Uncategorized - Pay For Essay

You are a program analyst with the Department of Homeland Security, assigned to DHS Headquarters. You work in the Office of the Secretary, Office for Civil Rights and Civil Liberties (CRCL). You are responsible for developing guidance and policy to support civil rights compliance and providing recommendations to address complex civil rights issues. You also provide a full range of advice, training, support, outreach, and complaint investigation related to civil rights concerns connected with the access to DHS-supported or conducted programs by individuals with limited English proficiency, or to the U.S. Immigration and Customs Enforcement (ICE) 287(g) program, along with other federally conducted and supported activities.

Your superior has assigned you an unusual task in anticipation of an in-house training and development program. This office is clearly focused on civil rights, but you have been asked to play devil’s advocate for a day. Your office deals with complaints of civil rights violations, investigating complaints brought by individuals with limited English proficiency. Your task is to present a memo that will be distributed to everyone at the training as required reading.

Your memo will be on the topic of: How might the DHS look and function if civil rights and civil liberties were not valued?

Your answer to the following question can assist you in developing your memo: If the DHS employed a true public-order approach to combating terrorism, what would they do differently right now?

Assignment Guidelines

· Use your course materials, the library, and relevant Internet research options to research what the Office of the Secretary, Office for Civil Rights and Civil Liberties (CRCL) does, and how its operations affect homeland security policy decisions.

· Address the following in 750–1,000 words:

· What functions does the Office of the Secretary, Office for Civil Rights and Civil Liberties (CRCL) perform? Explain.

· This is the starting point for this assignment. Once you understand what the office does, then you can start to work on identifying how the DHS might change its function if civil rights and civil liberties were no longer a requirement.

· Do the activities and operations of the Office of the Secretary, Office for Civil Rights and Civil Liberties (CRCL) impact homeland security policy decisions? Why or why not? Explain in detail.

· How might the DHS change its function if civil rights and civil liberties were no longer a requirement? Explain in detail.

· Be sure to reference all sources using APA style.

Please submit your assignment.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Reading Assignment

You can find links to the following articles in the Phase 1 Assignment Descriptions:

· Equality in the War on Terror

Assignment Objectives

· Describe and discuss how the U.S. Constitution as well as homeland security policies, laws, and strategies relate to the various disciplines at the national, state and where possible, the local level.

Other Information

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Nursing and Informatics Theoretical Ideas

February 29, 2024/in Uncategorized /by developer

Effective Use of Technology Across the Care Continuum in a Health Care Setting

How to Manage Change and Technology to Improve Positive Outcomes

Effective Patient Care with Current Nursing and Informatics Theoretical Ideas

Lab Assignment: Revenue Integrity

February 29, 2024/in Uncategorized /by developer

The idea of revenue integrity is to take steps to ensure that everything a hospital charges for is valid and billable, and that it is billing for the allowable items for a given payer and plan rather than eat the costs of those items.

Watch the following video about revenue integrity.

Watch the Video below:

3 Areas of Healthcare Revenue Integrity (7:09)

Write a one-page paper that summarizes at least five lessons you took from the video.

Psychology

February 29, 2024/in Uncategorized /by developer

Title of the Paper/Assignment

Your Name

College

Running head: Title of the paper/Assignment 1

Title of the Paper/Assignment 4

Instructions for use of this template. First, do not change the template. You may think it is better to compress certain sections, or that some do not apply, but the template has been designed to first guide your thinking in completing the assignment and to speed grading. Please note, that if you alter the template (that includes taking out these silly paragraphs), you will lose 10% right off the top. Simply answer each section one space below it. Also, do not forget to correct the cover page for the assignment.

Points possible:

-10 or 0

Points given:

Did you include a copy of the article in your submission? (Not including a copy of the article will result in you losing 10% off the assignment) Highlight or bold the correct answer.

Points possible:

0 or 10

Points given:

Yes or No

Citation (The citation must be in APA format. Begin your citation on the next line.)

Points possible:

0 to 5

Points given:

Type of Research (There are only three types of research, quantitative, qualitative, or mixed methods. That is all that you need to put. You may not use a meta-analysis for this assignment unless you can demonstrate to me prior to submission that you understand the statistical procedures well enough to be able to meaningfully interpret the journal article)

Points possible:

0 to 5

Points given:

Scope of the Research (Hypothesis(es)

Points possible:

0 to 10

Points given:

What is the researcher attempting to provide evidence for/study/answer? (This should be in your own words. Put your answer on the next line.)

What population is the researcher utilizing for their research? ( You must describe the population that the researcher is utilizing in detail. For instance, it is not enough to say 100 participants. What ethnicity, age, gender were they? What region or socioeconomic status were they? Where did the researcher find them, etc? Population is not limited to human subjects alone. Animals subjects, neurons, or even neurotransmitters can all be populations. If you are addressing a non-human population, you still need to address the numbers in the sample, developmental stage of the subjects, animal model, etc. For chemical populations, be sure to address where the chemicals can from e.g. natural extraction from what species and what where the species characteristics, lab grown, etc. Questions about population are about generalization of the findings. If you do not know who the research was done on and why, you cannot address whether or not the research will be generalizable and to whom. Put your answer on the next line.)

