Parenting Styles & Child Development

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Parenting Styles & Child Development

(Parenting Styles & Child Development)

Parenting styles significantly influence child development, impacting emotional, social, and cognitive growth. Diana Baumrind’s widely-recognized framework categorizes parenting into four styles: authoritative, authoritarian, permissive, and uninvolved.

Authoritative parenting, characterized by high responsiveness and high demands, is linked to positive outcomes. Children raised in such environments often exhibit strong self-esteem, social skills, and academic success due to the balance of warmth and structure.

Authoritarian parenting, defined by high demands and low responsiveness, tends to result in obedient but less happy children with lower self-esteem. These children may struggle with social competence as their environments prioritize strict discipline over nurturing.

Permissive parenting, with high responsiveness but low demands, often leads to children who are impulsive and struggle with self-discipline. While these children may have higher self-esteem, they often encounter difficulties in academic and social settings due to the lack of boundaries.

Uninvolved parenting, marked by low responsiveness and low demands, is generally associated with the poorest outcomes. Children from such backgrounds often face emotional and behavioral issues, performing poorly in school and experiencing difficulties in relationships due to the lack of guidance and support.

Understanding these styles helps caregivers create balanced approaches that foster healthy development, blending nurturing support with appropriate expectations.

Parenting Styles & Child Development

Write a 500-750-word paper discussing various approaches to parenting based on the information provided in the scenario. Address the following in your paper:

  1. Discuss how a parent, using authoritative, authoritarian, and permissive parenting styles, would manage the behavior in the scenario.
  2. Discuss the effects of each parenting style on the child.
  3. Based on Piaget’s theory, create a parenting plan to educate parents to react appropriately to the scenario. Include the following in your parenting plan:
  • Discuss which parenting style is most effective in the long-term.
  • How can understanding the stages of child development improve a parent’s ability to interact with his/her child? Provides an example using one of Piaget’s stages. Include at least two scholarly references  Meet Paul and Mary

Until recently, Paul and Mary had only one child, their son John, who is a 5-year-old boy.

But then one day Paul and Mary brought home a newborn baby sister.

John initially showed some excitement about having a new baby sister.

However, now that the newborn has come home from the hospital, John seems to be having some trouble adjusting.

John has started acting out during nap times and at bedtime.

His behavior often entails yelling, crying, and occasionally hitting the parent who is trying to tuck him in.

Before his sister, Anna, came home, John enjoyed his sleep-time rituals.

Paul or Mary would read to him from a storybook, give him his favorite stuffed elephant, and kiss him good night when tucking him in.

Now that Anna has become part of the family, John’s behavior has been extremely difficult during his sleep-time routines.

Help Paul and Mary resolve their situation.

 
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Review & Selection of Standardized Test

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Review & Selection of Standardized Test

(Review & Selection of Standardized Test)

Resources

In Unit 1, you read “The Concerns of the Profession” on pages 66–68 of your Psychological Testing and Assessment text as well as the Code. While the Code addresses the roles of test developers and test users separately, you will be following the standards for test users and, specifically, the section on selecting tests (refer page 5). There are nine elements to consider when selecting a test. You will focus on the first four of these elements for this assignment.

In your paper:

  • Identify a test category that is relevant to your academic and professional career goals. The List of Tests by Type document identifies the 10 categories you may choose from. They include (1) intelligence/cognitive abilities, (2) achievement/aptitude, (3) personality, (4) behavior, (5) adaptive behavior, (6) neuropsychological, (7) career/business/organization, (8) autism, (9) depression, and (10) preschool.
  • Select three tests from a single category using the List of Tests by Type document. Note: If you have an interest in a particular test that is not on this list, then you may, as an option, submit a request to your instructor to include it in your first assignment with two other tests on the list in the same category.Your instructor will review it and determine if you may proceed with including that test in your assignment or recommend that you select three tests from the list.)
  • Compare and contrast these three tests according to the Code’s first four elements.
    • Access the Capella library and conduct a search. Use the Mental Measurements Yearbook (MMY) database from Buros to locate and read a review for each test. Mental Measurements Yearbook is located on the Capella Library’s Database A–Z page.
    • Visit the publishers’ Web site for each test to obtain additional information.
    • Return to the Capella library to choose a database, for example, PsycINFO, PsycARTICLES, ERIC (education research). Search for journal articles that are relevant to the four elements and each test. (See the PSY7610 Library Search Guide, linked in the Resources, for search advice. An optional worksheet is also provided to you in the resources to facilitate your research and literature review.)

