Skills 108- 2

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Skills 108- 2

(Skills 108- 2)

For this Assignment, review this week’s Resources. Then, select a population with which you might like to build a group. Consider the needs of the population and the type of group you might build to benefit the population. Think about how you might structure this group and what role you, the social worker, might need to assume in order to support the group members. Finally, reflect on what intervention skills this group might require and the potential group dynamics of which you should be aware while running the group.

Assignment: (3- to 4-page paper in APA format).

Your paper should include:

  • A description of the population with which you might like to build a group and an explanation of the type of group you might build with this population.
  • An explanation of the concerns that might be addressed for this population in that group and a description of which cultural structures and values may oppress, marginalize, alienate, create, or enhance privilege and power for this group.
  • A description of the details you must consider when planning the group. For example, composition of the group, recruitment strategies, format (open or closed), time frame, and use of screening interviews for members.
  • An explanation of the intervention skills needed for working with this group and an explanation of the potential professional roles the social worker might need to take on as the leader.
  • An explanation of the potential dynamics to be aware of when running this particular group.

POPULATION: fostered kids and foster families

Group: a support group for different foster families and kids to come together

USE ONLY MY REFERENCES:

 

Kirst-Ashman, K. K., &  Hull, G. H., Jr. (2018). Understanding generalist practice (8th  ed.). Stamford, CT: Cengage Learning.

  • Chapter 1, “Introducing Generalist Practice: The Generalist Intervention Model” (pp. 1–58)
  • Chapter 3, “Practice Skills for Working with Groups”(pp. 102-137)
  • Chapter 6, “Planning in Generalist Practice” (pp. 224-254)
  • Chapter 7, “Examples of Implementation in Generalist Practice” (pp. 255-306)
 
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Vignette Analysis 2

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Vignette Analysis II:

(Vignette Analysis 2)

This  assignment focuses on vignette analysis and direct application of  course concepts to the persons and situations presented in the vignette  for each question. 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 situations presented below. 

Please  keep your responses focused on what is presented in the vignette. Do  not add information but use your creativity to support what you see in  the vignette as written. All assignments MUST be typed  in APA style and must be written at graduate level  English. The content, conciseness and clarity of your answers will be  considered in the evaluation of your work. You must use and integrate the material presented in the course text and cite your work according to APA format. Use of outside resources for culture-specific information to enhance your vignette analysis is encouraged.

This assignment should be 6-7 pages total plus a Title and Reference Page(Vignette Analysis 2)

A  panel of experts from Phenomenological Theories, Trait Theories and  Biological Theories of personality has been asked to evaluate this case.  Each panel will discuss their view of this case in direct and specific  context to a minimum of four (4) of their theoretical constructs. Each  panel will take into consideration the research on personality and the  brain as well as culture and legal/ethical issues that might arise. 

For this assignment you are to present this case from each of these panels of experts: 

Panel I: Phenomenological Theorists 

Panel II: Trait Theorists 

Panel III: Biological/Genetic Theorists 

John,  a 28 year old, Hispanic male, is seen in an initial interview at a  community mental health clinic. He has been diagnosed as Chronically  Mentally Ill. He resides with his mother and grandmother. Both his  father and grandfather committed suicide in their early 30’s. John is  afraid that he is fated to join the male-dominated generational pattern.  John is oriented to reality and does not appear to have any  disturbances in perception or thought. He does appear to be severely  depressed and anxious during your interview.

Assignment Outcomes(Vignette Analysis 2)

Distinguish the major theories of personality

 

Contrast historical and current views of personality

 

Integrate evidence based treatment interventions

 

Combine current research to assessment and technique

 

Identify legal, ethical issues in theories of personality and psychotherapy

 

Examine issues of culture and diversity in theories and application

 
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Assignment 3: Psychopathy

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Assignment 3: Psychopathy

(Assignment 3: Psychopathy)

Are investigators in tune with the differences between the personalities of a psychopathic spy and a nonpsychopathic spy? If not, who else might be in tune with these types of spies? Wait, that’s us—forensic psychologists! We are the experts in psychopathy!

You cannot get through a graduate program in forensic psychology without researching seminal works on the construct of psychopathy, such as Hervey M. Cleckley’s work and Robert D. Hare’s Psychopathy Checklist. If you are not familiar with the construct of psychopathy, be sure to research the term in the Argosy University online library resources. Research found in peer-reviewed psychological journals can provide you with knowledge on this construct and the leading researchers in the field.