Points possible:

0 to 5

Points given:

Methodology

How is the researcher going to study the research question/hypothesis? (This question is about the “how” of the research question. If a researcher wanted to determine how smart students were by how fast they could swim, it would not be considered to be a valid method. Think about “how” the researcher is attempting to answer the question and put it in your own words. Put your answer on the next line.)

Points possible:

0 to 10

Points given:

Are the procedures described in sufficient detail so that the study could be repeated? Explain. (The key phrase here is explain. Simply stating that you think the procedures are clear enough is not sufficient. Please think through the procedure carefully. Did they leave out important steps, were some areas unclear? Part of good science is the ability to replicate experiments. If you really don’t know what they did, how do you know if they really got the results they said they did? Be a wise consumer of science. Put your answer on the next line.)

Points possible:

0 to 5

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Are operational and construct definitions provided? If so, what are they? (Allow me to give you a hint. The answer is ALWAYS yes. So, what is an operational definition? If the research question is how intelligent are children, you must first define what you mean by intelligence and children. Is intelligence the speed at which you answer questions, how many vocabulary words you know, etc. In order to have an experiment, we must take abstract concepts and operationalize them so that we can study them. Then what is the construct definition? Simply the means by which they will measure the operational definition? If the researcher decides that intelligence is the total number of questions answer right compared to other students the same age as the operational definition of intelligence, then the construct definition is the actual measurement used to test this, such as the Standford-Binet Intelligence Test. This section is actually one of the most difficult to think through. Most researchers do not do a good job of explicitly defining the concepts in their research. That being said, this is also one of the most important sections for understanding research. Depending on how we operationally define a concept and subsequently measure it (construct definition) determines what we are actually studying. Two researchers often reach different conclusions (fat is good or fat is bad) depending on 1. What type of fat, 2. What do they mean by good and bad? Put your answer on the next line.)

Points possible:

0 to 10

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Results:

State major results and conclusions . (Results usually come from the results section and are based on the actual statistical procedures for the research. Conclusions are generally based on the interpretations of the researcher and are typically found in the discussion section. Put your answer on the next line.)

Points possible:

0 to 10

Points given:

Are the conclusions drawn from the study justified? Explain . (Please recognize that just because a researcher says something, does not make it true. Often times, researchers are biased toward the importance of their own results or research and the conclusions will exceed what the results would actually lead us to conclude. Think back on your discussion of the research population and methodology. Were the people consistent with the conclusions being drawn? Did the researcher actually study what they were attempting to or where their operational and construct definitions inappropriate. Essentially, you are being asked to address two questions here. First, does the research study have internal validity (does it actually measure what it proposes to measure) and does it have concurrent validity (is it consistent with what we already know and have previously established). Put your answer on the next line.)

Points possible:

0 to 10

Points given:

Are the generalizations confined to the population being researched? Explain. (Just because something works with one group of people in a given situation, does not mean that it will work with others in different situations. In other words, does the research have external validity? Data is data, but what we are really interested in is the ability to move researcher into a larger group. Therefore, what groups would you expect this research to generalize to and why? Put your answers on the next line.)

Points possible:

0 to 5

Points given:

Implications (these need to be your own words and not the words of the author)

What is the significance of the research from the perspective? (Please note that significance is different from conclusions. E.g. You throw things off a building and they plummet to the ground (results). Gravity is causing the items to fall to the ground (conclusions). It will therefore be very painful and stupid to jump off of the building (significance). Put your answer on the next line.)

Points possible:

0 to 10

Points given:

What follow up research could be done to further expand the topic? (Here I am asking you to think through weaknesses in the study or areas that they did not address. Think through the previous sections. Was the population appropriate? Could they have used a different population? Was the population large enough to be able to draw any conclussions? What about methodology?Could they have done the study differently that it would have added to the strength of the research? Did they operationally define their research constructs appropriately? Etc.)

Points possible:

0 to 5

Points given:
11/3/2016

Physical and Cognitive Development in Middle Childhood

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Body Growth

• Growth is slower in middle childhood as compared with infancy and early childhood.

• Children grow 2 to 3 inches and gain 5 to 8 pounds per year.

– The average 10-year-old child weighs about 70 pounds and is about 4.5 feet tall.

Factors that Influence Growth

• Genes and nutrition

– African American children grow faster and are taller and heavier than white children of the same age.

– Children who are malnourished gain less weight and are at risk for stunted growth.

11/3/2016

Motor Development

• Rough-and-tumble play

– Peaks in middle childhood

– An important way that children test their bodies, learn new motor skills, play with friends, and develop social skills

• Motor skills from birth to age 4 predict school- age children’s motor abilities

Gross Motor Skills

• Become more complex

• Increases in body size and strength contribute to advances in motor skills.

– Includes advances in:

• Flexibility

• Balance

• Agility

• Strength

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Fine Motor Skills

• Allows for the development of new interests such as building models, braiding friendship bracelets, and playing musical instruments.

• School performance

– Penmanship

• Girls tend to outperform boys in fine motor skills.

Motor Skills and Brain Development

• The pruning of unused synapses contributes to increases in motor speed and reaction time.

• Growth of the cerebellum and myelination of its connections to the cortex contribute to advances in gross and fine motor skills and speed.