Organize your paper using the following headings (please use these headings):

  1. Title page (required).
  2. Abstract (optional).
  3. Introduction.
    • Identify your particular area of specialization and career goals, and the three tests you will research and review.
  4. Element 1. “Define the purpose for testing, the content and skills to be tested, and the intended test takers” (Code, 2004, p. 5, See #1). Describe your findings for all three tests citing references. Use this section to introduce each test and report on each of the three elements: purpose, content and skills, and intended test takers.
  5. Element 2. Describe “the appropriateness of test content, skills tested, and content coverage for the intended purpose of testing” (Code, 2004, p. 5, See #2). Describe your findings for each test citing references. Use this section to report on unique comments or research that evaluate any aspects of the appropriateness of each test. There may be a wide range of facets considering appropriateness that may be unique to each particular test under consideration.
  6. Element 3. Describe “materials provided by test developers and select tests for which clear, accurate, and complete information is provided” (Code, 2004, p. 5. See #3). Describe your findings for each test, citing references. Use this section to describe either reviews or your evaluation of the materials described in the sources you locate for each test under consideration.
  7. Element 4. “Select tests through a process that includes persons with appropriate knowledge, skills, and training” (Code, 2004, p. 5. See #4). Include specific publisher information about test-user qualification (for example, Level A, B, or C; or other classification). Describe your findings for each test, citing references.
  8. Compare and contrast.
    • Compare and contrast the three tests based on these four elements (that is, 1–4).
    • Decide which test will be the focus of your course project, based on your evaluation of the three tests. Explain your choice. All future assignments will be focused only on this one test that you determine here.
  9. References (required, use current APA format and style).

You may use the Optional Research Worksheet given in the resources to complete this assignment.

Additional Requirements

Your paper should meet the following requirements:

  • References: A minimum of nine references are required for this assignment. These resources may include all of the reference sources identified in your Psychological Testing and Assessment text (pages 33–36), but must include:
    • Three Mental Measurements Yearbook test reviews from Buros (one for each test).
    • Three test publisher Web sites (one for each test).
    • Three journal articles (one for each test).
  • Length of paper: A minimum of five pages of content, not including the title page or references (an abstract is not required).
  • APA format: Current APA format and style is required throughout. Be sure to use correct format and style for each respective type of reference, for example, Web site versus journal).
Reference

Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf

Note: Your instructor may also use the APA Writing Feedback Rubric to provide additional feedback on your academic writing. The writing feedback rubric does not affect your assignment grade, but its feedback may factor into the grading criteria, if professional communication and writing is a course competency. Evaluate your own work using this rubric. Refer to the Learner Guide for instructions on viewing instructor feedback.

The articles you need to complete this assignment should be available inside the library collection. In future courses you may use the library’s Interlibrary Loan service to obtain articles outside of the collection, but you should not have to use the service for PSY7610. In the event that you can’t find articles covering a newer test edition, please refer to the List of Tests by Type in the Resources area. Note which tests have been designated as acceptable for searching prior test editions.

 
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Hypertension Evidence-Based Practice

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Hypertension Evidence-Based Practice

(Hypertension Evidence-Based Practice)

Please Follow Instruction. Read Carefully And Remember This Assignment Is The Resume Of All Sundays Assignments. In The Topic 1 You Choose HIV But Yo Need To Follow With HYPERTENSION Forget It HIV.

Teacher respond about this assignment.””””Yes, you are using the two papers that I reviewed, making changes and writing your paper according to the rubric requirements. Remember that though you are using the two articles it still has to be submitted to turnitin. This paper is making you be more concise in your writing. I am sure that you will do fine. Also, remember that in your background if you have any statistics or are stating something that is a fact then you will need an in-text citation and a corresponding reference. This means that it is possible that you will not only have the two articles as references but other references as well. I hope this helps. Check the announcements that I sent as well. Print out the rubric to make sure that you will have everything you need in your paper.

