps in providing an opportunity for specifying how classroom learning will be applied in the work environment and the planned activities for observing and learning from professionals in the field (Fiedler et al., 2017). The objectives discussed in this practical experience plan are in relation to my self-assessment regarding clinical skills. The purpose of this paper is to discuss three of my individualized practicum learning objectives, planned activities for these objectives, the mode of assessment, and the course outcomes that will be addressed in the process.
Part 2: Individualized Practicum Learning Objectives
Objective 1: To improve my skills and techniques in psychiatrist assessments and evaluations when addressing the health issues of mental health patients by week 10.
Planned Activities: To successfully assess and evaluate a minimum of 80 patients during the practicum for the purpose of enhancing my knowledge about the efficient skills and techniques to be used for similar patients.
Mode of Assessment: A documentation of at least 80 patient encounters in meditrek.
PRAC Course Outcome(s) Addressed:
· Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities.
Objective 2: To improve my ability in identifying the correct diagnosis and prioritizing the differential list by week 10.
Planned Activities: I will observe my preceptor conduct at least 1 psychiatric assessment and use the information to develop the correct diagnosis and prioritize the differential list. I will then independently conduct 3 comprehensive psychiatric assessments and utilize the information in developing the correct diagnosis and correctly prioritizing the differential list.
Mode of Assessment: A documentation of at least 3 independent comprehensive psychiatric assessments with correct diagnoses and correct prioritized differential lists in meditrek (Goolsby & Grubbs, 2018).
PRAC Course Outcome(s) Addressed:
· Apply advanced practice nursing assessment and diagnosis skills in mental health settings.
· Formulate differential diagnoses for patients across the lifespan
Objective 3: To enhance my ability to identify the correct assessment tool or scale utilized in diagnosis by week 10.
Planned Activities: I will consult my preceptor about the appropriate tools used in various diagnoses. I will also obtain evidence-based research information about the various tools/scales and their appropriate use in diagnosis (McGuiness et al., 2019). I will independently identify correctly at least 3 assessment tools or scales that aide in spec ...
Master of Science in Nursing
Practicum Experience Plan
The development of a practicum experience plan is significant as I determine my goals and objectives for this course. The practicum experience plan acts as a planned, supervised, and evaluated practice experience guideline during the activities of the course (Demir & Ercan, 2018). The practicum experience plan helps in providing an opportunity for specifying how classroom learning will be applied in the work environment and the planned activities for observing and learning from professionals in the field (Fiedler et al., 2017). The objectives discussed in this practical experience plan are in relation to my self-assessment regarding clinical skills. The purpose of this paper is to discuss three of my individualized practicum learning objectives, planned activities for these objectives, the mode of assessment, and the course outcomes that will be addressed in the process.
Part 2: Individualized Practicum Learning Objectives
Objective 1: To improve my skills and techniques in psychiatrist assessments and evaluations when addressing the health issues of mental health patients by week 10.
Planned Activities: To successfully assess and evaluate a minimum of 80 patients during the practicum for the purpose of enhancing my knowledge about the efficient skills and techniques to be used for similar patients.
Mode of Assessment: A documentation of at least 80 patient encounters in meditrek.
PRAC Course Outcome(s) Addressed:
· Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities.
Objective 2: To improve my ability in identifying the correct diagnosis and prioritizing the differential list by week 10.
Planned Activities: I will observe my preceptor conduct at least 1 psychiatric assessment and use the information to develop the correct diagnosis and prioritize the differential list. I will then independently conduct 3 comprehensive psychiatric assessments and utilize the information in developing the correct diagnosis and correctly prioritizing the differential list.
Mode of Assessment: A documentation of at least 3 independent comprehensive psychiatric assessments with correct diagnoses and correct prioritized differential lists in meditrek (Goolsby & Grubbs, 2018).
PRAC Course Outcome(s) Addressed:
· Apply advanced practice nursing assessment and diagnosis skills in mental health settings.
· Formulate differential diagnoses for patients across the lifespan
Objective 3: To enhance my ability to identify the correct assessment tool or scale utilized in diagnosis by week 10.
Planned Activities: I will consult my preceptor about the appropriate tools used in various diagnoses. I will also obtain evidence-based research information about the various tools/scales and their appropriate use in diagnosis (McGuiness et al., 2019). I will independently identify correctly at least 3 assessment tools or scales that aide in spec ...
Starting the Research ProcessFormulating a specific, applica.docxbryanwest16882
Starting the Research Process
Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare:
Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study.
Note:
You will continue to use this problem in the Discussions over the next several weeks.
Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
(you must cite the articles read in this assignment)
With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:
Post
1) A proposed research problem statement (it has to be related to nursing for example: could be on diabetes, heart failure or more …)
2) Including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timel.
Task Strict APA format - 250 words.Why is it important for busi.docxjosies1
Task: Strict APA format - 250 words.
Why is it important for business strategy to drive organizational strategy and IS strategy? What might happen if the business strategy was not the driver?
please cite properly in APA
At least Three scholarly source should be used in the initial discussion thread.
.
Task observe nonverbal communication between two or more individual.docxjosies1
Task: observe nonverbal communication between two or more individuals. Focus on ONE individual and identify and anaylze specific nonverbal behaviors.
Requirments: You must incorporate terminology and ideology discused in class.
section 1- Introduction: presents a breif overview that includes how the paper is organized. Following this, present and define nonverbal communication and discuss why this concept is useful.
section 2- Body Language & Self-Presentation:
-Select and discuss 5 nonverbal behaviors observed. They must include: Eye contact, facial expressions, gestures, posture and space.
-For each behavior selected, you must do the following: 1-State the specific behavior being discussed as a heading, 2-describe and summerize in detail, using CONCRETE language, how the individual used the behavior(i should be able to visualize exactly what you describe.) 3-Analyze WHY the individual acted that particular way for each behavior. What did it mean? What message were they trying to convey? Why did they use that behavior?
Section 3-Conclution: Create and overall anaysis about nonverbal behavior of the individual(s), what did you learn about nonverbal? In what ways did this assignment help you with analyzing messages conveyed through nonverbal behavior.
.
Task Research Sophos (Intrusion Detection System) and consider .docxjosies1
Task: Research Sophos (Intrusion Detection System) and consider the following questions:
Are you able to monitor and manage networked devices including mobile devices from the cloud?
Can you initiate a scan of all devices from one computer to another?
Are you notified if there is an attack on one of your devices?
Does it detect Infrastructure Attacks?
Can you manage vulnerability information?
Can you generate a cybersecurity intelligence report?
What is the risk management process?
Do not use graphics or logos on the title page (must be plain according to APA).
.