Using at least three scholarly resources from the professional literature, research the construct of psychopathy and methods for interrogating psychopaths. Consider how a forensic psychologist could assist a CI investigator in distinguishing a psychopathic spy from a nonpsychopathic spy. The literature may include the Argosy University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).

Tasks:

Create a 5- to 7-page paper responding to the following:

  • Summarize the results of your research to demonstrate your understanding of the construct of psychopathy. Be sure to cite your sources in APA format.
  • Once you have presented a thorough working knowledge of psychopathy, explain how it may affect the actions of those who will try to commit treason. What psychopathic traits might be useful to have in CI investigators who have to interrogate these individuals?
  • Imagine you are the consulting psychologist to a CI investigator who is about to interrogate a suspect. This suspect has demonstrated many of the traits you have learned are associated with psychopathy.
    • How would you advise the investigator?
    • What interrogation strategies would you suggest? Consider the ethical implications of these strategies.

Submission Details:(Assignment 3: Psychopathy)

  • By Wednesday, July 23, 2014, save your paper as M1_A3_Lastname_Firstname.doc and submit it to the M1 Assignment 3 Dropbox.
Assignment 3 Grading Criteria
Maximum Points
Articulated the construct of psychopathy, demonstrating in-depth research.
20
Explained how psychopathy influences the actions of those who try and commit treason.
20
Identified psychopathic traits possibly useful in CI investigators who have to interrogate individuals engaging in treason.
12
Recommended sound interrogation strategies to address the psychopathic nature of the suspect.
12
Employed appropriate nomenclature in your assertions.
12
Described relevant ethical concerns in detail, supporting statements with valid research.
16
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
8
Total:
100
 
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the assignment is pharmacology

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the assignment is pharmacology

(the assignment is pharmacology)

Question description

Medication Teaching Plan Assignment Guidelines

Purpose

The purpose of this assignment is for the student to synthesize pharmacological knowledge (i.e., core drug

knowledge, core patient variables, and nursing implications) of pharmacotherapeutic agents into a useful

teaching and learning tool for nurses and patients.

Course Outcomes This assignment enables the student to meet the following course outcomes.

  • CO1 Apply the concepts of pharmacotherapeutics, pharmacokinetics, pharmacodynamics, and pharmacogenomics to the use of specific medication classifications in specific health conditions and in consideration of medication side/adverse effects, nursing implications, and medication teaching. (POs 1, 2, and 3)
  • CO2 Apply principles of health promotion, as well as illness and injury prevention, to promote safety and effectiveness of commonly used pharmacologic therapy across the lifespan, taking into consideration sociocultural, genetic/genomic, developmental, and gender implications. (POs 3 and 8)
  • CO3 Utilize the nursing process in understanding the effects of drug therapy on health outcomes across the lifespan within the framework of a diverse population of individuals, families, and communities. (PO 4)

Due Date

Refer to Course Calendar for details. The Late Assignment Policy applies to this assignment.

Total Points Possible

100 Points

Requirements(the assignment is pharmacology)

  • Choose a pharmacological agent that has been on the market less than 5 years.
  • Research the literature and obtain two to three resources for current, evidence-based information related to the pharmacological agent. You must submit your resources with the assignment. Identify the following key/relevant drug information that will be used to develop a medication teaching brochure:
  • Design a brochure to be used as a patient teaching tool containing the identified relevant/key

ØDrug Class

ØMechanism of Action

ØDrug Administration and Dosage

ØDrug/food Interactions

ØLab effects/Interference

information outlined above and the following important information:

  • Nursing Management

ØPatient Education Considerations

ØPatient Assessment

  • Potential Side Effects/Adverse Effects/Toxicities

ØSpecial considerations

Preparing the Assignment

  • After selecting your pharmacotherapeutic agent, use the Chamberlain online library or other database to research the key/relevant drug information.
  • Create your teaching brochure using MS Word or PowerPoint. Microsoft Word has built-in and online templates for brochures. You may choose one of these for your format. The brochure should be printed on one page, two-sided.
  • Include appropriate images, graphics, bulleted items, and subtitles in your brochure. Choose images that illustrate your points and do not serve as mere decorations.
  • Use no higher than seventh-grade reading level, except for required medical terminology. Microsoft Word will calculate a Flesch Kincaid Grade Level for you. Go to Review > Spelling and Grammar. When the check is complete, Word will give you the statistics. You may need to save your file with a new name and temporarily delete required medical terms and then run the Flesch Kincaid statistics again to get to the seventh-grade reading level.
  • Complete a separate document that contains the following information:
  • Submit the brochure and the one-page document to the assignment by the due date.