Teacher Advices:

As you approach the final assignment, keep in mind that it has to be sent through turnitin n. This is where it gets tricky as you have been working on this data from the beginning of class. As you pull your research together, you will appraise your evidence and deliver a paper that is concise, pulling in only that information that is relevant to your PICOT. Only use quotes if there is something that you think is vital for your reader to understand the author’s thoughts and you would be unable to get it across to your reader by paraphrasing and citing. Otherwise, the less quotes the better.

This assignment is designed for you to learn how to report only essential elements for clinical decision making and is teaching you aspects of scholarly writing. Review the assignment details and keep the rubric close by when developing your paper. Watch your word count. Please use the following headings in the rubric so that you do not get off track such as:

Nursing Practice Problem and PICOT Statement

Background

Methods

Results

Ethical Considerations(Hypertension Evidence-Based Practice)

**PICOT Statement, Research Article, and Nursing Practice Problem Link

**Proposed Evidence-Based Practice Change

Conclusion (the two sections above with the ** can be wrapped up in the conclusion if you would like or you can complete them separately and add a conclusion. (Either way if fine).

Please do not submit your paper with a turnitin score greater than 20% as it will be returned for revisions.  I know you can do this!! As you write your paper, if you have any questions, please let me know.

Final Paper

Remember NO HIV. Thanks. Continue with Hypertension.

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the Topic 1, 2, and 3 assignments and the guidelines below.

PICOT Statement 

Revise the PICOT statement you wrote in the Topic 1 assignment.(HYPERTENSION) not HIV

The final PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Research Critiques

In the Topic 2 and Topic 3 assignments you completed a qualitative and quantitative research critique. Use the feedback you received from your instructor on these assignments to finalize the critical analysis of the study by making appropriate revisions.

The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT statement.

Refer to “Research Critique Guidelines.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.

Proposed Evidence-Based Practice Change

Discuss the link between the PICOT statement, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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 required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

RUBRIC. Please follow it.

Nursing Practice Problem and PICOT Statement(Hypertension Evidence-Based Practice)

PICOT statement clearly articulates a nursing practice problem using substantial supporting information from numerous reliable sources.

Background of Study

Background of study including problem, significance to nursing, purpose, objective, and research questions is thorough with substantial relevant details and extensive explanation.

Method of Study

Discussion of method of study including discussion of conceptual/theoretical framework is thorough with substantial relevant details and extensive explanation

Results of Study

Discussion of study results including findings and implications for nursing practice is thorough with substantial relevant details and extensive explanation.

Ethical Considerations

Discussion of ethical considerations associated with the conduct of nursing research is thorough with substantial relevant details and extensive explanation.

Conclusion

Conclusion summarizes utility of the research from the critical appraisal, knowledge learned, and the importance of the findings to nursing practice.

Evidence of Revision(Hypertension Evidence-Based Practice)

Evidence of incorporation of research critique feedback and revision is comprehensive and thoroughly developed.

PICOT Statement, Research Article, and Nursing Practice Problem Link (C. 2.2)

Discussion of the link between the PICOT statement, research articles, and nursing practice problem is extremely thorough with substantial relevant details and extensive supporting explanation.

Proposed Evidence-Based Practice Change (C. 3.2)

The proposed evidence-based practice change is extremely thorough and includes substantial supporting explanation and numerous relevant details.

Thesis Development and Purpose

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction

Argument is clear and convincing and presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

 
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Developing Quality Research

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Developing Quality Research

(Developing Quality Research)

Developing quality research involves a systematic approach to ensure accuracy, reliability, and relevance. Start by identifying a clear, focused research question or hypothesis. Conduct a thorough literature review to understand the existing body of knowledge and identify gaps your research can address. Choose an appropriate methodology, whether qualitative, quantitative, or mixed methods, to collect and analyze data effectively.

