Retrospective Analysis Of Personality

/in , , , /by

Assignment 1: Retrospective Analysis of Personality

(Retrospective Analysis Of Personality)

In this assignment, begin by taking a retrospective look at your life history, to discuss which aspects of your personality have remained consistent and which aspects of your personality have changed over time. Then, analyze the roles of nature and nurture in shaping your personality. Subsequently, discuss possible sources of inaccuracy and bias in any retrospective analysis. Finally, discuss the reasons why systematic scientific studies are considered more valuable than individual accounts.

Write a three to four (3-4) page paper in which you:

  1. Reflect on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent.
  2. Based on your retrospective analysis, describe the roles of nature and nurture in shaping your personality. Reflect on your justification for distinguishing between nature and nurture.
  3. Discuss the possible sources of bias and inaccuracy whenever a person looks back on their past history. Be sure to discuss factors related to memory and factors related to cognition.
  4. Describe why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format.  Check with your professor for any additional instructions.
  • To keep this essay short and manageable, your only sources for your paper should be your own experience and the Webtext. For this reason, APA citations and references are not required for this assignment.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.  The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Relate psychological concepts to real-world situations.
  • Describe the major theories of personality development, learning, memory, cognition, consciousness, development and social psychology.
  • Use technology and information resources to research issues in psychology.
  • Write clearly and concisely about psychology using proper writing mechanics.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

(Retrospective Analysis Of Personality)

Points: 220 Assignment 1: Retrospective Analysis of Personality
Criteria Unacceptable

Below 60% F

 Meets Minimum Expectations

60-69% D

 Fair

70-79% C

 Proficient

80-89% B

 Exemplary

90-100% A
1. Reflect on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent.

Weight: 20%

 Did not submit or incompletely reflected on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent. Insufficiently reflected on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent. Partially reflected on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent. Satisfactorily reflected on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent. Thoroughly reflected on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent.
2. Based on your retrospective analysis, describe the roles of nature and nurture in shaping your personality. Reflect on your justification for distinguishing between nature and nurture.

Weight: 25%

 Did not submit or incompletely described the roles of nature and nurture in shaping your personality based on your retrospective analysis. Did not submit or incompletely reflected on your justification for distinguishing between nature and nurture Insufficiently described the roles of nature and nurture in shaping your personality based on your retrospective analysis. Insufficiently reflected on your justification for distinguishing between nature and nurture Partially described the roles of nature and nurture in shaping your personality based on your retrospective analysis. Partially reflected on your justification for distinguishing between nature and nurture Satisfactorily described the roles of nature and nurture in shaping your personality based on your retrospective analysis. Satisfactorily reflected on your justification for distinguishing between nature and nurture Thoroughly described the roles of nature and nurture in shaping your personality based on your retrospective analysis. Thoroughly reflected on your justification for distinguishing between nature and nurture
3. Discuss the possible sources of bias and inaccuracy whenever a person looks back on their past history. Be sure to discuss factors related to memory and factors related to cognition.

Weight: 25%

 Did not submit or incompletely discussed the possible sources of bias and inaccuracy whenever a person looks back on their past history. Did not submit or incompletely discussed factors related to memory and factors related to cognition. Insufficiently discussed the possible sources of bias and inaccuracy whenever a person looks back on their past history. Insufficiently discussed factors related to memory and factors related to cognition. Partially discussed the possible sources of bias and inaccuracy whenever a person looks back on their past history. Partially discussed factors related to memory and factors related to cognition. Satisfactorily discussed the possible sources of bias and inaccuracy whenever a person looks back on their past history. Satisfactorily discussed factors related to memory and factors related to cognition. Thoroughly discussed the possible sources of bias and inaccuracy whenever a person looks back on their past history. Thoroughly discussed factors related to memory and factors related to cognition.
4. Describe why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes.

Weight: 20%

 Did not submit or incompletely described why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes. Insufficiently described why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes. Partially described why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes. Satisfactorily described why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes. Thoroughly described why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes.
5. Writing / Support for ideas

Weight: 5%

 Never uses explanations, examples, and evidence that logically support ideas. Rarely uses explanations, examples, and evidence that logically support ideas. Partially uses explanations, examples, and evidence that logically support ideas. Mostly uses explanations, examples, and evidence that logically support ideas. Consistently uses explanations, examples, and evidence that logically support ideas.
6. Writing / Grammar and mechanics

Weight: 5%

 Serious and persistent errors in grammar, spelling, and punctuation. Numerous errors in grammar, spelling, and punctuation. Partially free of errors in grammar, spelling, and punctuation. Mostly free of errors in grammar, spelling, and punctuation. Free of errors in grammar, spelling, and punctuation.
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Court Decisions Discussion on EOL

/in , , , /by

Court Decisions Discussion on EOL

(Court Decisions Discussion on EOL)

Hello this is a HPRS-1303 (end of life issues class). Please on these two assignments no plagiarism. There is a discussion post and a journal entry which needs to be done and please upload these two answers separately please for me.  These two assignments is due March 4, 2018 before 11:59 pm . Also please list the sources for both assignments. And also the videos link is below please watch to do the assignments. please watch all three… you would  have to put the each  link in your browser to watch them.