11/3/2016

Motor Skills and Contextual Influences

• Nutrition

• Opportunities to practice motor skills

• Health

Common Health Issues in Middle Childhood

• Asthma – The most commonly experienced chronic illness in

childhood

• Obesity – The most pressing and preventable health problem

facing children today – Children today weigh more than ever before – Associated with short- and long-term health problems

(heart disease, high blood pressure, orthopedic problems, cardiovascular disease, and diabetes)

11/3/2016

Asthma

• A chronic inflammatory disorder of the airways that causes wheezing and coughing

• Asthma affects about 15% of children and becomes more common with age

• Influenced by:

– Genetics

– Contextual factors

Obesity

• Associated with short- and long-term health problems (heart disease, high blood pressure, orthopedic problems, cardiovascular disease, and diabetes).

• Obese children are at risk for peer rejection, depression, low-self-esteem, and body dissatisfaction.

• More than 17% of American youth are classified as obese.

• Influenced by: – Genetics

– Contextual factors

11/3/2016

Figure 9.4: Prevalence Rates of Obesity in Children and Adolescents

Piaget’s Cognitive-Developmental Perspective: Concrete Operations

• Concrete operational stage of reasoning (age 6 or 7) involves children gaining the capacity to use logic to solve problems but still are unable to apply logic to abstract and hypothetical situations

11/3/2016

VIDEO CASE Piaget’s Conservation Tasks

How do children understand physical properties, such as volume and mass? Observe children as they are presented with two of Piaget’s classic conservation tasks.

Concrete Operational Reasoning: Classification

• The ability to understand classification hierarchies; to simultaneously consider relations between a general category and more specific subcategories.

• Classification skills permit school-age children to categorize or organize objects based on physical dimensions.

– Seriation

– Transitive influence (emerges the earliest)

– Class inclusion

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http://bcove.me/12yr01bn
11/3/2016

Concrete Operational Reasoning: Conservation

• Conservation of substance (age 7 or 8)

• Conservation of weight (age 9 or 10)

• Conservation of volume (about age 12)

• Object identity – The understanding that certain characteristics of an

object do not change despite superficial changes to the object’s appearance

• Reversibility – An object can be returned to its original state

Culture and Concrete Operation Reasoning

• Non-Western cultures achieve conservation and other concrete operational tasks later but is mediated by language.

– Cultural differences in children’s performance on tasks that measure concrete operational reasoning may be a result of methodology and how questions are asked.

11/3/2016

Information Processing Perspective

• School-age children can take in more information, process it more accurately and quickly, and retain it more effectively than younger children.

• Sensory memory does not appear to change much with development.

• Working memory shows steady increases in middle childhood, especially in executive function.

Central Executive Function

• A control processor that regulates cognitive activities such as attention, action, and problem solving.

• Responsible for:

– Coordinating performance on two separate tasks or operations

– Quickly switching between tasks

– Selectively attending to specific information and ignoring irrelevant information

– Retrieving information from long-term memory

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Selective Attention

• Focusing on the relevant information and ignoring other information

• Improves between the ages of 6 and 10

Metamemory

• The understanding of one’s memory and ability to use strategies to enhance it

• Improves steadily throughout the elementary school years

• Mnemonic strategies – Tricks to aid memory

• Rehearsal

• Organization

• Elaboration

11/3/2016

Intelligence Tests (IQ Tests) Versus Achievement Tests

• IQ tests measure intellectual aptitude, an individual’s capacity to learn

• Achievement tests measure what one has already learned about a given topic

• Many developmental researchers argue that intelligence tests overlap with achievement tests and may not accurately reflect aptitude or potential

Table 9.1: Sample Items Measuring the Four Wechsler Intelligence Scales

11/3/2016

Individual and Group Differences in IQ

• Consistent ethnic and socioeconomic group differences exist in IQ scores, leading some to argue that IQ tests are culturally biased.

• Schooling and cultural styles of communication impact IQ scores.

• Sociohistorical context influences intelligence.

– The Flynn effect is the generational increase in IQ.

Alternative Views of Intelligence

• Howard Gardner’s multiple intelligence theory

• Robert Sternberg’s triarchic theory of intelligence

11/3/2016

Table 9.2: Howard Gardiner’s Multiple Intelligences

Triarchic Theory of Intelligence

• Three forms of intelligence:

– Analytical

• Information processing capacities

• Included in traditional IQ tests

– Creative

• Insight and the ability to deal with novelty

– Applied

• How people deal with their surroundings

11/3/2016

Figure 9.6: Sternberg’s Triarchic Theory of Intelligence

Moral Reasoning: Piaget’s Perspective

• Morality of contstraint (up to age 7)

– Rigid view of rules

• Morality of cooperation (age 7+)

– Autonomous morality

– A more flexible view of rules as self chosen rather than simply imposed on children

11/3/2016

Kohlberg’s Theory of Moral Reasoning

• Each level of moral reasoning is composed of two stages.

• Preconventional (early childhood – age 9)

• Conventional (age 9 or 10)

• Postconventional (after middle childhood)

Table 9.3: Moral Development in

Middle Childhood: Comparison of Piaget

and Kohlberg’s Theories

11/3/2016

Distributive Justice Reasoning

• How to divide goods fairly

• Develops over early and middle childhood

• Children progress from self-serving reasons for sharing (early childhood) to more sophisticated and mature conceptions of distributive justice in middle childhood

Moral Versus Conventional Rules

• Moral rules are seen as more absolute than conventional rules.