Ensure your data collection methods are valid and reliable, employing tools and techniques that minimize bias and error. Maintain ethical standards by obtaining necessary approvals, ensuring informed consent, and protecting participants’ confidentiality. Analyze your data rigorously, using appropriate statistical or thematic analysis techniques to draw meaningful conclusions.

Throughout the process, document your methods and findings comprehensively, ensuring transparency and reproducibility. Peer review and feedback are essential; they help identify potential weaknesses and improve the overall quality of your research. Finally, present your findings clearly and concisely, whether in a research paper, report, or presentation, ensuring that your conclusions are supported by the data and contribute to the existing knowledge base. Quality research is iterative and reflective, often requiring revisions and refinements to achieve robust and impactful outcomes.

(Developing Quality Research)

Developing research questions and hypotheses are perhaps the most important first steps to the research process. This week, you will look more closely at this vital part of research and how you can go about developing quality research ideas, questions, and hypotheses. Let’s begin by answering the following questions.

Provide an analysis of how your own experience, unsystematic and systematic observation, theory, and applied issues can help you to develop sound research ideas. See if you can generate a few research questions of your own here (perhaps with an eye towards developing one of these questions into your research proposal), and share the source of your idea with the class. Evaluate the quality of your research question based on the following criteria:

  • Is the question directly answerable?
  • Is the question empirically based?
  • Does the question use operational definitions to define variables?
  • Does the question ask something important?
  • How could you revise your original research question to better meet these criteria?

Finally, describe how a research question differs from a hypothesis.

A minimum of 350 words including at least one  references from :
Bordens, K., & Abbott, B. (2018). Research design and methods (10th Ed.). New York NY: McGraw-Hill Education.

 
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Reflection Paper: Addiction & Theories

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Reflection Paper: Addiction & Theories

(Reflection Paper: Addiction & Theories)

Ksir, C., Hart, C., Ray,O. Drugs, Society and Human Behavior, Twelfth Edition. McGraw Hill Publisher

Read Chapter 2 of the text, note the definitions and the major theories about how drug use leads to drug abuse/addiction.

What is your favorite theory(s) of Addiction?

Why do people become addicted to alcohol, tobacco and other drugs (ATOD)?

Write a definition of addiction/dependency:

Nature of addiction/dependency – etiology: what happens to a person who is addicted/dependent on ATOD (See also chapter 1 “Drug Dependence” and “Stages of Drug Dependence”; Chapter 2 “The vicious Cycle of Drug Addiction)

Bio-Psycho-Social Model: write your favorite explanations of why someone might become addicted to AOD, based on specific theories in each of the following categories

Biological causes/factors of addiction/dependency

Psychological causes/factors of addiction/dependency

Social causes/factors of addiction/dependency

The Biopsychosocial Approach 

Text Box: Biosphere Society/ Nation Culture/Subculture Community Family Individual Nervous System Organs Tissues Cells MoleculesThe biopsychosocial approach was developed at Rochester decades ago by Drs. George Engel and John Romano. While traditional biomedical models of clinical medicine focus on pathophysiology and other biological approaches to disease, the biopsychosocial approach in our training programs emphasize the importance of understanding human health and illness in their fullest contexts. The biopsychosocial approach systematically considers biological, psychological, and social factors and their complex interactions in understanding health, illness, and health care delivery.

• Biological, psychological, and social factors exist along a continuum of natural systems, as depicted in the list here.

• Systematic consideration of psychological and social factors requires application of relevant social sciences, just as consideration of biological factors requires application of relevant natural sciences. Therefore, both the natural and social sciences are ‘basic’ to medical practice. In other words, psychological and social factors are not merely epiphenomena: they can be understood in scientific ways at their own levels as well as in regard to their biological correlates.

• Humanistic qualities are highly valued complements to the biopsychosocial approach, which involves the application of the scientific method to diverse biological, psychological, and social phenomena as related to human health.

• While the biomedical approach takes the reductionistic view that all phenomena are best understood at the lowest level of natural systems (e.g., cellular or molecular), the biopsychosocial approach recognizes that different clinical scenarios may be most usefully understood scientifically at several levels of the natural systems continuum.