1.

What  did you learn from these videos?  What are your thoughts?  Support your  answers through the use of peer reviewed scholarly sources from  MedLine, Ebsco, Proquest, and/or Google Scholar.  You must provide at  least three additional sources to the video.

Please write a 300 to 500 word essay adhering to APA 6th Edition formatting guidelines

Journal Entries (Assignments)

Journal entry#4

2. One requirement for HPRS 1303:  End of Life Issues class is  that students keep a reflective journal summarizing what they have  learned from each assignment and subsequent discussion. Students must  complete 11 journal entires in total, each of which is worth up to 50  points.

The Journal Entries provide a way for students to make personal  connections to the material and to apply the concepts they have  learned.  Journal entries should be written in a well-developed  paragraph rather than just a phrase.  Investing some effort in each  journal entry will not only help you make the most of this course, but  should help prepare you for the assignment in Week 15.

This is the rubric that I will be using to grade all journal entries (assignments) throughout the semester:

APA Journal Entries (Assignments) Rubric

Score _____/50

____ (5) In-text citations include necessary info in parentheses after borrowed material

____ (5) References per APA

____ (5) Grammar and spelling

____ (35) Application of three or more concepts from the learned material

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Renal Transplant Complication Assessment

/in , , , /by

Renal Transplant Complication Assessment

(Renal Transplant Complication Assessment)

Nursing Assessment

A 58-year-old female is admitted for a work up for a complaint of neck and low back pain. During admission, you discover that she underwent a renal transplant six years ago. The patient also had blood work collected. When you review the findings, you notice that her serum calcium is elevated at 13.9 (Normal values range from 8.5 to 10.2 mg/dl), her CBC shows a hematocrit of 33%, and hemoglobin of 11.1 g/dl (normal adult female hematocrit Range: 37-47%, normal adult female hemoglobin range: 12-16 g/dl). What does this mean and what could be the underlying cause of her pain and her abnormal lab values? What other assessments would be helpful?

The first thing that I would address is how she is doing with her anti-rejection medications and when the last time she followed up with her transplant team. Although the rate of rejection decreases every year after a transplant, the long term success of a kidney transplant significantly depends on regular follow up care with the transplant team, taking anti-rejection medications, and following the advice/care plan that is set in place for you (Kimberley, 2017). The fact that she is having that lower back pain concerns me of some type of kidney issue that can be as minor as a kidney stone or as severe as possible rejection. The elevated calcium can be attributed to many different things. It can be from overactive parathyroid glands, cancer, and a whole list of other things. I am suspecting that this patient could possibly be dehydrated because hypercalcemia can also be attributed to severe dehydration, which is also why my main concern is what is going on with her kidneys (Lumachi, 2010). Having a low hematocrit means that the percentage of red blood cells is lower what is expected. The patient can have some kind of internal bleeding, or possibly even cancer. She has been on the anti-rejection medications for 6 years. A side effect of those anti-rejection medications is a secondary cancer. It wouldn’t hurt to have that evaluated. A lower hemoglobin can also be indicative of chronic kidney disease, and/or cancer (Kimberley, 2017).

I would recommend that an entire kidney workup be completed for this patient. That would incredude a complete metabolic panel, a UA, Renal US. It is possible that this is just a kidney stone, but that is where I would start. If all those prove to be normal then I would do a cancer workup to see if it is possible the patient has developed a secondary cancer from the anti-rejection medications. If that proves not to be the problem then I would consider maybe with the patients age that this could be indicative to osteoporosis.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Quantitative Annotated Bibliography

/in , , , /by

Quantitative Annotated Bibliography

(Quantitative Annotated Bibliography)

Question description

In this week’s discussion question you were asked to consider a potential problem (appropriate to your role option) that you would like to investigate through nursing research. For this assignment you will review current research from South’s Online Library and provide a critical evaluation on that research through an annotated bibliography. An annotated bibliography is a brief summary and analysis of the journal article reviewed. For more information on annotated bibliographies please visit Purdue’s OWL: https://owl.english.purdue.edu/owl/resource/614/01/

A total of four annotated bibliographies are to be submitted (not to exceed one page each). The articles must come from nursing scholarly literature and may not be older than 5 years since publication. Please note that the articles must be research based and reflect a quantitative methodology (review our reading assignments). Web pages, magazines, textbooks, and other books are not acceptable.

Each annotation must address the following critical elements:

  • Explanation of the main purpose and scope of the cited work
  • Brief description of the research conducted
  • Value and significance of the work (e.g., study’s findings, scope of the research project) as a contribution to the subject under consideration
  • Possible shortcomings or bias in the work
  • Conclusions or observations reached by the author
  • Summary as to why this research lends evidence to support the potential problem identified specific to your role option.