• Moral rules: – Less violable

– Contingent on authority or rules

– Less alterable

• Conventional rules: – Seen as more legitimate when created by adults

11/3/2016

Language Development: Vocabulary and Grammar

• Vocabulary expands by 4 times from 6 years of age to the end of the elementary school years (about 40,000 words).

• Schoolchildren learn that there are many words that can describe a given action.

• Schoolchildren become better able to understand complex grammatical structures – They begin to use the passive voice, complex

constructions, and conditional sentences.

Language Development: Pragmatics

• The practical application of language to communicate.

• Advances with age and perspective-taking skill allow children to change their speech in response to the needs of listeners.

– Children speak to adults differently than to other children.

11/3/2016

Reading and Mathematics

• Fundamental to advancement in science and technology.

• Math achievement and reading comprehension are supported by executive functioning skills and working memory.

Learning to Read

• Phonics – Based on memorizing rules and the sounds of

each letter to sound out words.

• Whole-language approach – Literacy is viewed as an extension of language and

children learn to read and write through trial and error discovery.

– Consistent with cognitive-developmental theory.

– Used more often in schools today.

11/3/2016

Mathematics Curriculum

• Improvements over the past two decades

– Between 1990 and 2013, the proportion of fourth- grade students performing at or above the proficient level increased from 13% to 42%.

– In 1990, 50% could not do math at their grade level, dropping to 17% in 2013.

English Language Learners

• About 22% of school-age children in the U.S. speak a language other than English at home.

11/3/2016

Children With Special Needs

• The most frequent causes for special education assistance are:

– Intellectual disability

– Attention-deficit/hyperactivity disorder (ADHD)

– Learning disabilities

Intellectual Disability

• Occurs when children show cognitive and social functioning that is considerably below that of other children their age. – IQ of 70 or below.

– Deficits in age-appropriate adaptive behavior, such as social, communication, and self-care skills, that begins before age 18.

– Behavioral component – the inability to appropriately adapt or modify one’s behavior in light of situation demands.

11/3/2016

Attention-Deficit/Hyperactivity Disorder

• The most commonly diagnosed disorder in children (10% of schoolchildren in the U.S.).

• A neurodevelopmental disorder characterized by persistent difficulties with attention and/or hyperactivity/impulsivity that interferes with performance and behavior in school and daily life.

Three Patterns of ADHD

• Predominantly Inattentive Presentation – Difficulties with attention and distractibility

• Predominantly Hyperactive-Impulsive Presentation – Difficulties with impulsivity

• Combined Presentation – Symptoms of both inattention and

hyperactivity/impulsivity

11/3/2016

Learning Disabilities

• A measurable discrepancy between aptitude and achievement in a particular academic area given their age, intelligence, and amount of schooling.

• Dyslexia

– The most commonly diagnosed learning disability.

– A neurologically based difficulty in processing speech sounds.

Educating Children With Disabilities

• Legislation mandates that children with learning disabilities are to be placed in the least restrictive environment, or classrooms that are as similar as possible to classrooms for children without learning disabilities.

11/3/2016

Mainstreaming Versus Inclusion

• Mainstreaming involves only one teacher in the classroom.

• Inclusion entails additional educational support within the regular classroom that is tailored to learning disabled students’ special needs.

11/3/2016

Socioemotional Development in Middle Childhood

Self-Concept

• Children’s perceptions of themselves

• The characteristics they use to describe themselves (“what am I like?”)

– Example: “I’m pretty popular…That’s because I’m nice to people and helpful and can keep secrets. Mostly I am nice to my friends, although if I get in a bad mod I sometimes say something that can be a little mean…”

11/3/2016

Self-Esteem

• Considering oneself worthy or valuable

• Based on evaluation (“how well do I like myself?”)

– Example: “Even though I’m not doing well in those subjects, I still like myself as a person, because Math and Science just aren’t that important to me. How I look and how popular I am are more important”).

Influences on Self-Concept and Self-Esteem

• Advances in cognitive development lead children to make more complex descriptions and evaluations of themselves as they grow older.

– Perspective taking

– Social comparison

• Ethnic and cultural factors

– Adverse contextual conditions equate to lower scores on measures of self-esteem, especially for African American children.

11/3/2016

Friendship

• School-age children’s friendships are based in similarities

– Interests

– Play preferences

– Demographics

– Ethnicity

Cross-Race Friendships

• More likely to occur in racially integrated schools.

• School-age girls are more likely to have cross-race friendships.

• Benefits:

– Lower tolerance for excluding others

– Less prone to peer victimization

– Feel socially and emotionally safer and less vulnerable at school

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Qualities of School-Age Friendships

• More likely to name only a small number of friends as compared to preschoolers.

• Able to differentiate among best friends, good friends, and casual friends.

• Older girls tend to have fewer, but closer friends.

• By age 10, more children report having a best friend.

• Maintain friendships over time.

Peer Acceptance

• The degree to which a child is viewed as a worthy social partner by his or her peers.

• Becomes increasingly important in middle childhood.

– Important sources of self-validation, self-esteem, and confidence.

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Popularity

• Children who are socially skilled and valued by their peers.

• Characteristics: – Helpfulness

– Trustworthiness

– Assertiveness

– Skilled at social information processing

– Skilled at emotion regulation and capacity to provide emotional support to peers

Aggressive Popular Children

• A minority of popular children who are socially skilled yet show antisocial and aggressive behavior.