To apply the biopsychosocial approach to clinical practice, the clinician should:

• Recognize that relationships are central to providing health care

• Use self-awareness as a diagnostic and therapeutic tool

• Elicit the patient’s history in the context of life circumstances

• Decide which aspects of biological, psychological, and social domains are most important to understanding and promoting the patient’s health

• Provide multidimensional treatment

The Biopsychosocial Approach

REFERENCES

Engel GL: The need for a new medical model: a challenge for biomedicine. Science 1977;196:129-136.

Engel GL: The clinical application of the biopsychosocial model. Am J Psychiatry 1980;137:535-544.

Frankel RM, Quill TE, McDaniel SH (Eds.): The Biopsychosocial Approach: Past, Present, Future.University of Rochester Press, Rochester, NY, 2003.

Borrell-Carrió F, Suchman AL, Epstein RM: The biopsychosocial model 25 years later: principles, practice, and scientific inquiry. Ann Fam Med 2004;2:576-582.

Cohen J, Brown Clark S: John Romano and George Engel: Their Lives and Work.University of Rochester Press, Rochester, NY, and Boydell and Brewer Limited, Suffolk UK, 2010.

 
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Psy420 Week 4 Worksheet

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Psy420 Week 4 Worksheet

(Psy420 Week 4 Worksheet)

Decide which of the following concepts are most applicable to each scenario: differential reinforcement of other behavior, avoidance contingency, punishment by prevention of reinforcer, punishment by loss of reinforcer, or avoidance of loss.

Defend your answer 175 words each, using citations as needed.

  1. Sally, a 13-year-old      teenager, is tired of having her mom nag her about her bedroom. Her mom nags      about the clothes on the floor, the bed being unmade, and the trashcan spilling      over in her bathroom.  Sally comes      home from school in a bad mood and the last thing she wants to hear is her      mom’s nagging voice. To get around the expected response from her mom, she      cleans her room, makes her bed, and empties her trashcan.
  2. Sally makes the 7th-grade      track team by finishing before another girl by less than 0.05 seconds in      her event—the 400 meter relay.  Sally is proud of making the team but needs      to work harder in the practices that follow. The first track meet does not      go well. Out of the four girls on the relay team, she has the slowest time,      so her track coach removes her from the team, and makes her sit as an      alternate.
  3. In the weeks that follow      being pulled from the track team, Sally listens to her coach’s direction      and works hard to qualify for the next meet. Running her fastest time      ever, Sally is excited when she qualifies to run the relay for the third track      meet. Now that she has earned her spot on the team, she continues to work      hard every week to keep her place.
  4. Chad is a 45-year-old man      going back to school while working full time. A self-proclaimed      procrastinator, his job as a computer programmer can handle his laid back      style and ever-changing deadlines.  In school, however, he is having difficulty      turning his homework in on time. The teacher has told him that success is      impossible if he does not turn his papers in on time, yet he fails to do      so week after week.
  5. Chad continues to stay in      school and is a B-minus student due to the procrastination aspect of his      work ethic. He has been complaining lately about school and thinking about      withdrawing. His comments about the teacher, the class, the work and his      grades are starting to get annoying so his mom decides to only reinforce      his verbal behavior every 5 minutes he talks to her without making a      negative comment about school.
 
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Embracing the End

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Embracing the End: Healthcare Perspectives

(Embracing the End)

Comment1

I currently work at a transitional care unit; we do the admissions for the whole clinic, cover the perception unit, and recoup all cardiovascular cath, pacemaker, and removal patients. Obviously we have a wide assortment of patients and keenness levels. Passing isn’t an ordinary event, yet it happens reasonably consistently. I have tended to patients on comfort mind just, currently kicking the bucket, and those that pass surprisingly because of heart failure. The plain first patient I had passed was a patient with terminal lung tumor. This experience genuinely opened my eyes to the agony and enduring numerous tumor patients perseveres. He was in horrible agony, where over a 4 hour time span he got 18mg of Dilaudid, and this scarcely made him agreeable. It was in this time I considered demise to be a help, so both him and his relatives.