(Quantitative Annotated Bibliography)

Assignment 3 Grading Criteria Maximum Points
Articles selected are appropriate to role option and support the potential problem identified. 20
Addresses required elements for each of the 4 nursing research articles that provide supportive evidence for the problem. 40
Articles selected meet guidelines (quantitative methodology, nursing scholarly literature, no older than 5 years since publication). 30
Followed APA guidelines for writing style, format, spelling, and grammar. 10
Total:

** My submitted discussion and bibliography, choose 4 for the assignment:

Diabetes has achieved epidemic levels in the US, making effective management a high priority in the health care system struggling to simultaneously enhance care and lower cost. Family nurse practitioners (FNPs), which is my nursing specialty, have become much more aware of the significance of this preventable epidemic and have the fundamental knowledge, insight and resources to help diagnosis, treat and manage patients that are at risk of being diagnosed with diabetes or already have it. My reason for researching diabetes is because there still continues to be a major communication gap between patients and FNPs on the overall treatment and management of diabetes and its related medical conditions. The need for FNPs to educate diabetes patient on self-management strategies is imperative. However, it appears that many FNPs educate diabetes patients in one fashion. The problem with this is that each patient has a different cultural background, so FNPs need to tailor diabetes self-management strategies/plans that are going to be effective based on the patients cultural background.

My library research strategy for this project is to examine multiple databases, such as the National Library of Medicine, the National Institutes of Health, and PubMed, Society for Biomedical Diabetes Research, as well as government agencies and professional nursing organizations that have reported the most up-to-date evidence-based practices for diabetes research. In doing so, I must utilize search terms that are relevant to diabetes. Some of these identifiable concept search terms include (but not limited to) blood glucose, diabetes, diabetes mellitus, type-1 and type-2, hemoglobin A1C, hyperglycemia, and insulin; just to name a few.

According the 2014 National Diabetes Statistics Report, there are 29.1 million individuals in the United States that have diabetes, of which 21 million of the total individuals have been diagnosed with diabetes and the remainder, 8.1 million individuals are either underdiagnosed or have not been diagnosed as of yet (CDC, 2014). This statistics are alarming, to say the very least.

Provider-patient self-care communication is fundamental to enhancing patient adherence, yet various boundaries exist that undermine successful healthcare provider-patient self-care communication. From the health care professional point of view, the most regularly referred to barrier to self-care communication is time. Researchers, Bundesmann & Kaplowitz (2011), conducted a study of family medicine practices found that the time physicians went through talking about self-care with their patients shifted from 1 to 17 minutes, proposing that time is a noteworthy obstruction to self-care correspondence. Different obstructions incorporate absence of joint effort and cooperation among healthcare professionals, absence of patients’ access to resources, and lack of psychosocial support for patients with diabetes (Bundesmann & Kaplowitz, 2011). Relatedly, Beverly and associates found that doctors frequently feel deficiently prepared to address diabetes patients’ psychosocial issues and this apparent absence of aptitude may add to doctors feeling overpowered and disappointed inside the provider–patient relationship, which may hinder open self-care correspondence ((Beverly et al., 2011).

From the patient’s perspective of self-care diabetes communication, boundaries have a tendency to vary from those apparent by healthcare providers. In one subjective review with healthcare providers and patients, both noticed that patients were hesitant to discuss self-care for the fear of being judged or disgraced about food intake and weight (Ritholz, Beverly, Brooks, Abrahamson, & Weinger, 2014). This finding was bolstered in a quantitative follow-up study surveying patient hesitance to talk about self-care. According to the article, 30% of studied patients reported hesitance to examining self-care with their healthcare providers because of a paranoid fear of being judged, not having any desire to frustrate their provider, guilt, and shame (Beverly et al., 2012).(Quantitative Annotated Bibliography)

Diabetes self-management is a key element in the overall management of diabetes. Identifying barriers to disease self-management is a critical step in achieving optimal health outcomes. According to Holt and his fellow colleagues, they explained that knowledge of the pathophysiology and pharmacology of diabetes structures the establishment of care. It encourages composing scripts and observing substance changes, however this information alone is not adequate (2013). A fundamental comprehension of the social and psychological parts of diabetes care is likewise required. Care that does include acknowledgment and comprehension of these parts of the disease prompts to dissatisfaction, outrage, frustration, weakness, disruption, and burnout for both the healthcare provider and the patient. This prompts to a feeling of disappointment and the additional barrier of “idleness” (Holt et al., 2013). The healthcare provider, patient, or both feel that there is no hope and pass on that sense through activities, words, and nonverbal conduct. However, in another article from Shrivastava, Shrivastava, & Ramasamy (2013), they determined that socio-demographic and cultural boundaries have been barriers to why diabetes patient lack self-care management strategies. As one can clearly see from the literature above, there are varying barriers that comprise the communications between providers and patients when it comes to diabetes self-care management.

One solution to this problematic issue would be to implement a psychoeducational training program that would educate healthcare providers on being more culturally competent and to teach them various techniques for motivational interviewing of patients with diabetes.