Task Mode Task Name DurationStart Time Finish1Set .docxjosies1
Task Mode
Task Name
Duration
Start Time
Finish
1
Set up project organization
3 days
Mon. 1/7/2020
Thu 4/7/2020
2
Create project plan draft
1 day
Fri 5/7/2020
Sat 6/7/2020
Nominate in house relocation coordinator
4 days
Sun 7/7/2020
Thu 11/7/2020
3
Planning
8 days
Fri 12/7/2020
Sat 20/7/2020
4
Requirements
5 days
Sun 25/7/2020
Fri 30/7/2020
5
Design and Prototype
10 days
Sat 31/7/2020
Wed 10/8/2020
6
Information system Development
22 days
Thu 11/8/2020
Mon 2/8/2020
7
Testing
5 days
Tue 3/8/2020
Sun 8/8/2020
8
Deployment
6 days
Mon 9/8/2020
Sun 15/8/2020
9
Operation and Maintenance
20 days
Mon 16/8/2020
Sun 6/9/2020
10
Project Summary/ System Hanover
7 days
Tue 8/9/2020
Tue 15/9/2020
1
Running Head: Information System Project Plan
2
Information System Project Plan
Project Plan
With only two years of operation, LiniolMR company has experienced tremendous growth and a growing client base. The company is expected to grow by sixty percent in the eighteen months. With such growth, the company ought to increase the capacity of data collection and analysis. An advanced information system is to be developed in leveraging data collection. The anticipated information will support the business of the company.
The first task is to assess the current information technology in the company, i.e., the hardware and software that support the company’s operation. This will be done in the first two days of the project. The hardware and software are redesigned to meet the needs outlined by the organization. The team leader of the project will consult several companies to allow the team to integrate their technologies and IT solutions in connection with the development of a technological system.
The on-site solution shall be leveraged in the development of the information system. It is a great resource for the project as it helps in delivering efficient, measurable, and engaging on-site experiences without the limitation of complexity and size of the events (Cha & Maytorena-Sanchez 2019). Reporting and analytics will be done towards the end of the project. Cloud computing technologies and software as-a-Service is of interest in the project.
The cloud computing technology, i.e., the hardware, software, and infrastructure will be incorporated in the system to enable the delivery of cloud computing services like infrastructure as service (IaaS), platform as a service(PaaS), and software as a service(SaaS) through a chosen network like the internet. The project will be pursued in different phases according to the system development life cycle. These phases will mark the project timelines for each event.
System planning is the first phase of the information system development project. It is the most crucial stage in developing an effective system. It will entail defining the objectives, problem, and outlining the relevant resources, i.e., costs and personnel. A study is conducted to identify how the product can be developed better th.
Task Name Phase 4 Individual Project Deliverable Length General.docxjosies1
Task Name: Phase 4 Individual Project
Deliverable Length: General order proposal of 1,000–1,250 words
Details:
Weekly tasks or assignments (Individual or Group Projects) will be due by Monday, and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Recently, your police department has received media coverage and community activist criticism because of the detective bureau's techniques of interrogation. Your chief of detectives has assigned you to develop a general order for the chief of police to consider implementing on this topic. The chief will use your drafted general order to prepare his response to the media at a press conference scheduled for next week. Therefore, time is critical. Consider the following:
•Miranda warnings and waiver of rights form
•Use of audio and video equipment
•Note-taking
•Developing a plan
•Knowledge of the subject and incident
This general order should provide sufficient detail on each of the topics, and it should address the legal and ethical considerations and implications of conducting interviews and interrogations. Research general orders so that your submission reflects a format that is typical of what might be seen in a police department general order.
Please submit your assignment.
.
Task Identify 3 articles which relate to information security and pr.docxjosies1
Task Identify 3 articles which relate to information security and provide a summary of each within 500 of more words. Provide the articles in proper APA format and a brief summary below it.
Article 1
Summary 1
Article 2
Summary 2
Article 3
Summary 3
.
Task Develop a posteron a specific ethics topic and a writt.docxjosies1
Task: Develop a posteron a
specific ethics topic
and a written document
You will need to:
Clearly identify the specific ethics topic and outlined why it was/is an issue
Choose one way (medium) of presenting this information as a specific resource
Have a separate word document with your topic aim, overview of content, intended target audience and reference list.
.
Task 6 reading material · Module 4 Leading Across the Inciden.docxjosies1
Task 6 reading material
· Module 4: Leading Across the Incident: Preparedness, Response, and Recovery (Evaluation): the following areas of the commentary:
· Part I: Leadership Across the Phases:
· Leading for Recovery: Evaluation and the After-Action Review
· Part II: Responding to a Critical Incident: Engaging the Response Simulation
· Part III: Summary
· U.S. Fire Administration/Technical Report Series Special Report: The After-Action Critique: Training Through Lessons Learned http://www.usfa.fema.gov/downloads/pdf/publications/tr_159.pdf
· Donahue, A. & Tuohy, R. (2006, July). Lessons we don’t learn: A study of the lessons of disasters, why we repeat them, and how we can learn from them. http://www.hsaj.org/?fullarticle=2.2.4
· Jackson, B.A., Faith K.S., & Willis, H.H. (2010). Evaluating the Reliability of Emergency Response Systems for Large-Scale Incident Operations, Santa Monica, CA: RAND http://www.rand.org/pubs/monographs/2010/RAND_MG994.pdf Chapter 6: After Action Reports p. 95-116.
· Garvin, D. (2000). The U.S. Army’s After Action Reviews: Seizing the Chance to Learn. http://www.wildfirelessons.net/documents/Garvin_AAR_Excerpt.pdf
· Department of Homeland Security. Homeland Security Exercise Evaluation Program, http://www.fema.gov/media-library/assets/documents/32326
· Homeland Security Exercise and Evaluation Program (HSEEP): Volume III: Exercise Evaluation and Improvement Planning: http://montanadma.org/sites/default/files/HSEEP%20Volume%203.pdf
.
Task Groups in the School SettingPromoting Children’s Socia.docxjosies1
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Task Case Description· An individual task. It consists of .docxjosies1
Task: Case Description:
· An individual task. It consists of the design and execution of a quantitative research project using the methodology of a survey.
· This is an academic paper, so make sure to quote relevant publications, such as academic journals and books, to support your arguments.
Formalities:
· For the document: From 2000 to 2500 words.
· Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· The in-text References and the Bibliography have to be in Harvard’s citation style.
Submission:
SUNDAY 11th APRIL 2021, 23:59HRS ON MOODLE
Weight:
Resit – worth 100% of the overall grade – Please remember resits are capped at 70%
Task
1) Research Objective: identify attitudes towards an issue of your choice that may affect society.
2) Define de universe of people that could be affected by that issue. Explain why. Provide the necessary background information based on secondary research sources.
3) Choose a sample that represents that universe. Provide a complete sample profile, considering demographics and psychographics.
4) Write a questionnaire using a least five different types of questions.
5) Apply the questionnaire through a survey and obtain a least fifty completed questionnaires.
· You may use Survey Monkey or a similar tool.
6) Present a report of findings supported with charts, followed by conclusions and recommendations.
.
Task Identify 3 articles which relate to information security an.docxjosies1
Task Identify 3 articles which relate to information security and provide a summary of each within 500 of more words. Provide the articles in proper APA format and a brief summary below it.
Article 1
Summary 1
Article 2
Summary 2
Article 3
Summary 3
.
Task Details What do we know about COVID-19 risk factors What h.docxjosies1
Task Details What do we know about COVID-19 risk factors? What have we learned from epidemiological studies? Specifically, we want to know what the literature reports about: Data on potential risks factors Smoking, pre-existing pulmonary disease Co-infections (determine whether co-existing respiratory/viral infections make the virus more transmissible or virulent) and other co-morbidities Neonates and pregnant women Socio-economic and behavioral factors to understand the economic impact of the virus and whether there were differences. Transmission dynamics of the virus, including the basic reproductive number, incubation period, serial interval, modes of transmission and environmental factors Severity of disease, including risk of fatality among symptomatic hospitalized patients, and high-risk patient groups Susceptibility of populations Public health mitigation measures that could be effective for control
.