I am ready to see passing from an exceptionally medicinal and logical point. In that passing does not trouble me to such an extent. I consider it to be a wild factor we as a whole should confront multi day. Including medicinal services aliments that prompt passing likewise makes a difference. At the point when my granddad passed away I was miserable for his misfortune, yet additionally mitigated that he every other week excursions to the ED for either CHF or DKA were finished. I knew he was prepared to go on as well.

With this viewpoint I have been called craze about the subject. My mother does not see how I am ready to see death in such an easygoing way. I don’t feel I see it in an easygoing way, however a scientific and restorative way. I don’t know what occurs after death, but rather I discover comfort in knowing something more lies past it.

Comment2

I work in a telemetry floor. As well as post-cath lab procedures, we admit patient with diverse diseases. Most of them have been discharge home safely but many of the patients have died during our care. My first death was a woman around her 40s with a beautiful family. Unfortunately, eight months before she was diagnosed with stomach cancer. Her body only resisted one chemotherapy. I had this patient every night since she got admitted and I knew how much she wanted to live. Four weeks passed, and she got even worse. Everyone on the floor knew this patient. I can still remember her name and how many times she told me she wanted to live her life as normal person again. The night of her death was a sad night, but she was ready to go on. There were tears and even more when I was receiving a hug from the husband and the thankfulness for his wife care during her hospitalization. That was an unforgettable experience.

After that night I keep think how people still fight over material things; how is more important money that feelings. How many persons do not have respect for life? Life is short and sometimes unfair, but still is life, and still is beautiful. It is important to spend time with those who we love, and remind them every day how much you love those moments together.

 
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Design Communications Manual2

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Assignment 2: LASA 1: Design Communications Manual2

(Design Communications Manual2)

Assignment 2, titled LASA 1: Design Communications Manual, involves crafting a comprehensive guide for effective design communication. This manual will serve as a foundational resource for designers, providing clear guidelines and best practices for communicating design concepts, strategies, and ideas to diverse audiences. It will cover various aspects of design communication, including visual presentation techniques, written and verbal communication skills, and effective use of technology tools. The manual will emphasize the importance of clarity, coherence, and consistency in design communication, aiming to enhance understanding and collaboration among stakeholders. Through practical examples, case studies, and interactive exercises, it will equip designers with the knowledge and skills needed to articulate their design visions effectively and to engage with clients, colleagues, and users in meaningful dialogue. Ultimately, this manual seeks to empower designers to convey their ideas persuasively, foster collaboration, and drive successful outcomes in the dynamic field of design.

(Design Communications Manual2)

You have been appointed the vice president of the human resources department at a fictional multinational organization. It is your job to design the framework for a communications manual for this organization.  The communications manual should contain best practices, company recommendations and scenarios all targeted at organizational communication.

The board of directors wants to have an overview of what you plan.  Your job, in this assignment, is to prepare that overview in the form of a table of contents for the manual with a brief description of each section.

Please begin by naming your organization and defining your organization’s primary business.

Prepare a table of contents as an outline for your communications manual.  Include at least five sections (communications topics) in the manual.   Each section should have a heading and subheading. The heading should include a description of the topic.  The subheading should include a) an example scenario of how this topic should be handled in your company b) a description of why this section is important to organizational communication and c) an explanation of how this communication policy will benefit both the employee and the organization.

Follow the table of contents with a one page action plan on how you will ensure that this communications manual is effectively implemented at your organization.

Your table of contents and action plan combined should be four to five pages in length with descriptions in Word format. Apply APA standards for writing style and references to the descriptions.

 
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Trustworthy Resources for EBP

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Trustworthy Resources for EBP

Trustworthy Resources for EBP

In navigating the vast sea of information available, your emphasis on utilizing credible sources like the AHRQ: EPC Evidence Based Reports and the Joanna Briggs Institute (JBI) is crucial. These databases offer meticulously curated evidence, ensuring the reliability and validity of your research findings. Your cautionary note regarding the unreliability of internet sources underscores the importance of discernment when accessing information online. As McKibbons and Marks (1998) highlight, the quality of health information on the internet varies widely, necessitating a critical evaluation of sources.