ØYour name, date and class

ØA short paragraph describing the intended audience and use for your teaching brochure. For example, is this for teaching a pediatric patient who is newly diagnosed with asthma about the new drug? Is it designed to teach an older adult about a new cholesterol drug?

ØA reference page in APA format

The brochure is not a paper that follows APA format so please use your creativity when developing the

brochure. Consider your audience when choosing font, style and graphics.

Directions and Assignment Criteria

Category Points % Description
Brochure: Key/Relevant Drug Information 30 30% Brochure contains following key/relevant drug information

  • Drug Class
  • Mechanism of Action
  • Drug Administration and Dosage
  • Drug Interactions
  • Lab effects/interference
  • Special Considerations
  • Potential Side Effects/Adverse Effects/Toxicities
Brochure: Patient Education Considerations 35 35% Brochure contains the following patient education information

Nursing Management

Patient Education Considerations

Patient Assessment

Potential Side Effects/Adverse Effects/Toxicities

Special considerations
Brochure: Visual Effects/Creativity 10 10% Brochure meets all of the following

  • Developed per the required standard
  • Appropriate for the intended audience
  • Flesch Kincaid reading level is not higher than seventh grade
  • Graphics do not distract from the purpose of the brochure
  • Visually appealing
One Page Paper 15 15% One page paper is clearly written and contains the following information:

  • Name
  • Date
  • Class
  • A short paragraph describing the intended audience and use for the teaching brochure.
  • A reference page
APA format 5 5% Reference page is present and follows APA format. At least two sources are used and submitted with work
Writing Mechanics 5 5% Writing follows rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual
Total 100 100%
 
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Articles on Aging and the Law

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Aging and Law Writing Briefs/Research Articles, writing homework help

(Articles on Aging and the Law)

Question description

LAWS/SOCL 205: Aging and the Law

Articles on Aging and the Law: Analysis and Application

You are to choose two articles on any “Aging and the Law” topic that interests you. You can use the article you chose the first week of class and another article on the same topic. Or you can choose another topic and choose two articles on that topic.

1. Analyze the two articles by summarizing the articles and post the summaries in the Discussion Board for the week you are assigned. Your assigned week is listed below.

2. In the Discussion Boards we have been using, I have created different scenarios based on the week’s topic. The Discussion Boards are designed to apply your knowledge of the topic to real-life Elder Law situations. After you summarize the articles, your must also write a scenario based on the articles’ topic. You will post 2-3 questions following your scenario. Every student is required to respond to at least three postings by other students by answering the questions posed. You do not need to respond to other students’ responses, you only need to answer the questions.

3. You can choose to approach the topic from a legal, public policy or sociology point of view.

4. Each student must respond to the questions posted by at least three other students in the class.

The week your articles summary, scenario and questions are due is indicated below.

***Please do exactly as this says, I will pay for this to be at it’s best.

Please include the articles either as a pdf, word doc, or link so I can acess them. Summarize in full. Solid 400 words or more for each article would be good.

Example of a discussion board (this includes answers):

Discussion Board #6 Week # 6 Comments(Articles on Aging and the Law)

Please read the answers below very carefully. The answers further explain the concepts presented in the lecture notes.

1. Janice Small owns a lake cottage. In a deed she conveys the cottage “to my father Brett Small, for life, then to my sister, Sue Small for life.” Janice outlives her father but dies before her sister, Sue. It Brett a life tenant? Explain. Who gets the property when Brett dies? What interest does Sue have at the time of Janice’s conveyance? In this scenario, what happens to the property when Sue dies?