Task descriptionA list with information about movies needs to .docxjosies1
Task description
A list with information about movies needs to be organised in a database.
The list contains the following data, for each movie:
Movie Title, year of release, country, runtime; director name with their year of birth and nationality, main actors name with their year of birth and nationality.
The database should be populated with the data listed below, and queries should be created so that the users can:
List name and surname of all actors in alphabetical order
List name and surname of all directors in alphabetical order
List title of all English movies in descending order of publication year
List name and surname of all people who have had a role of both director and actor in the same film
List name and surname of all people who have acted in a film produced in the same country as their nationality, in ascending order of year of birth.
List the name, surname and year of birth of all people who are both actors and directors.
Create a view for listing name and surname of all people who have acted in more than one movie, indicating the number of movies they have acted in.
Create a view showing all people and the title of the movies they have directed, so that those who have directed no movies have a null value shown against them.
Are the views in (7) and (8) updatable? Why? Give an example of updatable view.
Give an example of correlated nested query on the assignment database, explaining why it is correlated.
Deliverable:
Produce a report including:
a brief description of the ER model of the database and its mapping into tables;
the SQL statements for creating the tables;
the SQL statements for populating the tables;
the SQL statements for solving the queries (1) to (8);
your answer to questions (9) and (10).
data for populating the database:
Silence of the Lambs, 1991, USA, 118min, DIRECTOR: Jonathan Demme, 1944, USA ACTORS: Anthony Hopkins, 1937, Welsh Jodie Foster, 1962, USA
Last of the Mohicans, 1992, USA, 122min, DIRECTOR: Michael Mann, 1943, USA ACTORS: Daniel Day-Lewis, 1957, English
Life is Beautiful, 1997, Italian, 124min, DIRECTOR: Roberto Benigni, 1952, Italian, ACTORS: Roberto Benigni, 1952, Italian
The Good, The Bad and The Ugly, 1966, Italian, 180min, DIRECTOR: Sergio Leone, 1929, Italian, ACTORS: Clint Eastwood, 1930, USA, Lee Van Cleef, 1925, USA
Dr. Strangelove, 1964, English, 93min, DIRECTOR: Stanley Kubrick, 1928, USA ACTORS: Peter Sellers, 1925, English
Escape from Alcatraz, 1979, USA, 112min, DIRECTOR: Donald Siegel, 1912, USA, ACTORS: Clint Eastwood, 1930, USA
Eyes Wide Shut, 1999, USA, 160min, DIRECTOR: Stanley Kubrick, 1928, USA, ACTORS: Tom Cruise, 1962, USA Nicole Kidman, 1967, USA
Midnight in the Garden of Good and Evil, 1997, USA, 155min, DIRECTOR: Clint Eastwood, 1930, USA, ACTORS: Kevin Spacey, 1959, USA
American Beauty, 1999, USA, 121min, DIRECTOR: Sam Mendes, 1965, English, ACTORS: Kevin Spacey, 1959, USA
.
Task 4 Cenere, Gill, Lawson, and Lewis (2015) state that Everyth.docxjosies1
Task 4:
Cenere, Gill, Lawson, and Lewis (2015) state that "Everything we do in meetings comes down to the decision making aspects" (p. 374). Discuss this statement in 350 words.
Task 6
: Go to your local council website's recycling page. Discuss how it disseminates information, paying particular attention to the website's use of different channels and/or media. (350 words)
Task 9:
Locate a brief audio file online (from digital radio, You Tube, etc). Using the audio file as an example, discuss audio as an effective channel of communication. Include the audio file link in your blogpost. (350 words)
.
Task A. [20 marks] Data Choice. Name the chosen data set(s) .docxjosies1
Task A. [20 marks] Data Choice.
Name the chosen data set(s) (from module resources, UCI ML Repository or other open data sources or own collection) and describe the data (e.g. attribute types and values, source of data) Comment by Abdulrahman Alkandari: In this part on the red section is a link where I got the data and their a summary on the data
[5 marks]
Adult data set for salary prediction of 50K less or more
http://archive.ics.uci.edu/ml/datasets/adult
Describe the data mining problem (and background) you will address e.g. as a classification, prediction, association, clustering, or text mining related exercise
[5 marks] Classification and predicting, association rule task mining Comment by Abdulrahman Alkandari: The data mininig problem chosen to view this data
Introduce the specific data mining question(s) related to the problem, with specific reference to the dataset(s) and the expected or proposed outcome of the data mining task upon completion Comment by Abdulrahman Alkandari: In the red section the questions are.
How to predict the salaries based on the genders and other charateristics.
And finding the income of the adults
[10 marks]
Predicting the salaries and the best rules needed in knowing the income of the adults by reading the data.
The main aim of this coursework is to critically analyse data sources and data sets, critically evaluate possible data analytics challenges and solutions, choose, design and implement data mining algorithms to the chosen data, and apply the data mining techniques to specific case studies. The coursework is worth 100 marks, and the distribution of marks is detailed on the marking scheme.
You are expected to explore one or two chosen data set(s) of your choice from open data mining/machine learning (re)sources, to develop case studies and apply data mining techniques on the data set(s) for supervised and/or unsupervised learning, as motivated and decided by which is suitable (depending on the data set characteristics). Tasks A, B, and G are compulsory, and you must choose 2 tasks from C, D, E, and F:
Task A. [20 marks] Data Choice.
Name the chosen data set(s) (from module resources, UCI ML Repository or other open data sources or own collection) and describe the data (e.g. attribute types and values, source of data)
[5 marks]
Adult data set for salary prediction of 50K less or more
http://archive.ics.uci.edu/ml/datasets/adult
Describe the data mining problem (and background) you will address e.g. as a classification, prediction, association, clustering, or text mining related exercise
[5 marks] Classification and predicting, association rule task mining
Introduce the specific data mining question(s) related to the problem, with specific reference to the dataset(s) and the expected or proposed outcome of the data mining task upon completion
[10 marks]
Predicting the salaries and the best rules needed in knowing the income of the adults by reading the data.
Task B. [20 marks] Data.
Task 3 - Week Three Discussion - TCPIP Transport Layer Features.docxjosies1
Task 3 - Week Three Discussion - TCP/IP Transport Layer Features
There are five main features of TCP/IP that are highlighted in the book. List and describe each of the features and describe if any of these features are supported by UDP. You initial post should be no less than 350 words.
.
Task 1 Which groups are you going to deal withWhen thinking.docxjosies1
Task 1
Which groups are you going to deal with?
When thinking of all the groups associated with Incident Response you need to understand the different focus each might have. Pick one group from the book, in the news, or in your workplace and discuss their varying objectives. How do they influence the contingency plans?
Examples:
Executive Leadership
Site Security
Information Security
Facilities
Note: I need in one page only and I need references and citation and plagiarism free
APA format
Task 2
End User participation
Why do you think it is important to include end users in the process of creating the contingency plan? What are the possible pitfalls of end user inclusion?
Note: I need in one page only and I need references and citation and plagiarism free,
APA format
.