References(Quantitative Annotated Bibliography)

Beverly, E. A., Ganda, O. P., Ritholz, M. D., Lee, Y., Brooks, K. M., Lewis-Schroeder, N. F., Weinger, K. (2012). Look Who’s (Not) Talking: Diabetic patients’ willingness to discuss self-care with physicians. Diabetes Care, 35(7), 1466-1472. doi:10.2337/dc11-2422

Beverly, E. A., Hultgren, B. A., Brooks, K. M., Ritholz, M. D., Abrahamson, M. J., & Weinger, K. (2011). Understanding Physicians’ Challenges When Treating Type 2 Diabetic Patients’ Social and Emotional Difficulties: A qualitative study. Diabetes Care, 34(5), 1086-1088. doi:10.2337/dc10-2298

Bundesmann, R., & Kaplowitz, S. A. (2011). Provider communication and patient participation in diabetes self-care. Patient Education and Counseling, 85(2), 143-147. doi:10.1016/j.pec.2010.09.025

CDC. (2015). 2014 Statistics Report | Data & Statistics | Diabetes | CDC. Retrieved from https://www.cdc.gov/diabetes/data/statistics/2014s…

Holt, R. I., Nicolucci, A., Kovacs Burns, K., Escalante, M., Forbes, A., & Hermanns, N. (2013). Diabetes Attitudes, Wishes and Needs second study (DAWN2™): Cross-national comparisons on barriers and resources for optimal care-healthcare professional perspective. Diabetic Medicine, 30(7), 789-798. doi:10.1111/dme.12242

Ritholz, M. D., Beverly, E. A., Brooks, K. M., Abrahamson, M. J., & Weinger, K. (2014). Barriers and facilitators to self-care communication during medical appointments in the United States for adults with type 2 diabetes. Chronic Illness, 10(4), 303-313. doi:10.1177/1742395314525647

Shrivastava, S., Shrivastava, P., & Ramasamy, J. (2013). Role of self-care in management of diabetes mellitus. Journal of Diabetes & Metabolic Disorders, 12(1), 14. doi:10.1186/2251-6581-12-14

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Community Organization Needs Analysis

/in , , , /by

Community Organization Needs Analysis

(Community Organization Needs Analysis)

The Community Organization: Clearly indicate the focus of the organization and the community needs that the organization

Question description

I needed to work on your thesis a little more. Perhaps bring in the language barrier. This also needs to be brought in the conclusion perhaps you can suggest a solution.

Throughout this course, you have been working toward your final project; this week you will be submitting your completed assignment. Make the necessary corrections to your project and submit your completed work this week. Remember to use the information and feedback you received from your instructor and peers from your rough draft submission in week five.

You had three options in how you can present your final project. Check your rough draft against the corresponding requirements:

As a Paper

Your paper should be creative and interesting, and demonstrate what you have learned. It should be a minimum of 5-7 pages in length and you will use APA style formatting with a title page and reference section. You should use Times New Roman, 12pt. font, double-space your lines, and set your page up with one inch margins (See the APA Template included in the Course Resources folder)

As a Presentation

Like the paper option, your presentation should be creative, interesting, and demonstrate what you have learned throughout the project. Your presentation should be 8 to 10 minutes in length, include visual elements (graphics, pictures, etc.), be presented using a program such as PowerPoint or Prezi, and you should record yourself giving the presentation (consider using screen capture programs such as JING or Eyejot to record your voice—be aware, you may need to create more than one file).

As a Speech

As it is in the other two options, your speech should be creative, interesting, and demonstrate what you have learned throughout the project. Your speech should be 8 to 10 minutes in length and include a typed handout.

For All Assignment Types

Your assignment should be well-organized and demonstrate an orderly flow of information that clearly addresses the subject chosen. In addition to the above criteria, your final project should include the following elements:

  • The Community Organization: Clearly indicate the focus of the organization and the community needs that the organization. A brief historical background of the organization should also be included.
  • Discuss any community partnerships that they have. Suggest additional partnerships that you feel they should have.
  • Explore how the cross-cultural challenges and humanitarian considerations are involved.
  • Demonstrate how the organization uses volunteers and the economic benefits associated with this (not just “free labor”).
  • Illustrate any roadblocks that the organization has faced or potential could face and how they did or might find solutions.
  • Describe the organization’s vision for the future.
  • Indicate what areas in which you feel the organization could improve. What challenges (technological, political, economic, laws and regulations, community-based initiatives, educational, etc.) will they need to overcome?
  • Discuss potential ways you might be able to contribute to the organization. How could your own interests, talents, and skills benefit this organization?

Note: You will need to include a minimum of ten (10) sources to support your project claims. Additionally, make sure the sources you choose are no more than five (5) years old.

Other Criteria:(Community Organization Needs Analysis)

Title your Project

Introduction: Begin with the attention-getter, tie in the background information, and end the introduction with your thesis.

Body:

  • Clearly identify the topic of each section. The topic must be a statement, not a question, and should begin with your own ideas and your own words.
  • After identifying your topic, use quotations or paraphrase from your sources to help illustrate the point you are making (be sure to identify the author(s) and source(s)).
  • After you have given support, spend a sentence or two explaining how the example(s) support the section topic.
  • A compilation of your research, your literature review, your methods, (how the data was collected or generated and analyzed), and your results should be included in the body of your project.