Janice conveyed the cottage during her life to her father Brett Small for his life. Brett was given a life estate and was the life tenant for his life. (“to my father Brett Small, for life”) Brett died before Janice and when he died the property went to Janice’s sister Sue Small for her life. (“then to my sister, Sue Small for life”) Sue has a future interest in the property in the form of a life estate, and is the life tenant for her own life. Both Brett and Sue only have life interests (for his or her own life) in the property. When Brett died the property went to Sue for her life. When Sue dies she no longer has an interest in the property; therefore, the property will revert to the estate of Janice. No remainder interest was named in the original deed, only life estates were given, one to her father, Brett, and one to her sister, Sue. Janice’s estate has a reversionary interest in this property (reverting to her estate) and this property will then pass by her will (if her will is determined to be valid) or according to the laws of intestate succession, if she does not have a valid will or no will at all. If there is no residuary clause in her will (for the leftovers!) and no named beneficiaries (who are still alive), the lake cottage would then pass by intestate succession law. As some of you mentioned, in the deed Janice could have named a remainder interest after Sue’s life tenancy ended, but Janice did not; therefore, there is no other person (or charity) to inherit the property; thus, the lake cottage will revert to Janice’s estate.

2. In his will, Alex Lane names his friend Robert Conners trustee and places substantial property in a trust for the benefit of Alex’s wife Marie and for Alex’s sister, Minnie. Marie and Robert are not on good terms and the hostility between them worsens after Alex’s death. The trust gives Robert broad discretion to distribute the trust income to the two beneficiaries. As a matter of fact, the first year of the trust, Robert distributed the trust income in unequal amounts giving a much greater share to Minnie than to Marie. Marie is outraged and seeks to remove Robert as an unsuitable trustee claiming he is favoring one beneficiary over another. Based on the information provided above and your reading, will Marie be successful in her effort to remove Robert as the trustee? Explain.

Most likely, based on the information above and your reading, Marie will not be successful in removing Robert as the trustee. Since Alex gave Robert “broad discretion” to distribute the trust income to the two beneficiaries, Marie’s claim that Robert is an “unsuitable” trustee for favoring one beneficiary over the other would probably fail. (I say probably because we do not know how the court will rule nor do we have all the facts).(Articles on Aging and the Law)

Some of you suggested that more facts were needed to fully answer question #2 and that is a very good point. As you know, there are times in the law where there may be “unknown facts” which must first be investigated before any action can be taken. It is the attorney and/or paralegal’s responsibility to do this factual investigation to the best of his/her ability. Should Alex have been more specific in the trust instrument regarding Robert’s duties? Would this make a difference? Is “mere friction” between the trustee and the beneficiary sufficient grounds to remove the trustee? Does this “mere friction” lead to “favoring one beneficiary over the other?” But, the trust instrument gives Robert “broad discretion,” to distribute the trust income, what does this mean? Is there a conflict of interest on the part of the trustee? If there is hostility between the trustee and a beneficiary, is this sufficient grounds for removal of the trustee? Is the hostility interfering with the trustee’s ability to perform the required duties of the trust? Has the hostility adversely affected the administration of the trust? What is in the best interest of all the beneficiaries? Was there mismanagement of the trust funds? Were Robert’s actions, in this one instance, sufficient to prove a case of breach of Robert’s “fiduciary duty” to Marie? A thorough investigation of all the facts would determine if Robert could/should be removed as trustee. The court would and should consider all these questions and make its determination accordingly. Several of you suggested that Robert could not be removed as trustee because the trust was a testamentary trust that is irrevocable since Alex has passed. However, if the trustee breaches his/her fiduciary duty, the trustee, even a trustee of an irrevocable trust, can be removed if a beneficiary, or other interested party, petitions the court for removal and is successful by proving actual conduct by the trustee that amounts to a breach of the trustee’s fiduciary duty. Otherwise, if a trustee cannot be removed, the trustee could abscond with all the funds and the beneficiaries would be left with nothing!

One student asked if the court would follow the “strict letter of the law” or “interpret the law” to adjust the distribution more in line with Alex’s original wishes. However, do we know what Alex’s original wishes were? The facts state that “Marie and Robert are not on good terms and the hostility between them worsens after Alex’s death.” This means that when Alex created the trust he must have been aware of the tensions between Marie and Robert since the “hostility between them” worsened “after” his death. Therefore, do we know what Alex’s original wishes were?

3. Federal estate and gift taxes are discussed in Ch. 7 Financial and Estate Planning. Listed below are some of the areas discussed in the chapter. Explain how two of these areas can be used in an estate plan to reduce taxes:

a. Gifts made during one’s lifetime

b. The unlimited marital deduction

c. Irrevocable trusts

d. Life Estates

 
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Differential Diagnosis and Management

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Differential Diagnosis and Management

(Differential Diagnosis and Management)

No Plegarism please,  will be checked with Turnitin. 