TASK 2 Describe your nutrition education teaching sessio.docxjosies1
TASK 2: Describe your nutrition education teaching session with your patient and/or their family. What teaching methods will you use (explanation, discussion, demonstration, handouts, etc.)? In your own words, write a paragraph detailing three specific points that you will need to teach your patient about his/her new diet. In addition, give at least one tip to avoid potential herb/nutrient/drug interactions.
· Add more specifics into this education plan
Nutritional Education
One of the critical parts of providing care to women during gestation period is nutritional education (Bedgood, 1983). There exists a correlation between the health of a mother and her child and the nutritional education she receives during her gestation period. Adhering to a nutritional plan provided by the doctor may be challenging if the mother is not properly educated on the need of proper nutrition as well as how to take the nutritious food.
My education teaching session of the client will be done during the first Saturdays of every month throughout the gestation period. The main objective of the teaching education sessions is to help the client transition to the newly modified diet. The client is expected to come along with her husband for the sessions. The teaching sessions have been scheduled on Saturdays of every month to correspond to her clinic appointments. Apart from helping her transition smoothly to a prescribed diet, the session will also allow me to assess her health condition particularly her recovery process. Any changes in her diet plan will be made during these sessions based on how she responds.
The method of teaching will be verbal and visual. Passing information verbally is direct and will give her opportunity to ask questions and engage in meaningful discussions. Visuals learning will be provided to help her engage better with materials as well as to boost her thinking skills throughout the learning sessions. Each learning session is scheduled to last for three hours. Different ways of preparing food will be demonstrated during the program. I also expect questions from the husband and her concerning ways of supporting her through the gestation period to ensure that she takes the right diet in the right quantities and at the right time.
Goals of The Nutrition Education Teaching Session:
· Smooth transition from regular diet to the prescribed nutrition plan. This involves developing a positive attitude towards healthy eating and providing motivation.
· Healthy mental being through positive thinking and engagement in various activities. A healthy diet goes in hand with maintaining a positive mental health.
· Assist the client on ways in which she can source dilatory foods without spending a lot of resources. Based on her financial condition, she needs to understand how source food with the limited resources.
· The program will teach her how to prepare various foods without destroying the nutrients required by the body. For example, avoidin.
Task 1 Kirk (2016) states that the topic of color can be a mine.docxjosies1
Task 1:
Kirk (2016) states that the topic of color can be a minefield. The judgement involved with selecting the right amount of color for a particular application can be daunting. With regards to visualizations, there are different levers that can be adjusted to create the desired effects (Kirk, 2016). The levers are associated with the HSL (Hue, Saturation, Lightness) color cylinder. Select and elaborate on one of the following:
Color Hue Spectrum
Color Saturation Spectrum
Color Lightness Spectrum
.
Task 3 (16 Marks)The importance of accounti.docxjosies1
Task 3
(16 Marks)
The importance of accounting concepts and conventions can be seen in preparing the financial statements in assessing the financial viability of the company, where accountants prepares the financial statement and provides the appropriate financial report for the management of any company.
However, accounting concepts and conventions are rarely disclosed in the financial statements because they are generally recognized as being the activity of the periodic preparation and presentation of the financial statements; but if the basic concepts and conventions are not followed when preparing and presenting the financial statement, difficulties will be faced during the analysis, interpretation, and reporting of financial statements. Therefore, it is necessary to understand that the earnest interpretation and analysis of financial statements must be taken into account constantly these concepts, assumptions, principles and conventions used in the preparation.
Required:
(4 marks X 4 = 16 marks)
1. To define if the accounting concepts and conventions function as a guidance in preparing financial statement.
2. To ascertain if accounting concepts and conventions assist in proving useful information for economic decision-making.
3. To ascertain if accounting concepts and convention assists in recognizing in how accounting transactions are looked into.
4. To define if accounting concepts and conventions leads in producing more meaningful and reliable financial reports.
Task 4
(10 Marks)
Accounting performs an essential part in operation of business administration because it assists you in tracking income and expenses, ensure legal compliance, and supply shareholders, managers, and government authorities with the quantifiable financial information, which then are used for business decision making purpose.
There are three main components that are generated by the records, of which the financial statement is made-up:
· The income statement, which delivers information about the profit and loss of company
· The balance sheet, which provides a clear picture on the financial position of company as on a specific date.
· The cash flow statement, which is a bridge between the income statement and balance sheet and provides information about the cash inflow and outflow during a certain phase of time.
It is extremely important to keep your financial records solid and up-to-date if you wish to retain your company's financial position robust.
You are required to:
(10 marks)
Explain the reasons why Accounting is important for your business, regardless if it is small or large.
---------------------------------End of Assignment paper---------------------------------
7
Question #3. Identify and explain the various ways in which leaders establish their credibility through their actions and how that contributes to leader performance.
1. Public sector managers frequently must:
2. Five aspects of building credi.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Task A Restaurant have an interested in creating a new grading s.docx
1. Task
A Restaurant have an interested in creating a new grading
system for their customers. This is critical as the restaurant
wants to delivery high standard satisfaction outcomes to
improve and standardize the quality of the service they deliver
and to have the possibility to partnership with other restaurants
in the region. The new system ideally should assess fairly the
waiters and waitresses, the cooks, and the suppliers.
· Analyze the main clients and stakeholders (restaurants,
customers, suppliers) and build a research method to assess the
actual picture of satisfaction of all stockholders. This method
will to assess the new grading system as soon as the project is
put into practice in the restaurant.
· Identify and prepare the information to convince your boss
that your project makes sense and it is necessary to put into
practice. You need to be convincing. Prepare a power point with
5 slides that you will have to use to convince the board of
directors. Enclose it in Moodle too.
· Create an action plan: tell how are you going to create your
team and how you will coordinate it. Which are the tasks and
timing will be necessary
· Build up a task list
· Establish and action plan
· Schedule and Budget (and a justification)
· Close the project and assess on the risks of failure
Formalities
· Individual work.
· Length of the assignment 1500 words
· Relate your work to the concepts delivered in class.
· Font: Arial 12,5pts. Line-spacing: default. Text-align:
Justified.
· Bibliography/References, if needed, has to be quoted in
Harvard style.
· You may use Appendixes. These and the References do not
2. count for the total wordcount.
LAUNCH: WEEK 8 / DELIVERY: WEEK 10 – Submission by
23:59hrs GMT+1 (Barcelona’s time). This task is worth 40% of
your overall grade for this subject.
It assesses the following learning outcomes:
· Describe the need for a project-based approach inside
organizations
· Understand the role of project management as a strategic
element inside organizations
· Critically assess the roles and responsibilities of a project
manager
· Evaluate how to select, develop, plan, schedule and measure
its outcomes and risks.
Rubrics
Exceptional 90-100
Good 80-89
Fair 70-79
Fail <70
Critical analysis (25%)
Student effectively assesses the impact of project on the
company. Student engages with theory/data in a critical manner.
Student fairly assesses the impact of project on the company.
Students attempt to engage with theory/data in a critical
manner.
Student fairly assesses the impact of project on the company,
although some key aspects might be missing. Student may be
unsuccessful in attempts to engage critically with theory/data.
Student fail to assesses the impact of project on the company,
although some key aspects might be missing. Student makes no
attempt to engage with theory/data in a critical manner.