• Not empathetic to others.

• Labeled by peers and teachers as tough.

• Show similar social competencies similar to popular children and characteristics of children who are rejected.

11/3/2016

Peer Rejection

• Children who are often disliked and shunned by their peers.

• Rejected peers are judged as being unattractive, deviant, incompetent, and socially isolated.

• Characteristics: – Poor communication skills

– Poor language skills

– Poor emotional control

– Poor social information processing skills

Two Types of Rejected Children • Aggressive-rejected

– Confrontational, hostile toward other children, impulsive, and hyperactive

– Difficulty taking the perspective of others

– Assume hostile intentions and react aggressively

• Withdrawn-rejected

– Socially withdrawn, passive, timid, anxious, and socially awkward

– Isolate themselves from peers, rarely initiate contact with peers, and speak less frequently than their peers

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Similarities Among Rejected- Aggressive and Withdrawn Children

• They both:

– Misinterpret other children’s behaviors and motives.

– Have trouble understanding and regulating their emotions.

– Are poor listeners.

– Are less socially competent.

Table 10.1: Characteristics of Popular and Rejected Children

11/3/2016

Bullying

• Also known as peer victimization. • Defined as an ongoing interaction in which a child

repeatedly attempts to inflict physical (most common), verbal, or social harm on another child.

• Examples include: – Hitting – Kicking – Name-calling – Teasing – Shunning – Humiliating

Rates of Bullying

• Estimated rates of bullying and victimization range from 15% to 25% of children in Australia, Austria, England, Finland, Germany, Norway, and the United States.

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Characteristics of Children Who Bully By Gender

• Boys: – Above average in size

– Use physical aggression

– Target both boys and girls

• Girls: – Verbally assertive

– Target other girls

– Use verbal or psychological methods of bullying (relational aggression)

Non-Gender Specific Characteristics of Bullies

• Impulsive

• Domineering

• Show little anxiety or insecurity in peer contexts

– Relationally aggressive children:

• Perceived by peers as cool, powerful, and popular

– Physically aggressive children:

• Hyperactive behavior, poor school achievement, perceive less support from teachers, and higher rates of depression

11/3/2016

Characteristics of Victims

• Inhibited

• Frail in appearance

• Younger than their peers

• Perceived by peers as different (more quiet and cautious)

Response to Bullying

• Victims of bullies engage in avoidance behaviors (not going to school).

• Respond by becoming defensive, crying, and giving into bullies’ demands (all reinforce the bully).

• Reactive aggression – An aggressive response that is preceded by an

insult, confrontation, or frustration

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Consequences of Bullying

• Negative emotional and academic consequences

• Can appear as early as in kindergarten and persist over the childhood and adolescent years

Table 10.2: Bullying Risks and Interventions

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Table 10.2: Bullying Risks and Interventions

Parent-Child Relationships

• School-age children become more independent, spend less time with parents, and the parent-child relationship becomes less close.

• Time is spent in task-oriented activities (i.e., doing homework and cleaning).

• Often show less respect for parental authority (however, not as much in African American and Latino children).

11/3/2016

Parenting Issues in Middle Childhood

• Parents need to adapt their parenting strategies to children’s increased ability to reason and desire for independence.

• Parents tend to use less direct management and begin to share power.

– Guiding and monitoring children’s behavior from a distance.

– Communicating expectations.

– Allowing children to have more control of decision-making.

Siblings

• Nearly 80% of children in the U.S. have at least one sibling.

• By middle childhood, children spend more time with siblings than with parents.

• Children display emotions and behaviors to siblings that they would not show peers.

• Sibling relationships are characterized by patterns of ambivalence and conflict.

11/3/2016

Figure 10.1: Relationship of Children to Parent in Same-Sex Households in the United States, 2011

• An estimated 37% of LGBT-identified adults have a child at some time in their lives.

Developmental Outcomes for Children with Same-Sex Parents

• Children raised by lesbian mothers or gay fathers do not differ from other children on measures of emotional development (i.e., empathy and emotional regulation).

• Children raised by lesbian parents tend to score higher in social and academic competence, show fewer social and behavior problems, and lower levels of aggression.

• Children are not more likely to display a gay orientation in adulthood.

11/3/2016

Figure 10.2: Family Structure: Children’s Living Arrangements, 1960–2013

• In 2013, about 35% of U.S. children under 18 lived with a single parent (typically the mother)

Outcomes for Children Raised in Single-Parent Families

• More physical and mental health problems

• Poorer academic achievement

• Less social competence

• More behavior problems

• The effects tend to be small and the majority of children raised in one-parent homes are well adjusted.

11/3/2016

Risk Factors Influencing Development in Single-Parent Families

• About one third of children raised in single-mother homes live in poverty.

– Children who grow up in low SES homes experience: • Heightened risk for academic, social, and behavioral problems

• Children in single-mother families:

– Receive less supervision

– Have more household responsibilities

– Experience more conflict with siblings

– Have less family cohesion

Protective Factors Influencing Development in Single-Parent Families

• The single-parent household can offer stability, continuity, and opportunities for child development.

• The level of social support afforded single mothers influences their ability to provide emotional support.

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Cohabiting Families

• In 2013, about 8% of children lived in homes with two parents who are unmarried.