Conclusion:

  • Restate your thesis. This means that you say about the same thing as you did in your thesis, but you say it differently.
  • After stating your thesis, restate the topics from each of your body sections and emphasize what is important for your audience/readers to remember.
  • End your conclusion with a call to action that illustrates what your audience/readers should do with the information you presented.

Please note: You will have the opportunity to revise and perfect this project, but you should do your best to make each step as complete as possible so you can receive more relevant and constructive feedback from your instructor and your peers.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Initial Survey Design

/in , , , /by

Initial Survey Design

(Initial Survey Design)

Develop an initial survey based on a topic of interest in your personal or professional life.

Required Resources

The following resources are required to complete the assessment.

Capella Resources

Click the links provided to view the following resources:

SHOW LESS

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books from the Capella University Library are linked directly in this course:

  • Naghshpour, S. (2012). Statistics for economics. New York, NY: Business Expert Press.
    • Chapter 1, “Descriptive Statistics,” pages 1–28.
  • Urdan, T. C. (2005). Statistics in plain English (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
    • Chapter 1, “Introduction to Social Science Research and Terminology,” pages 1–6.
Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the MAT-FP2001 – Statistical Reasoning Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

Bookstore Resources

The resource listed below is relevant to the topics and assessments in this course and is not required. Unless noted otherwise, this resource is available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

  • Bennett, J. O., Briggs, W. L., & Triola, M. F. (2014). Statistical reasoning for everyday life (4th ed.). Boston, MA: Pearson.

Assessment Instructions

Note: Complete this assessment and wait for faculty feedback before beginning Assessment 2.

Before rushing out to collect data, it is important to clearly define what you are trying to accomplish and what you are trying to answer from your study. This assessment provides an opportunity for you to demonstrate your ability to define your goals and begin to formulate a data collection strategy to meet those goals.

Using the Initial Survey Design Template linked in the Resources under the Required Resources heading, identify a topic of interest in your personal or professional life and explain your reasons for selecting the topic and your thoughts about the study design. As you fill out the template, keep in mind that surveys are usually done to answer some sort of question. This topic could be something based on your professional activities or your personal interests. In other words, you get to make the subject of the statistical study something to which you can relate.

Address the following in the template:

  1. Describe the topic of your survey.
  2. Explain why the topic is important. (How might the results of the study be used in your personal or professional life?)
  3. Identify and describe the potential variables to be included in data gathering.
  4. Define the population to be studied.
  5. Explain why this is the best population for your study.

Initial Survey Design Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Define a study topic in relation to its importance in one’s personal or professional life. Does not describe a survey topic. Describes a survey topic, but does not explain its importance to one’s personal or professional life. Defines a study topic in relation to its importance in one’s personal or professional life. Defines a study topic in relation to its importance in one’s personal or professional life, and provides specific examples of how the results could be used in one’s personal or professional life.
Identify potential variables to include in data gathering related to a survey topic. Does not identify potential variables to include in data gathering. Identifies potential variables to include in data gathering, but some of the variables are not relevant to the survey topic. Identifies potential variables to include in data gathering related to a survey topic. Identifies potential variables to include in data gathering related to a survey topic, and describes why they are appropriate.
Explain why a specific population is appropriate for a study. Does not specify a population for a study. Specifies a population for a study. Explains why a specific population is appropriate for a study. Explains why a specific study population is appropriate for a study compared to other potential populations.
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Advanced Psycholopathology Final Exam

/in , , , /by

Advanced Psycholopathology Final Exam

(Advanced Psycholopathology Final Exam)

Begin Final Exam
The Final Exam consists of eight (8) Essay questions. Use the reading   assignments thoroughly in an integrative discussion of your own understanding   of the questions posed. Remember to reference all work cited or quoted   by the text author. You should be doing this often in your responses. If you use outside resources, they should support the text information, but not replace the text.
All discussions must take into account the legal and ethical   considerations, as well as issues of culture and human diversity that   may pertain to the questions below.  Legal and Ethical information   is in Chapter 16 of the course text. Cultural information is covered   throughout the course text and DSM 5. You may use alternative cultural   resources to enhance your work.
Your response to each question should be approx. 1 page per question.
Your total assignment should be 8-9 pages plus a title and reference page.
Due Week 8
1.  What is meant by the notion that mental illness is a social   construction? How does cross-cultural research suggest that   psychopathology is universal rather than a social construction?
2.  It is widely recognized that people with autism spectrum disorder   display deficits in communication and social behavior. It is perhaps   less often noted that in some areas, their abilities may surpass those   of people without autism spectrum disorder.  What is your understanding   if this theory? How do the enhanced abilities of those with autism   spectrum disorder lend credence to an evolutionary approach to   psychopathology?
3.  Phrases such as “broken hearts” and “hurt feelings” liken  emotional  pain to physical pain. To what extent is the metaphor implied  in these  phrases supported neuroscientifically?
4.  The role of trauma and the experience of unusual states of  awareness  or identity in the dissociative disorders have led  psychologists to  explore the relationship between dissociation and  post-traumatic stress,  on the one hand, and hypnosis, on the other.  Briefly summarize the  results of this research.
5.  Discuss some of the reasons why the treatment of  substance-related  and addictive disorders is especially challenging.  Addiction to  methamphetamine is particularly difficult to treat. Review  some of the  cognitive deficits seen in methamphetamine addiction and  explain how  these deficits complicate efforts to treat the addiction.
6.  Outline the neurodevelopmental hypothesis of the etiology of   schizophrenia. In what way does schizophrenia represent a paradox from   an evolutionary standpoint?
7.  Discuss the evidence for genetic and environmental contributions  to  personality disorders. Identify the specific experiences that seem  to  underlie personality disorders. Which personality disorder seems the  most genetic?
8. Highlight the beneficial effects of physical exercise not only on   preventing cognitive impairment among older adults without   neurocognitive disorders but also on reversing decline among those with   mild neurocognitive impairment.
Assignment Outcomes