Critical evaluation (25%)
Student effectively engages in critical evaluation of all aspects
presented in the brief.
Student makes a good attempt at engaging in critical evaluation
3. of most aspects presented in the brief.
Student makes a fair attempt at engaging in critical evaluation
of some aspects presented in the brief (argument might be
weak).
Student makes an insufficient attempt to critically evaluate
aspects presented in the brief.
Critical discussion & formulation of solutions
(25%)
Student effectively leads discussion towards strong theory/data-
driven solutions.
Student makes a good attempt at leading discussion towards
theory/data-driven solutions.
Student makes a fair attempt at leading discussion towards
theory/data-driven solutions.
Student fails to lead discussion towards relevant solutions.
Communication (25%)
Student includes all relevant sections, meeting professional
standards of presentation. Correct referencing format.
Student includes all relevant sections, but falls short of
professional standards of presentation. Largely correct
referencing format.
Student includes most relevant sections, but falls short of
professional standards of presentation. Some incorrect
referencing.
Student fails to submit several relevant sections and/or falls
significantly short of professional presentation standards.
Largely incorrect referencing format.
Chapter 1
Mental Disorders as Discrete Clinical Conditions: Dimensional
Versus Categorical Classification
Thomas A. Widiger and Cristina Crego
In DSM-IV, there [was] “no assumption that each category of
mental disorder is a completely discrete entity with absolute
4. boundaries dividing it from other mental disorders or from no
mental disorder” (American Psychiatric Association [APA],
APA, 2000, p. xxxi). This carefully worded disclaimer,
however, was somewhat hollow, as it was the case that “DSM-
IV [was] a categorical classification that divides mental
disorders into types based on criterion sets with defining
features” (APA, 2000, p. xxxi). The categorical model of
classification is consistent with a medical tradition in which it
is believed (and often confirmed in other areas of medicine) that
disorders have specific etiologies, pathologies, and treatments
(Guze, 1978; Guze & Helzer, 1987; Zachar & Kendler, 2007).
Clinicians, following this lead, diagnosed and conceptualized
the conditions presented in DSM-IV-TR as disorders that are
qualitatively distinct from normal functioning and from one
another. DSM-IV-TR provided diagnostic criterion sets to help
guide clinicians toward a purportedly correct diagnosis and an
additional supplementary section devoted to differential
diagnosis that indicated “how to differentiate [the] disorder
from other disorders that have similar presenting
characteristics” (APA, 2000, p. 10). The intention of the manual
was to help the clinician determine which particular mental
disorder provides the best explanation for the symptoms and
problems facing the patient. Clinicians devote initial time with
a new patient to identify, through differential diagnosis, which
specific disorder best explains a patient's presenting complaints.
The assumption is that the person is suffering from a single,
distinct clinical condition, caused by a specific pathology for
which there will be a specific treatment (Frances, First, &
Pincus, 1995).
Authors of the diagnostic manual devote a considerable amount
of time writing, revising, and researching diagnostic criteria to
improve differential diagnosis. They buttress each disorder's
criterion set, trying to shore up discriminant validity and
distinctiveness, following the rubric of Robins and Guze (1970)
that the validity of a diagnosis rests in large part on its
“delimitation from other disorders” (p. 108). “These criteria
5. should…permit exclusion of borderline cases and doubtful cases
(an undiagnosed group) so that the index group may be as
homogeneous as possible” (Robins & Guze, 1970, p. 108).
Scientists may devote their careers to attempting to identify the
specific etiology, pathology, or treatment for a respective
diagnostic category. Under the assumption that the diagnoses do
in fact refer to qualitatively distinct conditions, it follows that
there should be a specific etiology, pathology, and perhaps even
a specific treatment for each respective disorder. The theories,
hypotheses, findings, and disputes regarding the specific
etiology, pathology, and/or treatment of a respective mental
disorder largely inform the respective chapters of professional,
graduate, and undergraduate texts on psychopathology, such as
this current edition of Adult Psychopathology and Diagnosis.
However, the question of whether mental disorders are, in fact,
discrete clinical conditions or arbitrary distinctions along
continuous dimensions of functioning has been a long-standing
issue (Kendell, 1975) and its significance is escalating with the
growing recognition of the limitations of the categorical model
(Goldberg, 2015; Hyman, 2010; Stephan et al., 2016; Widiger &
Clark, 2000; Widiger & Samuel, 2005). The principal model for
the validation of mental disorder diagnostic categories was
provided by Robins and Guze (1970), who articulated five
fundamental phases: clinical description, laboratory study,
delimitation from other disorders, follow-up, and family
studies. However, the research that has accumulated to date has
not supported the validity of the delimitation of the disorders
from one another. “Indeed, in the last 20 years, the categorical
approach has been increasingly questioned as evidence has
accumulated that the so-called categorical disorders like major
depressive disorder and anxiety disorders, and schizophrenia
and bipolar disorder seem to merge imperceptibly both into one
another and into normality…with no demonstrable natural
boundaries” (First, 2003, p. 661). As expressed by the vice
chair of DSM-5, “the failure of DSM-III criteria to specifically
define individuals with only one disorder served as an alert that
6. the strict neo-Kraepelinian categorical approach to mental
disorder diagnoses advocated by Robins and Guze (1970),
Spitzer, Endicott, and Robins (1978), and others could have
some serious problems” (Regier, 2008, p. xxi). As
acknowledged by Kendell and Jablensky (2003), “it is likely
that, sooner or later, our existing typology will be abandoned
and replaced by a dimensional classification” (p. 8).
In 1999, a DSM-5 Research Planning Conference was held
under joint sponsorship of the APA and the National Institute of
Mental Health (NIMH), the purpose of which was to set
research priorities that would optimally inform future
classifications. One impetus for this effort was the frustration
with the existing nomenclature.
In the more than 30 years since the introduction of the Feighner
criteria by Robins and Guze, which eventually led to DSM-
III, the goal of validating these syndromes and discovering
common etiologies has remained elusive. Despite many
proposed candidates, not one laboratory marker has been found
to be specific in identifying any of the DSM-defined syndromes.
Epidemiologic and clinical studies have shown extremely high
rates of comorbidities among the disorders, undermining the
hypothesis that the syndromes represent distinct etiologies.
Furthermore, epidemiologic studies have shown a high degree
of short-term diagnostic instability for many disorders. With
regard to treatment, lack of treatment specificity is the rule
rather than the exception (Kupfer, First, & Regier, 2002, p.
xviii).
DSM-5 Research Planning Work Groups were formed to develop
white papers that would set an effective research agenda for the
next edition of the diagnostic manual. The Nomenclature Work
Group, charged with addressing fundamental assumptions of the
diagnostic system, concluded that it will be “important that
consideration be given to advantages and disadvantages of
basing part or all of DSM-V on dimensions rather than
categories” (Rounsaville et al., 2002, p. 12).
The white papers developed by the DSM-5 Research Planning
7. Work Groups were followed by a series of international
conferences whose purpose was to further enrich the empirical
database in preparation for the eventual development of DSM-
5 (a description of this conference series can be found at ). The
first conference was devoted to shifting personality disorders to
a dimensional model of classification (Widiger, Simonsen,
Krueger, Livesley, & Verheul, 2005). The final conference was
devoted to dimensional approaches across the diagnostic
manual, including substance use disorders, major depressive
disorder, psychoses, anxiety disorders, and developmental
psychopathology, as well as the personality disorders (Helzer et
al., 2008a).