• Forty percent of children will spend some time in a cohabiting-parent family before they reach age 18.

• Children of unmarried cohabiting parents who have close, caring relationships with them and whose union is stable develop as well as those who are married and stable.

Developmental Challenges of Cohabiting Families

• If cohabiting couples are less stable, children are more likely to:

– Experience their parents’ separation

– Experience more conflict in the home

– Experience more transitions in family life

– Show more behavior and academic problems

11/3/2016

Divorce and Children

• Divorce has some negative effects on children’s adjustment, such as internalizing and externalizing problems, but the effects are small, vary by particular outcome, and do not apply to all boys and girls uniformly.

Divorce and Boys

• Increases in behavior problems and delinquent activity

• Timing matters

– Elementary school = More behavior problems that persisted for years after the divorce

– Middle school = Behavior problems that dropped over the first year after the divorce

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Divorce and Girls

• Higher rates of anxiety and depression (response increases with age)

Long-Term Influence of Divorce

• Challenges in adolescence and early adulthood include:

– Difficulty with sexuality and intimacy

– Difficulties with anxiety, depression, and problem behaviors

– Higher risk of pregnancy

– As adults, are more likely to experience divorce in their own marriages

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Conflict and Child Adjustment

– Increase in parental conflict (common in parental divorce) negatively impact the emotional and psychological well-being of children and increase behavioral problems

• In over 33% of cases, high parental conflict continues for several years after the divorce

• Unresolved hostile and aggressive interactions damage children’s sense of emotional security

Divorce and Parents

• More emotionally detached from their role as parents

• Less effective in monitoring and disciplining their children

• May experience more conflict and less cohesion in their relationships with their children

11/3/2016

Custody

• Sole legal child custody

– One parent makes all the decisions regarding the child and need not consult the other parent

• Joint legal child custody

– Both parents make major decisions about their children

• Joint physical child custody

– Parents share daily living arrangements with the child

• Typically parents share joint legal custody, but one parent has physical custody (the mother)

Custody and Child Adjustment

• Overall, children in joint physical custody homes typically adjust well* – Better adjusted with regard to parent-child and

family relationships

– Higher self-esteem

– Lower rates of anxiety and depression

– Better academic achievement

– Fewer behavior problems *As compared to children raised in sole custody homes

11/3/2016

Stepfamilies

• About 15% to 20% of U.S. children live in a stepfamily composed of a biological parent and a nonrelated adult (most commonly a mother and stepfather).

• Also known as blended or reconstituted families.

Factors Related to Child Outcomes in Stepfamilies

• Age – School-age children and adolescents tend to display

more difficulties in adjusting to remarriage than do younger children

• Gender – Boys

• Greater physical aggression, destructive behaviors, and other behavior problems

– Girls • Aggression is turned inward resulting in problems with

anxiety, depression, and passive aggression

11/3/2016

Common Fears and Anxiety

• The frequency and intensity of children’s fears declines.

• Anxieties become more complex – Parent’s health, wars, and natural disasters

• Children who express many worries and anxieties tend to have a lower sense of self-confidence and perceived control

• School refusal (fears centering around school) – Refusing to attend school and finding it difficult to

attend or to stay in school

Child Sexual Abuse

• Engaging in any sexual activity, coerced or persuaded, with a child.

• About 27% of children under the age of 17 have experienced sexual abuse.

• Girls are more often victimized.

• Sexual abuse is most often reported in middle childhood (about ½ of cases occurring between ages 4 and 12).

11/3/2016

Table 10.3: Risks and Outcomes Associated With Child Sexual Abuse

Table 10.4: Characteristics of

Effective Child Sexual Abuse Prevention

Programs

11/3/2016

Resilience

• The ability to respond or perform positively in the face of adversity; to achieve despite the presence of disadvantages; or to significantly exceed expectations given poor home, school, and community circumstances.

Factors That Influence Resilience

• Adaptation to adversity is a dynamic process involving: – Interactions among the child’s developmental capacities

and his or her changing context (including relationships with other people)

– Prior development

– Competence

– Risk factors

– The nature of the current challenges faced

– The child’s adaptive capacity and strengths (protective factors)

11/3/2016

Table 10.5: Characteristics Associated With Resilience

Figure 10.3: Characteristics

of Resilient Children, as Reported by Their Parents

the impact of a mental health problem on an individual

February 29, 2024/in Uncategorized /by developer

To enable you to recognise, and respond appropriately to different mental health problems regardless of your practice setting.

You will consider the impact of context on your social work practice and on the person with the mental health problem. You will explore the role of psychiatric diagnosis, social understandings of mental health problems, and the influence of values, ideology, religious and spiritual beliefs. In particular, you will be asked to consider how you can forge meaningful partnerships with people with mental health problems and their families and engage with their lived experience.

Background and rationale

Regardless of the setting in which you work after completion of your course, it is inevitable that you will be working with people with mental health issues. As such, it is important to have an understanding of how mental health problems may manifest and how best to respond. Your social work response will have an impact on the people you work with and strongly impact upon your capacity to be an ethical and effective practitioner. The assessment task directly assesses this knowledge.

Assessment Task 3: Individual written case study 1700 words.