By advocating for the use of reputable databases, you prioritize the integrity of your capstone projects and associated assignments. This approach not only enhances the credibility of your work but also strengthens the foundation upon which your conclusions are built. Moving forward, continued reliance on these esteemed resources will undoubtedly contribute to the robustness of your research endeavors.

Reference: McKibbons, B. N., & Marks, S. (1998). Evaluation of internet health resources. In AMIA Annual Symposium Proceedings (Vol. 1998, p. 313). American Medical Informatics Association.

COMMENT 3

Through GCU Library, you can get access to evidence-based practice (EBP) databases such as, the AHRQ:  EPC Evidence Based Reports or, Joanna Briggs Institute (JBI). These will be important resources to conduct research for the capstone projects and associated assignments.

AHRQ: EPC Evidence Based Reports: The Agency for Healthcare Research and Quality (AHRQ) Evidence Practice Centers (EPC) review all relevant scientific literature on clinical, behavioral, and organization and financing topics to produce evidence reports and technology assessments (GCU, 2016).

JBI EBP: A recognized global leader in EBP, and includes more than 3,000 records across seven publication types. These include Evidence Summaries, Evidence-Based Recommended Practices, Best Practice Information Sheets, Systematic Reviews, Consumer Information Sheets, Systematic Review Protocols, & Technical Reports (GCU, 2016).

Unfortunately, sources found on the internet lack quality control or assurance in that the information published may be questionable or of any quality. McKibbons and Marks wrote, that a systematic review identified 47 rating schemes for evaluating the quality of internet sites which provide health information, and all were incompletely developed and gave no information on test reliability and validity (1998). Because of this, it is very important to consider the source, and double check findings on the internet with reliable and reputable resources such as the EBP data bases as previously discussed.

I NEED YOU TO  COMMENT FROM  THIS  POST, 150 WORDS NEEDED AND A REFERENCE PLEASE

 
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Assignment1: LASA2 Identity Formation

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Assignment1: LASA2 Identity Formation

(Assignment1: LASA2 Identity Formation)

chieve a sense of identity. Around the world, there are different rites of passage to mark the transition to adulthood. In the United States, this might include obtaining a driver’s license, landing one’s first job, senior prom, or high school graduation. In this assignment, we will explore the role that family and society play in the development of the individual’s sense of self.

By Saturday, August 24, 2013, create two documents for parents of minority teens 1) A 9–12-slide PowerPoint presentation (complete with speaker’s notes) and 2) an accompanying 1–2-page handout/flier in Word document or PDF format. Be sure that both illustrate the following:

  1. Describe common rites of passage from two cultures around the world and compare them to a common American rite of passage. Possible resources might include National Geographic and the Argosy University Online Library.
  2. Compare and contrast these rites to common US rites of passage. Do they coincide with the physical, cognitive, or socioemotional changes taking place at this age? Describe which specific changes (physical, cognitive, or socioemotional) they coincide with. Does this explain their importance in a particular culture?
  3. How might such a social ritual, such as a rite of passage, influence the identity formation process of adolescents?
  4. In light of Erikson and Marcia’s theories, discuss how the process of identity development is affected when the adolescent belongs to a minority group (racial, ethnic, sexual, or religious). Be sure to explain these theories and how they apply to identity development.
  5. Summarize research from at least two peer-reviewed* studies on the effect of minority status on identity development, ensuring you describe the main findings of the study as well as the research methods used to study the topic.
  6. Apply the information you gathered from the online notes, textbook, and research articles to provide at least three practical recommendations for what the family, school, and community can do to ease the process for adolescents.

*Peer-reviewed means an article from a reputable journal, which can be found in the Argosy University Online Library. Peer reviewed indicates that other professionals in the field have reviewed and deemed it worthy of publication, in contrast to much if what we find online: someone posting something he or she wants to, without someone else verifying that the research methods were rigorous enough and the study is valid. Use your textbook and course lectures as your primary resources, as well as articles from the Argosy University Online Library. If you must supplement from a website, do NOT use .coms. Instead, look for .org, .gov, and sometimes .edu for more reputable sources. Never use Wikipedia or about.com.

 
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