Analyze the physical, cognitive, social and personality aspects of abnormal psychology and implications across the life span

Examine the major diagnostic domains and specific criteria associated with DSM-5 disorders.

Evaluate legal and ethical issues in mental health treatment

Develop an awareness of diversity and cross-cultural perspectives in abnormal psychology.

Explore available treatment and interdisciplinary services for community members experiencing mental health disorders.

Identify the barriers associated with seeking and receiving therapeutic services.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Experimental Design Worksheet

/in , , , /by

Experimental Design Worksheet

(Experimental Design Worksheet)

Fill in the Blank

Using the terms listed below, complete the following:

  1. ___________ group receives treatment in an experimental design.
  2. ___________ group does not receive treatment in an experimental design.
  3. A ___________ design has many observations on a single case or a few subjects.
  4. When subjects are not randomly assigned and not all variables are under the control of the presenter, this is referred to as ______________ design.
  5. When all subjects receive all levels of the independent variable, this is referred to as ____________ design.
  6. When separate groups of subjects receive different levels of the independent variable, this is referred to as _____________ design.
  7. When the researcher measures a behavior that needs to be changed, applies therapy and measures the behavior again, and then removes the treatment and measures the behavior again, this is referred to as ______________ design.
  8. When the researcher measures a behavior that needs to be changed and then applies therapy and measures the behavior again, this is referred to as _____________ design.
  9. When the criterion outcome changes over time this is referred to as _______________ design.
  10. When measuring several behaviors or several people with baseline periods of varying lengths and an independent variable occurs, this is referred to as a ______________ design.

 

A. Multiple Baseline                    B. Small n                                      C. AB

D. Control                                     E. Experimental                            F. ABA

G. Between Subject                     H. Quasi-Experimental                I. Changing Criterion

J. Within Subject

Matching

Read the following scenarios and match each scenario with the correct type of experimental design.

  1. _____ To study verbal commands in canines, during week 1 the baseline is recorded for how many times a dog chased a cat.  During week 2, dog was verbally scolded (treatment) when the dog chased the cat, and the chasing behavior was recorded.  During week 3, the chasing behavior was recorded without the verbal scolding (treatment).
  2. _____ Two classes of children are studied regarding the effects of a new teaching method in science.  One group received the new method of instruction, while the other group uses the standard, traditional method of instruction. Both classes are measures for achievement before and after the teaching methods.
  3. _____ All subjects perform at all levels of the independent variable.  Subjects diagnosed as having attention deficit disorder were each tested on a concentration task after receiving medication. All subjects were tested four times, once after receiving one of the four doses. Each subject was tested under eachof the four levels of the independent variable-dose of medication.
  4. _____ Divide your subjects in half.  One group receives one treatment of the independent variable and the other group receives a different treatment of the independent variable. Subjects were all told they were going to see a video of a therapist’s session after which they would rate the quality of the session. The groups differed in that the subjects in one group were told that prior evaluations indicated that the therapist was effective whereas subjects in the other group were told that the evaluations indicated the therapist was not effective. These different subjects were used for the two levels of the independent variable: subjects were in either the “effective therapist” or the “ineffective therapist” condition.
  5. _____ A small group is measured for the amount of anxiety they experience in math class (baseline).  They are taught a relaxation method and measured again to measure anxiety in math class.

A. Between-Subjects Design                     B. AB Design                                 C. Quasi-Experimental Design

D. ABA Design                                             E. Within-Subjects Design

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Debate on Child Research Consent

/in , , , /by

Debate on Child Research Consent

(Debate on Child Research Consent)