This task provides you with an opportunity to demonstrate your deepening knowledge of the impact of a mental health problem on an individual and those around him/her; your capacity to make effective use of the relevant literature and your skills in critical reflection. It requires you to demonstrate your knowledge of the key elements of a social work assessment, formulate an intervention plan and articulate principles of ethical practice. It allows us to evaluate your capacity to engage and intervene ethically with a person experiencing a mental health problem and his/her family.

To prepare for the assessment you are encouraged to:

Examine and combine multiple sources of information to create a rich understanding of each of the mental health problems examined;
Locate and examine credible descriptions of mental health problems and effective interventions;
Read widely to explore the impact of the social work response and context of practice on intervention options and effectiveness for the individual;
Locate and examine a job description for the social work position you have selected for the assessment;
Source information about the context of your practice e.g. hospital, school and identify the relevant legislation that is likely to impact upon social work practice in that workplace; and
Identify legislation relevant to people with mental health problems and pay particular attention to involuntary treatment and guardianship……………..

Meaningful Use for Nurses Implications and Recommendations

February 29, 2024/in Uncategorized /by developer

Provide an overview of the Meaningful Use program and an analysis of the implications for nurses, nursing, national health policy, patient outcomes, and population health associated with the collection and use of Meaningful Use core criteria. Recommend additional core criteria not presently identified for Meaningful Use collection in Stages 1 or 2 (lists of criteria may be found at cms.gov) that you feel would be beneficial for nurses, nursing, monitoring population health, setting national health policies, and/or improvements in patient outcomes or population health, providing your evidence for your recommendations. If you feel that no additional criteria are necessary, provide your evidence-based rationale for your argument. Conclude with insights gained from this assignment. A minimum of three outside scholarly resources are required—texts may be cited but are NOT included among the minimum of three outside scholarly resources.

Professional Resume and Cover Letter Writing Assignment

February 29, 2024/in Uncategorized /by developer

Write an introductory cover letter of no more than 500 words in which you explain your professional objectives, professional interests, and strengths as an applicant

. Both the cover letter and resume should be formally written using a professionally accepted format. Review “Resume Resources,” located at for http://www.resume-resource.com/examples-medical.html for examples of approved formats; however, other professional templates may be used.

ORDER A CUSTOM-WRITTEN PAPER NOW

Share your resume with a colleague and elicit their feedback. Revise your resume if needed and submit the resume in the assignment section of the course. Professional Resume and Cover Letter Writing Assignment.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this Professional Resume and Cover Letter Writing assignment to Turnitin. Professional Resume and Cover Letter Writing Assignment

Professional Resume and Cover Letter Rubric
1
Unsatisfactory
0.00% 2
Less than Satisfactory
75.00% 3
Satisfactory
83.00% 4
Good
94.00% 5
Excellent
100.00%
80.0 %Content
40.0 %Introductory cover letter of no more than 500 words in which you explain your professional objectives, professional interests, and strengths as an applicant. Cover letter is formally written using a professionally accepted format. No cover letter is provided. Professional Resume and Cover Letter Writing Assignment The cover letter is missing one or more of the components as indicated by the assignment instructions, including no more than 500 words in which you explain your professional objectives, professional interests, and strengths as an applicant, or not in a professionally accepted format. The cover letter includes all components as indicated by the assignment instructions, including no more than 500 words in which you explain your professional objectives, professional interests, and strengths as an applicant. The cover letter includes all components as indicated by the assignment instructions. Explanation of your professional objectives, professional interests, and strengths as an applicant is written in a clear and concise manner. The cover letter includes all components as indicated by the assignment instructions. Explanation of your professional objectives, professional interests, and strengths as an applicant is written in a clear and concise manner. Cover letter has a professional appearance.
40.0 %Resume detailing your license(S), earned degree(S), certification(S), professional experiences, previous positions held, membership in professional organizations, publications and skills. Resume is formally written using a professionally accepted format. No resume is provided. Professional Resume and Cover Letter Writing Assignment The resume is missing one or more of the components as indicated by the assignment instructions, including the detailing your license(s), earned degree(s), certification(s), professional experiences, previous positions held, membership in professional organizations, publications and skills. The resume includes all components as indicated by the assignment instructions, including the detailing of your license(s), earned degree(s), certification(s), professional experiences, previous positions held, and membership in professional organizations, publications, and skills. The resume includes all components as indicated by the assignment instructions and are offered in a detailed yet concise manner. Professional Resume and Cover Letter Writing Assignment The resume includes all components as indicated by the assignment instructions and are offered in a detailed yet concise manner. The resume has a professional appearance.
10.0 %Organization and Effectiveness
10.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.) Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
10.0 %Format
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Professional Resume and Cover Letter Writing Assignment Writer is clearly in command of standard, written, academic English.
100 %Total Weightage ProfessionalCoverLetterweek1
Professional Resume and Cover Letter Writing Assignment

Psychology Homework assignment (Read and write summary)

February 29, 2024/in Uncategorized /by developer

This assignment is pretty easy all you have to do is write about cultures and the instructions are included in the attachment. This paper needs to be 750-1000 words total. APA format and is due on the 15th of September.

MUST DO ORIGINAL WORK AS IT WILL BE SUBMITTED TO TURNITIN UPON SUBMISSION.