Nevertheless, despite all this preparatory work toward a shift to
a dimensional classification, DSM-5 retained the categorical
model for all its diagnoses. The apparent failure of the
categorical model of classification was at least duly noted
within the introduction to DSM-5. “The historical aspiration of
achieving diagnostic homogeneity by progressively subtyping
within disorder categories is no longer sensible; like most
common human ills, mental disorders are heterogeneous at
many levels, ranging from genetic risk factors to symptoms”
(APA, 2013, p. 12). The authors of DSM-5 further suggested
that “dimensional approaches to diagnosis…will likely
supplement or supersede current categorical approaches in the
coming years” (APA, 2013, 13).
The purpose of this chapter is to review the DSM-IV-
TR and DSM-5 categorical diagnostic approach. The chapter
begins with a discussion of the problematic boundaries among
the DSM-IV-TR and DSM-5 categorical diagnoses. We then
focus in particular on depression, alcohol abuse and
dependence, personality disorders, and intellectual disability.
We conclude with a discussion of the shifts within DSM-
5 toward a dimensional classification.
Diagnostic Boundaries
In an effort to force differential diagnosis, a majority of
diagnoses in DSM-III (APA, 1980) contained exclusionary
8. criteria specifying that a respective disorder could not be
diagnosed if it occurred in the presence of another disorder.
These exclusions by fiat did not prove to be effective (Boyd et
al., 1984) and many were deleted in DSM-III-R (APA, 1987).
As expressed at the time by Maser and Cloninger (1990), “it is
clear that the classic Kraepelinian model in which all
psychopathology is comprised of discrete and mutually
exclusive diseases must be modified or rejected” (p. 12).
Many DSM-5 diagnostic criterion sets, however, continue to
include exclusionary criteria that attempt to force clinicians to
make largely arbitrary choices among alternative diagnoses
(APA, 2013), and it is also evident that there will likely
continue to be a highly problematic rate of diagnostic co-
occurrence (Krueger & Markon, 2006; Maser & Patterson, 2002;
Widiger & Clark, 2000). The term comorbidity refers to the co-
occurrence of distinct disorders, apparently interacting with one
another, each presumably with its own independent etiology,
pathology, and treatment implications (Feinstein, 1970). If one
considers the entire diagnostic manual (which has not yet been
done by any epidemiological study), it would likely be
exceedingly rare for any patient to meet the criteria for just one
disorder, and the comorbidity rises even further if one considers
lifetime co-occurrence. Brown, Campbell, Lehman, Grisham,
and Mancill (2001), for instance, reported that 95% of
individuals in a clinical setting who meet criteria for lifetime
major depression or dysthymia also meet criteria for a current
or past anxiety disorder. Comorbidity is the norm rather than
the exception (Brown & Barlow, 2009; Friborg, Martinussen,
Kaiser, Øvergård, & Rosenvinge, 2013; Friborg et al., 2014;
Kessler, Chiu, Demler, & Walters, 2005; Kotov, Perlman,
Gámez, & Watson, 2015). The excessive comorbidity across the
APA diagnostic manual may be saying more about the invalidity
of existing diagnostic distinctions than the presence of multiple
coexisting conditions (Krueger, 2002; Widiger & Edmundson,
2011).
Diagnostic comorbidity has become so prevalent that some
9. researchers have argued for an abandonment of the
term comorbidity in favor of a term (e.g., co-occurrence) that
does not imply the presence of distinct clinical entities
(Lilienfeld, Waldman, & Israel, 1994). There are instances in
which the presence of multiple diagnoses suggests the presence
of distinct yet comorbid psychopathologies, but in most
instances the presence of co-occurring diagnoses does appear to
suggest a common, shared pathology and, therefore, a failing of
the current diagnostic system (Krueger & Markon, 2006;
Widiger & Clark, 2000). “Comorbidity may be trying to show us
that many current treatments are not so much treatments for
transient ‘state’ mental disorders of affect and anxiety as they
are treatments for core processes, such as negative affectivity,
that span normal and abnormal variation as well as undergird
multiple mental disorders” (Krueger, 2002, p. 44).
Diagnostic criteria have traditionally been developed and
subsequently modified in order to construct a disorder that is as
homogeneous as possible, thereby facilitating the likelihood of
identifying a specific etiology, pathology, and treatment
(Robins & Guze, 1970). However, the typical result of this
effort is to leave a large number of cases unaccounted for, given
that many, if not most patients, have a complex, hetergenous
array of symptoms. (Smith & Combs, 2010). New diagnostic
categories are added to the nomenclature in large part to
decrease clinicians' reliance on the nonspecific, wastebasket
label of “not otherwise specified” (NOS). NOS has been among
the most frequent diagnoses within clinical populations
(Widiger & Edmundson, 2011). The function of many of the
new disorders that have been added to recent editions of the
manual have not involved the identification of uniquely new
forms of psychopathology. Their purpose was generally instead
to fill problematic gaps. Notable examples for DSM-IV included
bipolar II (filling a gap between DSM-III-R bipolar and
cyclothymic mood disorders), mixed anxiety-depressive
disorder (a gap between anxiety and mood disorders),
depressive personality disorder (personality and mood
10. disorders), and postpsychotic depressive disorder of
schizophrenia (schizophrenia and major depression) (Frances et
al., 1995).
When new diagnoses are added to fill gaps, they have the ironic
effect of creating additional boundary problems (i.e., more
gaps), thereby making differential diagnosis even more
problematic (Phillips, Price, Greenburg, & Rasmussen, 2003;
Pincus, Frances, Davis, First, & Widiger, 1992; Pincus,
McQueen, & Elinson, 2003). One must ask, for instance,
whether it is really meaningful or useful to determine whether
mixed anxiety-depressive disorder is a mood or an anxiety
disorder, whether schizoaffective disorder is a mood disorder or
a form of schizophrenia (Craddock & Owen, 2010), whether
postpsychotic depressive disorder of schizophrenia is a form of
depression or schizophrenia, whether early-onset dysthymia is a
mood or a personality disorder (Widiger, 2003), whether acute
stress disorder is an anxiety or a dissociative disorder (Cardena,
Butler, & Spiegel, 2003), whether hypochondriasis is an anxiety
disorder or a somatoform disorder, whether body dysmorphic
disorder is an anxiety, eating, or somatoform disorder, and
whether generalized social phobia is an anxiety or a personality
disorder (Widiger, 2001a). In all these cases the most accurate
answer is likely to be that each respective disorder includes
features of different sections of the diagnostic manual. Yet the
arbitrary and procrustean decision of which single section of the
manual in which to place each diagnosis must be made by the
authors of a categorical diagnostic manual, and a considerable
amount of effort and research are conducted to guide this
decision, followed by further discussion and research to refute
and debate whatever particular categorical decision was made.