Response To Peer Discussion Question

Children as Research Subjects 

John Lantos summarizes the views of three specific researchers regarding the subject of child involvement in clinical research and the level of consent required to participate. Lantos describes that Beecher, a well-respected researcher in the 1960’s and 70’s, was torn on the idea of experimental trials involving minors. Beecher agreed that if the trial was to benefit the patient (even if they were a minor) and had minimal risk involved, that minors should be included in the subject population “as long as informed consent is obtained from the minor’s parents or guardian” (Lantos, p. 96). It was this debate, and many more regarding the conduct of clinical research, that brought about the rules and regulations we have today guiding our experiments and studies. Beecher did not believe in the multitude of codes set forth to dictate how research was conducted, including the strict guidelines on informed consent. He believed that informed consent was never truly accurate, as there are always unforeseeable risks and “no two situations are alike”. He also believed that research should be reviewed by a panel of individuals for ethicality, but these panels should consist of the researchers themselves. Beecher believed we should be able to trust the physicians to conduct trials at the highest standard by using “their own consciences and their experiences as their guide” (Lantos, p. 97). Lantos highlights the Willowbrook State school study over hepatitis as a prime example for children involved in research. he notes that Beecher disapproved of this trial because although consent was received from the parents, it is likely that these parents did not fully understand the risks involved and if they had, the study would probably not have been conducted as the parents wouldn’t have agreed to participate. Regarding child participation, Lantos brings to light the differing opinions of two other researchers, Ramsey and McCormick. Ramsey argued that even if consent is given, children should never be the subjects of clinical research, unless that research is guaranteed to benefit the child. McCormick argues the opposite side, stating that research in minors may be required if we want to make advances in medical treatment for minors. McCormick concedes that consent must be obtained from the parent or guardian, but does not believe that research cannot be done with children at all, as that poses a risk to our advancing medical knowledge which could lead to more harm than good for children (Lantos, p 99). Beecher posits that although consent may never cover all possible risks, as there are always unknowns when it comes to experimental treatment, it still must be required to conduct research on children. However, Beecher never assumed that there would be such strict guidelines regarding what must be involved in consent and how strictly the researcher would be watched when conducting his research (Lantos, 101-102).

(Debate on Child Research Consent)

In another article on research involving children as subjects, Ariella Binik notes that one of the biggest ethical questions on this topic is the issue of informed consent (Binik, p. 27). Depending on the age of the minor involved in research, they may not be able to provide consent for themselves at all (i.e., aren’t able to speak yet), and if they are of talking age, most do not have the capacity to fully understand the research being explained to them within the consent form, and therefore cannot provide true consent to participating. Another problem lies in the type of research conducted, and as stated in Binik and Lantos’ articles, Ramsey argued that non-therapeutic research, or research that will not give results that directly benefit the patient, involving children is absolutely unacceptable. Binik explores the idea of “benefit arguments” when justifying children as research participants (Binik, p. 28). Benefit arguments explain that research risks are justified by the benefits they can provide to the patient. This is true when it relates to direct benefits. However, when using these arguments to justify non-therapeutic research, the proponents argue that the benefits can be broader, non-direct, and sometimes not even medical, to justify the research risks (Binik, p. 30). Do these arguments truly discredit the idea that children cannot truly consent to participating in research? could these arguments go so far as to prove that informed consent for research involving children is not required? This is a scary thought. We cannot justify research and the risks it poses by coming up with intangible and unproven possible benefits.

I agree with McCormick on the subject of children in research. how can we expect to further our knowledge of pediatric diseases and treatments if we do not study the population that they effect? I also agree that consent absolutely must be obtained and all known risks must be outlined prior to completing this research. It is clearly better to make subjects and their parents fully aware of what could possibly happen (even if it is not fully inclusive) then to not give them any information at all. As stated in his article, Lantos points out that Beecher “did not conclude from this that consent should not be sought. Instead, he thought of consents as an unattainable goal toward which we should nevertheless strive” (p 103). Much of the article also discusses the fact that there are such strict regulations guiding research conduct, where instead, we could just trust physicians to run clinical trials on their own and believe that they will lead us down the best path for our health. I strongly disagree with this. Not only has history proven this theory wrong, we also cannot blindly follow our clinician’s advice and assume they know best. Although they may be more trained and educated, without regulation, they may no longer have the patient best interest at heart. To agree with everything our doctor tells us and not have the right or capacity to disagree can lead to dangerous results. Beecher argued that when receiving treatment outside of clinical research, we “trust clinicians themselves to make the decisions about what therapies are appropriate…”, but when the word research is included, a panel of third party members must decide what is appropriate and fair to the subject (Lantos, p 103-104). The biggest part of this statement that stands out to me is that he is referencing non-experimental treatment when arguing that we trust the physician. We of course trust the physician completely when they are deciding a regular course of treatment that has been proven to work. However, when the treatment is experimental, there can be no harm in having a board of peers review the research to ensure that the patient is getting the respect they deserve. The rules and codes for research and consent forms is not showing distrust in the physician or his opinions and advice, but is instead giving the patient a voice in the situation and ensuring that basic human rights are present.

Binik, A. (2018). Does benefit justify research with children?. Bioethics, 32(1), 27-35. doi:10.1111/bioe.12385

LANTOS, J. (2016). HENRY K. BEECHER AND THE OVERSIGHT OF RESEARCH IN CHILDREN. Perspectives In Biology & Medicine, 59(1), 95-106.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Infant Development Concepts Exam

/in , , , /by

Infant Development Concepts Exam

(Infant Development Concepts Exam)

Ashworth College PSYCHOLOGY S0v4 Exam 3

Question

Question 1 of 20 5.0/ 5.0 Points

What is a specific, but limited, time usually early in an organism’s life, during which the organism is particularly susceptible to environmental influences relating to some particular facet of development?