Will need minimum of 300 words, APA Style, double spaced, times new romans, font 12, and and (3 references with intext citations )

“Ear Pain in Scuba Diver: Differential Diagnosis and Management”

Discussion:

When evaluating a patient presenting with ear pain after scuba diving, it is crucial to inquire about associated symptoms to understand the full clinical picture. Some associated symptoms to ask about include:

  • Any history of ear infections or previous ear trauma
  • Presence of fever, nasal congestion, or sore throat indicating a possible upper respiratory tract infection
  • Any history of hearing loss or tinnitus
  • Any recent changes in altitude or air pressure exposure other than scuba diving

The time course of the symptoms is important in distinguishing among different causes of ear pain. Acute onset of ear pain after scuba diving suggests barotrauma or middle ear squeeze, while a gradual onset may indicate otitis media or external otitis.

The age of the patient is also a significant factor. Young adults like the 21-year-old woman in this case are more likely to engage in activities like scuba diving, which increases the likelihood of barotrauma.

To aid in diagnosis, several diagnostic tests may be useful:

  • Otoscopy to examine the external ear canal and tympanic membrane for signs of infection or injury
  • Audiometry to assess hearing loss or changes in hearing threshold
  • Tympanometry to evaluate middle ear function and pressure
  • CT or MRI imaging may be necessary if complications such as mastoiditis or inner ear involvement are suspected

Based on the patient’s presentation, a differential diagnosis flowsheet could include:

  1. Barotrauma: Diagnosis supported by acute onset of symptoms after scuba diving, tympanic membrane perforation on otoscopy, and normal audiometry. Management involves analgesia and avoidance of further pressure changes.
  2. Otitis Media: Considered if there is evidence of middle ear inflammation on otoscopy, such as erythema or effusion. Treatment may include antibiotics and pain management.
  3. External Otitis: Suspected if there are signs of inflammation or discharge in the external ear canal. Management involves topical antibiotic and corticosteroid drops.
  4. Inner Ear Barotrauma: If symptoms persist despite conservative management, inner ear involvement should be considered, requiring referral to an otolaryngologist for further evaluation and management.

In conclusion, thorough history-taking, consideration of associated symptoms, and understanding of the patient’s age and activity history are essential in diagnosing and managing ear pain after scuba diving. Incorporating appropriate diagnostic tests and differential diagnosis flowsheets can aid in accurate diagnosis and effective treatment planning.

No Plegarism please,  will be checked with Turnitin. 

Case and Discussion

A 21-year-old women comes to your office with a 2 day history of right ear pain. She reports that the ear pain began shortly after taking scuba diving lessons. She describes the pain as “a pressure” and also notes “crackling” in the right ear and periodically feeling dizzy.

Please answer questions below in discussion board response.

  • What other associated symptoms should you ask about?
  • How does the time course help to distinguish among different causes of ear pain?
  • How does the age of the patient help with narrowing the diagnostic possibilities?
  • What diagnostic tests do you want to include to help you with your diagnosis?
  • Create a differential diagnosis flowsheet for this patient and include the diagnostics as well as the pharmacological management and rationale related to the differentials.
 
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Organizational Change and Workforce Management

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Critical Thinking: Organizational Change and Workforce Management

(Organizational Change and Workforce Management)

Saudi Hospital System (SHS, a fictitious organization) has been facing many serious issues including leadership problems, staffing deficiencies, and financial hardship. Challenges include:

  • High      staff turnover, which doubled to 20% in the past two years, is expected to      rise.
  • SHS      is in the process of implementing complex and expensive multi-year      healthcare information systems such as Electronic Health Record and other      critical-need clinical information systems.
  • SHS      is facing significant competition from other local healthcare facilities.

Last year, a new Chief Executive Officer (CEO) was hired. He identified the current organizational culture as apathetic, leaderless, and resistant to change. He also noted that the staff was under stress, resisting teamwork, accepting mediocrity, and compromising patient safety values and industry best practices. The CEO noted that critical human resources functions were broken and that financial performance was suffering. He attributed this to a variety of process issues as well as to the lack of focus on the core business of patient care.