Attachments:
Psychology Homework assignment (Read and write summary)psy140.mod6_.hmwk_.info_.rtf

Selecting Sources of Literature (Nursing Capstone Project)

February 29, 2024/in Uncategorized /by developer

Locate a minimum of 15 peer-reviewed articles that describe the problem or issue and that support the proposed solution. Eight of the 15 articles must be research-based (e.g., a study which is qualitative, quantitative, descriptive, or longitudinal).

Hint: Begin your search for literature by utilizing the databases with articles related to your PICO topic

Preview each of the 15 articles chosen by reading the article abstracts and summaries.

Hint: Article abstracts and summaries provide a concise description of the topic, research outcomes, and significance of findings.

Hint: Refer to “Topic 1: Checklist.”

Perform a rapid brief appraisal of each article by answering the following questions (one to two sentences are sufficient to answer each question):
1.How does each article describe the nature of the problem, issue, or deficit you have identified?
2.Does each article provide statistical information to demonstrate the gravity of the issue, problem, or deficit?
3.What are example(s) of morbidity, mortality, and rate of incidence or rate of occurrence in the general population?
4.Does each article support your proposed change?

Prepare this assignment according to the APA guidelines

Due Date: Jan 25, 2015 17:00 EST

Please remember to choose articles related to the PICO topic. I have include a attachment which identifies the PICO topic. These 15 articles will be used in future related assignments towards Nursing Capstone Project that I will order .

NRS-441V: Capstone Project

Developing a Question

Recall the components of PICOT from your research course:

(P) Population of Focus

(I) Intervention

(O) Outcome

(T) Time

Identify each of the components in relation to your topic.

In drug addicted patients how does non-pharmacological pain intervention compared with pain management with opioids affect relieving pain and preventing relapse?

“According to the recent Institute of Medicine Report on Pain, 100 million Americans suffer from pain” (American academy of pain medicine, 2013). Pain is the most sought out reason to see a physician and costs the united states more than half a trillion dollars a year, and it is still frequently treated incorrectly. In recent years healthcare professionals and lawmakers have been interested in developing better pain therapy to reduce drug diversion and addiction.

Then, develop a PICO question/statement.

P –In drug addicted patients

I –how does non-pharmacological pain intervention

C –compared with pain management with opioids

O –affect relieving pain and Preventing relapse?

Reference:

American academy of pain medicine. “Use of opioids for the treatment of chronic pain”. 2013. www.painmed.org

Topic 1: Checklist

Identifying a Problem, Developing a Question, and Selecting Sources of Literature

Instructions:

This checklist is designed to help students organize the weekly exercises/assignments to be completed as preparation for the final, capstone project proposal. This checklist will also serve as a communication tool between students and faculty. Comments, feedback and grading for modules 1-4 will be documented using this checklist.

Topic Task Completed Comments/Feedback Points
Identifying a
Problem

Explains setting and/or context in which nursing problem is observed.
_____ / 10

Detailed description of problem, issue, or educational deficit provided.
_____ / 10

Impact of problem on work environment and patient outcomes described.

_____ / 5

Significance to nursing profession discussed.
_____ / 5

Solution to the problem identified.

_____ / 10
Total _____ / 40
Developing a Question
Identified components of PICOT:
P – Population of Focus

I – Intervention

C – Comparison

O – Outcome

T-Time

_____ / 30

Developed PICO question/statement.
_____ / 10
Total _____ / 40
Selecting Sources of Literature
Rapid Appraisal Performed (see below) on a minimum of 15 peer-reviewed articles.
_____ / 100
Total _____ / 100

Rapid Appraisal

Perform a rapid appraisal of each article by answering the following questions (one to two sentences are sufficient to answer each question):

How does each article describe the nature of the problem, issue, or deficit you have identified?
Does each article provide statistical information to demonstrate the gravity of the issue, problem, or deficit?
Example(s): morbidity, mortality, rate of incidence or rate of occurrence in the general population.
Does each article support your proposed change?

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“What distinctive contribution to the study of organizational life is made by the ‘psychic prison’ metaphor; and why might emotion be an important aspect of the study of organisational life?”

February 29, 2024/in Uncategorized /by developer

“What distinctive contribution to the study of organizational life is made by the ‘psychic prison’ metaphor; and why might emotion be an important aspect of the study of organisational life?”
Order Description
“What distinctive contribution to the study of organizational life is made by the ‘psychic prison’ metaphor; and why might emotion be an important aspect of the study of organisational life?”
– Compare and contrast the various schools of thought that explain the social roles played in organisations.
– Prepare an academic piece of work and critically discuss an issue related to organisation and our roles within it.
– Apply the research skills necessary to properly investigate and collect information/date to support an argument.
Explore your understanding of the ‘psychic prison’ metaphor;
Consider its relationship to other approaches (the specific ‘gaps’ that it addresses); and
Identify and discuss the elements of the ‘psychic prison’ metaphor that foreground emotion in the workplace.

View objectives for this assignment

Nursing and Informatics Theoretical Ideas

Lab Assignment: Revenue Integrity

Psychology

the impact of a mental health problem on an individual

Meaningful Use for Nurses Implications and Recommendations

Professional Resume and Cover Letter Writing Assignment

Psychology Homework assignment (Read and write summary)

Selecting Sources of Literature (Nursing Capstone Project)

“What distinctive contribution to the study of organizational life is made by the ‘psychic prison’ metaphor; and why might emotion be an important aspect of the study of organisational life?”

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