There are comparable examples of what might be arbitrary
splitting of categories in DSM-5 (APA, 2013). DSM-5 split out
from reactive attachment disorder a new diagnosis of
disinhibited social engagement disorder. Binge eating disorder
(which was originally included within the diagnosis of bulimia
nervosa) obtained official recognition. However, for the most
11. part, changes that occurred in DSM-5 were consistent with the
intention to shift the manual more closely toward a dimensional
model. For example, there are cases in which previously
“distinct” diagnoses were lumped together rather than split
apart. For example, DSM-5 autism spectrum disorder subsumes
within one diagnosis DSM-IV-TR autistic disorder, Asperger's
disorder, childhood disintegrative disorder, and pervasive
developmental disorder not otherwise specified (Lord & Bishop,
2015). The archaic subtypes of schizophrenia were deleted.
“Instead a dimensional approach to rating severity of core
symptoms of schizophrenia is included in DSM-5 Section III”
(APA, 2013, p. 810). The problematic categorical distinction of
substance abuse versus dependence was replaced by a level of
severity, from mild, moderate, to severe, based simply on the
number of diagnostic criteria. Included in Section III of DSM-
5 is a proposed dimensional trait model that would subsume all
of the existing personality disorder categories.
Depression
Mood disorders is a section of the APA diagnostic manual for
which the presence of qualitatively distinct conditions is
particularly difficult to defend, especially for the primary
diagnoses of dysthymia and major depressive disorder (Brown
& Barlow, 2009). Discussed here will be early-onset dysthymia,
the continuum of depression, and subthreshold major
depression, along with more general points concerning the
boundary between mood and personality disorder.
There is no meaningful distinction between early-onset
dysthymia, an officially recognized mood disorder diagnosis,
and depressive personality disorder, a diagnosis proposed
for DSM-IV but included within its appendix (APA, 2000). In
fact, much of the empirical and conceptual basis for adding
dysthymia to the DSM-III (i.e., Keller, 1989) came from
research and clinical literature concerning depressive
personality. As acknowledged by the principal architects
of DSM-III, dysthymia is “roughly equivalent to the concept of
depressive personality” (Spitzer, Williams, & Skodol, 1980, p.
12. 159). Depressive personality disorder was included within the
mood disorders section of DSM-III despite the
recommendations to recognize its existence as a disorder of
personality (Klerman, Endicott, Spitzer, & Hirschfeld, 1979),
because it resembled the symptomatology of other mood
disorders (i.e., depressed mood) more than it resembled the
symptoms of other personality disorders (e.g., schizoid).
However, whereas mood disorders are defined largely by
similarity in content (i.e., mood being the predominant feature;
APA, 2013), the personality disorders are defined largely by
form (i.e., early onset, pervasive, and chronic) often with quite
different content (e.g., schizoid personality disorder has little
resemblance to histrionic personality disorder).
After DSM-III was published, it became evident that many of
the persons who were consistently and characteristically
pessimistic, gloomy, cheerless, glum, and sullen (i.e.,
dysthymic) had been that way since childhood and that in many
cases no apparent or distinct age of onset could be established.
In other words, its conceptualization as a personality disorder
became apparent. DSM-III-R, therefore, added an early-
onset subtype (APA, 1987) and acknowledged that “this
disorder usually begins in childhood, adolescence, or early adult
life, and for this reason has often been referred to as a
Depressive Personality” (APA, 1987, p. 231).
Personality disorder researchers proposed again for DSM-IV to
include a depressive personality disorder diagnosis. They were
told that in order for it to be included, it would need to be
distinguished from the already established diagnosis of early-
onset dysthymia, a task that might be considered rather
difficult, if not unfair, given that the construction of dysthymia
had been based in large part on the research and literature
concerning depressive personality (Keller, 1989). Nevertheless,
the DSM-IV Personality Disorders Work Group developed a
proposed diagnostic criterion set that placed relatively more
emphasis on cognitive features not currently included within the
criterion set for dysthymia (including early-onset), as well as
13. excluding somatic features (Task Force on DSM-IV, 1991). This
criterion set was provided to the DSM-IV Mood Disorders Work
Group to include within their DSM-IV field trial to determine
empirically whether it was indeed possible to demarcate an area
of functioning not yet covered by early-onset dysthymia, or at
least identify persons not yet meeting diagnostic criteria for
early-onset dysthymia.
The proposed criterion set was successful in reaching this goal
(Phillips et al., 1998), which, perhaps, should not be surprising
because no criterion set for a categorical diagnosis appears to
be entirely successful in covering all cases. However, the Mood
Disorders Work Group was equally impressed with the potential
utility of the depressive personality diagnostic criteria for
further describing and expanding the coverage of dysthymia
(Keller et al., 1995) and, therefore, incorporated much of the
proposed criteria for depressive personality into their proposed
revisions for dysthymia, including early-onset dysthymia (Task
Force on DSM-IV, 1993). The DSM-IV Task Force recognized
that it might be problematic to now require the personality
disorder researchers to further redefine depressive personality
to distinguish it from this new version of dysthymia. Therefore,
the DSM-IV Task Force decided instead to include both
criterion sets in the appendix to DSM-IV (along with the
original criterion set for dysthymia within the mood disorders
section), with the acknowledgment that there may not be any
meaningful distinction between them (APA, 1994; Frances et
al., 1995). However, depressive personality disorder was not
even included within the appendix for DSM-5, in large part
because the DSM-5 Personality and Personality Disorders Work
Group was not interested in adding any new categorical
diagnoses to the manual (Skodol, 2012). Nevertheless, included
within DSM-5 Section III, for emerging measures and models,
is a five-domain, 25-trait, dimensional model of personality
disorder, which includes the personality trait of “depressivity”
that would likely be very difficult to distinguish from an early
onset dysthymia.
14. The Continuum of Depression
The common view is that many instances of sadness (or even
depression) do not constitute a mental disorder. Persons can be
very sad without having a mental disorder (Horwitz &
Wakefield, 2007). However, a simple inspection of the
diagnostic criteria for major depressive disorder would not lend
confidence to a conceptualization of this condition as being
qualitatively distinct from “normal” depression or sadness
(Andrews et al., 2008). Persons who are just very sad will have
the same symptoms of a major depressive disorder but just at a
lesser degree of severity. Persons who are very sad will have a
depressed mood, decreased interest in pleasurable activities,
appetite change, decreased energy, and lower self-esteem. Each
of the diagnostic criteria for a major depressive disorder is
readily placed along a continuum of severity that would shade
imperceptibly into what would be considered a “normal”
sadness. DSM-5, therefore, includes specific thresholds for each
of them, but they are clearly arbitrary thresholds that simply
demarcate a relatively higher level of severity from a lower
level of severity (e.g., “nearly every day” or “markedly
diminished,” and at least a “2-week” period; APA, 2013, p.
188). The diagnosis requires five of these nine criteria, with no
apparent rationale for this threshold other than it would appear
to be severe enough to be defensible to be titled as a “major”
depressive episode, as distinguished from a “minor” depressive
episode, which is then distinguished from “normal” sadness
(APA, 2013).
Depression does appear to shade imperceptibly into “normal”
sadness (Andrews et al., 2008). Üstün and Sartorius (1995)
conducted a study of 5,000 primary-care patients in 14 countries
and reported a linear relationship between disability and number
of depressive symptoms. Kessler, Zhao, Blazer, and Swartz
(1997) examined the distribution of minor and major symptoms
of depression using data from the National Comorbidity Survey.
They considered the relationship of these symptoms with
parental history of mental disorder, number and duration of
15. depressive episodes, and comorbidity with other forms of
psychopathology. Respective relationships increased with
increasing number of symptoms, with no clear, distinct break.