A. Latent period

B. Sensitive period

C. Critical period

D. Plasticity period

Question 2 of 20 5.0/ 5.0 Points

Which of the following is NOT an explanation as to why a newborn’s body lacks easy mobility?

A. The baby’s head is disproportionately larger than its body.

B. Babies cannot get enough nourishment to increase their strength.

C. The baby’s limbs are relatively short in relation to the rest of the body.

D. Babies’ bodies are mostly fat, not muscle, so they lack the strength to pick their head up.

Question 3 of 20 5.0/ 5.0 Points

What was the argument presented for advocates of bottle-feeding?

A. Bottle-feeding had more nutrients.

B. Parents could keep track of the amount of milk the baby was receiving.

C. Bottle-feeding offered significant emotional advantages.

D. Bottle-fed babies were more responsive to their mothers.

Question 4 of 20 5.0/ 5.0 Points

(Infant Development Concepts Exam)

At what age does the American Academy of Pediatrics and the American Academy of Family Physicians suggest that babies can start eating solid food?

A. 6 months

B. 8 months

C. 10 months

D. 12 months

Question 5 of 20 5.0/ 5.0 Points

Which principle states that development proceeds from the center of the body outward?

A. Cephalocaudal

B. Independence of systems

C. Proximodistal

D. Hierarchical integration

Question 6 of 20 5.0/ 5.0 Points

What is the term for the reflex that scientists feel represents a leftover response that humans inherited from their nonhuman ancestors?

A. Babinski

B. Rooting

C. Swimming

D. Moro

Question 7 of 20 5.0/ 5.0 Points

Due to malnutrition, a child’s stomach, limbs, and face may swell with water so that the child actually appears chubby, but in fact the child is suffering from:

A. nonorganic failure to thrive.

B. rickets.

C. marasmus.

D. kwashiorkor.

Question 8 of 20 5.0/ 5.0 Points

Babies are typically able to crawl between __________ months of age.

A. 6 and 10

B. 5 and 8

C. 10 and 12

D. 8 and 10

Question 9 of 20 5.0/ 5.0 Points

Breast feeding an infant for the first 12 months of life is the preferred method by child-care experts for all of the reasons below EXCEPT breast milk:

A. contains all the nutrients necessary for growth.

B. offers some immunity to childhood diseases.

C. is cheaper than store-bought formula.

D. is more easily digested than cow’s milk or formula.

Question 10 of 20 5.0/ 5.0 Points

(Infant Development Concepts Exam)

What is the term for the degree of awareness an infant displays to both internal and external stimulation?

A. Rhythm

B. Attention

C. Sensitive period

D. State

Question 11 of 20 5.0/ 5.0 Points

If you examine the different growth patterns of a child’s body size, nervous system, and sexual characteristics, you would apply which principle?

A. Principle of the independence of systems

B. Cephalocaudal principle

C. Principle of hierarchical integration

D. Proximodistal principle

Question 12 of 20 5.0/ 5.0 Points

SIDS strikes about __________ infants in the U.S. each year.

A. 2500

B. 10,000

C. 100,000

D. 1,000,000

Question 13 of 20 5.0/ 5.0 Points

Synaptic pruning means unused:

A. myelin is being removed in the brain.

B. dendrites are being removed in the brain.

C. axons are being removed in the brain.

D. synapses are being removed in the brain.

Question 14 of 20 5.0/ 5.0 Points

What is the term for the ability to detect sound and pinpoint the direction from which it is emanating?

A. Discrimination

B. Sound distinction

C. Sound travel

D. Sound localization

Question 15 of 20 5.0/ 5.0 Points

(Infant Development Concepts Exam)

By the age of __________ months, babies can move themselves in different directions.

A. 4

B. 6

C. 9

D. 12

Question 16 of 20 5.0/ 5.0 Points

At approximately what age is a baby able to prominently open its hand and grasp a rattle?

A. at birth

B. 3 months

C. 6 months

D. 10 months

Question 17 of 20 5.0/ 5.0 Points

The developmental researcher(s) who conducted the classic study regarding the “visual cliff” was/were:

A. Pavlov.

B. Skinner.

C. Bandura.

D. Gibson & Walk.

Question 18 of 20 5.0/ 5.0 Points

The “visual cliff” study indicates that most infants in the age range of __________ months cannot be coaxed to cross the “cliff.”

A. 6 to 14

B. 5 to 12

C. 12 to 14

D. 8 to 14

Question 19 of 20 5.0/ 5.0 Points

What is the fatty substance that helps insulate neurons and speeds the transmission of nerve impulses?

A. Dendrites

B. Axons

C. Myelin

D. Synapse

Question 20 of 20 5.0/ 5.0 Points

What principle means that we would likely develop visual abilities (located in the head) well before we master the ability to walk (closer to the end of the body)?

A. Independence of systems

B. Hierarchical integration

C. Cephalocaudal

D. Proximodistal

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!