Sakashita, Slade, and Andrews (2007) examined the relationship
between the number of symptoms of depression and four
measures of impairment using data from the Australian National
Survey of Mental Health and Well-Being, and found that the
relationship was again simply linear, with no clear or natural
discontinuity to support the selection of any particular cutoff
point.
Taxometrics refers to a series of related statistical techniques to
detect whether a set of items is optimally understood as
describing (assessing) a dimensional or a categorical construct
(Beauchaine, 2007; Ruscio & Ruscio, 2004). Other statistical
techniques, such as cluster or factor analyses, presume that the
construct is either categorical or dimensional (respectively) and
then determines how best to characterize the variables or items
in either a categorical or dimensional format, respectively.
Taxometric analyses are uniquely intriguing in providing a
direct test of which structural model is most valid in
characterizing the set of items or variables.
A number of taxometric studies have been conducted on various
symptoms and measures of depression. The first was provided
by Ruscio and Ruscio (2000) in their taxometric analyses of
items from the Beck Depression Inventory and, independently,
items from the Zung Self-Rating Depression Scale in a sample
of 996 male veterans who had received a diagnosis of post-
traumatic stress disorder but who also had a high prevalence
rate of major depressive disorder, as well as a sample of 8,045
individuals from the general population (60% female) who
completed the items from the Depression scale of the Minnesota
Multiphasic Personality Inventory. They indicated that “results
of both studies, drawing on three widely used measures of
depression, corroborated the dimensionality of depression”
(Ruscio & Ruscio, 2000, p. 473).
The taxometric findings of Ruscio and Ruscio (2000) have been
16. subsequently replicated, including taxometric analyses of: (a)
structured interview assessments of DSM-IV-TR major
depressive disorder symptoms and, independently, items from
the Beck Depression Inventory in a sample of 960 psychiatric
outpatients (Slade, 2007); (b) major depressive disorder
diagnostic criteria assessed in the 1,933 persons who endorsed
at least one criterion in the Australian National Survey of
Mental Health and Well-Being (Slade & Andrews, 2005); (c)
self- and parent-reported depressive symptoms in 845 children
and adolescents drawn from the population-based Georgia
Health and Behavior Study (Hankin, Fraley, Lahey, &
Waldman, 2005); (d) responses to MMPI-2 depression scales
completed by 2,000 psychiatric inpatients and outpatients
(Franklin, Strong, & Greene, 2002); (e) epidemiologic survey of
depressive symptoms within 392 college students (Baldwin &
Shean, 2006); (f) Beck Depression Inventory items reported by
2,260 college students (Ruscio & Ruscio, 2002); and (g)
depression items in the Composite International Diagnostic
Interview as administered in the National Comorbidity Survey
to 4,577 participants who endorsed the item concerning a
lifetime occurrence of sad mood or loss of interest (Prisciandoro
& Roberts, 2005). However, in contrast to the findings from
these eight taxometric studies, three taxometric studies have
supported a latent class taxon, including semistructured
interview assessments of DSM-IV-TR major depressive disorder
symptoms in 1,800 psychiatric outpatients (Ruscio, Zimmerman,
McGlinchey, Chelminski, & Young, 2007), interview and self-
report assessments of depression in 1,400 high school students
(Solomon, Ruscio, Seeley, & Lewinsohn, 2006), and self-report
and interview data on depression in 378 adolescents receiving
treatment for depression (Ambrosini, Bennett, Cleland, &
Haslam, 2002). In sum, the bulk of the evidence does appear to
support a dimensional understanding of depression, but there is
some ambiguity and inconsistency in the taxometric findings
(Beach & Amir, 2003; Beauchaine, 2007; Widiger, 2001b).
Subthreshold Major Depression
17. Depression is a section of the diagnostic manual that does have
considerable difficulty identifying or defining a clear boundary
with “normal” sadness. Subthreshold cases of depression (i.e.,
persons with depressive symptoms below the threshold for
a DSM-5 mental disorder diagnosis) are clearly responsive to
pharmacologic interventions, do seek treatment for their
sadness, and are often being treated within primary care settings
(Judd, Schettler, & Akiskal, 2002; Pincus et al., 2003). These
facts contributed to the proposal to include within an appendix
to DSM-IV a diagnosis of “minor depressive disorder,” which it
is acknowledged “can be difficult to distinguish from periods of
sadness that are an inherent part of everyday life” (APA, 2000,
p. 776).
Wakefield (2016) has been critical of the criteria for major
depressive disorder for including an inconsistently applied
exclusion criterion. The DSM-IV-TR excluded most instances of
depressive …
Week 1
Respond to the following in a minimum of 175 words each
question, post must be substantive responses:
What are the similarities and differences between structured and
semi-structured clinical interviews?
What role does the setting of the interview play in deciding
which style of interview is most appropriate?
Respond to classmates in a minimum of 175 words each person,
post must be substantive responses:
T.W.
What are the similarities and differences between structured and
semi-structured clinical interviews? The similarities between a
structured and semi-structured clinical interviews is that they
are both designed to gather information in order to diagnosis
and treat the client. The difference between the two are that the
structured interview is a standardized interview that is used
18. with each client. A semi-structured interview is not so
standard. There is an order or a process however each client
may not be asked the same questions in the same exact way.
Sometimes in an unstructured interview the questions are not
already set.
What role does the setting of the interview play in deciding
which style of interview is most appropriate? I have experience
with interviewing clients in a professional setting and also in a
home setting. Based on my experience, the setting plays a
crucial role in the behavior of both the client and
counselor. When I have met with clients in a more professional
or structured setting the interview seemed to be more structured
and professional. However, when I was in the client’s home, the
behavior was more relaxed and more casual. The interview was
dictated by the client’s behavior. If they are more relaxed and
more comfortable in their home you unconsciously or at least I
did tried to be as light as possible. I could still ask the
necessary questions to gather the information it just because in
a different approach or manner. It was more in a conversation
form. For me, that was harder because I had to pay more close
attention and then pulling out the information I needed. But in
that approach, I learned more than I would have if I were in a
more professional (office) setting. This sounds contrary to the
job of the interviewer and the purpose of the interview,
however, according to the clinical interviewing text the
interview does not always have to be direct. Indirect interviews
are also effective in any setting and at the appropriate situation.
H.G.
The similarities of structured and semi-structured clinical
interviews are that both are used to gather information from an
individual. Structured interviews are standardized and gather
specific information. Whereas a semi-structured interview may
have different questions or questions may be asked differently
depending on the individual that is being assisted.
The setting of where an interview is to be taken place is
extremely important. It is important that a counselor is aware of
19. how their setting must match their interviewing. Counselors
must allow individuals to feel comfortable. If a counselor is
assisting a child, they may have a setting that has things that
may be interesting to children, including books, puzzles, and
toys. If a counselor is assisting individuals who may be
destructive or who may be affected by different things, they
may have an office with little to no distractions or objects.
Counselors must have a professional, private setting where
individuals may feel comfortable. Depending on what
population a counselor is assisting may depend on the setting of
the interview or the session. There may also be times that
professional have to assist an individual in a setting other than
their office setting. Professionals must still maintain
professionalism and provide services to individuals.