In response, he decided to implement the following strategies:(Organizational Change and Workforce Management)

  • change      the organizational culture
  • improve      human resources and workforce practices and outcomes
  • ensure      the organization’s solvency and financial viability in the long run
  • cut      costs across the board, including implementing a labor-reduction strategy      (salary and benefits), with an aggressive timeline to turn around the      financial bottom line.

Within a few months after these strategies were implemented, the SHS started to show less of a financial loss and seemed to stabilize financially. The morale of the staff, however, took a significant hit in the wrong direction. Staff turnover increased as the sense of job security decreased and as an increasing number of valued and critical staff in all areas left. Soon, SHS experienced an increase in patient complaints and lowered customer service, with signs of impact on clinical patient outcomes.

Now the CEO wants to create a dynamic long-term organization and human resources strategic plan to put SHS on the right track. To formulate and implement this plan, the CEO hired a well-known consultant who is tasked with performing a system-wide organization and human resources assessment.

Within the scope of this assessment is the development and formulation of a multilevel strategic program. This new program is to be implemented system-wide with the goal of helping SHS leaders to understand the link among finances, employee morale, human resources functions, and patient satisfaction. The end goal of this assessment is to create a culture of accountability; to shift the culture to one of services after two years; to attract, hire, and retain quality staff; and to implement best practices in workforce management.

Assume that you are the consultant whom the CEO hired to do this assessment project. Your main task is to identify the key components involved in changing the organizational culture and to identify the steps needed to generate sustainable change. Here are the deliverables that the CEO wants to see from you:

1. Develop a comprehensive organization and human resources strategic plan. The plan has two major sections: Organization Development and Human Resources.  The CEO expects you to create your plan using benchmarking and by integrating human resources and organization development best practices from other healthcare organizations, as well as from other industries.

2. The Organization Development section will address the following items:

· Workplace communication

· Motivation

· Conflict Management.

3. The Human Resources section will address the following items:

· Organizational and human resources systems that need to be in place to effect positive organizational outcomes

· Performance management system

· Process of training and development and the contribution to the organization’s bottom line

· Key action steps required to develop the plan.

Your well-written paper should meet the following requirements:(Organizational Change and Workforce Management)

  • Be      6-8 pages in length, not including the required cover and reference pages.
  • Formatted      according to Saudi Electronic University and APA writing guidelines.
  • Provide      support for your statements with in-text citations from a minimum of six      scholarly articles from peer-reviewed journal articles.
 
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Understanding Aggression

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Understanding Aggression: Theoretical Analysis and Prevention Strategies

(Understanding Aggression)

“Understanding Aggression: Theoretical Analysis and Prevention Strategies” delves into the multifaceted nature of aggression, employing various theoretical frameworks to dissect its origins, manifestations, and potential interventions.

The text begins by exploring evolutionary psychology, positing that aggression may have evolved as an adaptive response to competition for resources or mates. It then transitions to social learning theory, which suggests that aggression is learned through observation and reinforcement, highlighting the role of environmental factors in shaping behavior.

Moreover, the text scrutinizes the influence of individual differences, such as personality traits and genetic predispositions, on aggressive tendencies. It underscores the complex interplay between nature and nurture in the development of aggression.

Furthermore, the socio-cultural perspective elucidates how cultural norms, societal structures, and media portrayals can either exacerbate or mitigate aggressive behavior. The text underscores the importance of contextual factors in understanding and addressing aggression.

In terms of prevention strategies, the text advocates for a multi-pronged approach that targets various levels of influence. At the individual level, promoting emotional regulation skills and conflict resolution techniques can mitigate aggressive impulses. At the interpersonal level, fostering empathy and prosocial behaviors can cultivate healthier relationships and reduce conflict. At the societal level, implementing policies that address systemic inequalities and limit exposure to violent media can create a more conducive environment for non-aggressive interactions.

Moreover, the text underscores the importance of early intervention and comprehensive community-based programs in breaking the cycle of violence. By addressing risk factors and providing support services to vulnerable populations, such initiatives can preemptively tackle aggression before it escalates into more severe forms of violence.

In conclusion, “Understanding Aggression: Theoretical Analysis and Prevention Strategies” offers a comprehensive examination of aggression, drawing on diverse theoretical perspectives to inform targeted prevention efforts. By elucidating its complex etiology and outlining evidence-based interventions, the text equips readers with the knowledge and tools necessary to combat aggression at individual, interpersonal, and societal levels.

Nalyze One Of The Four Theoretical Models (Biological, Drive, Social Learning, Or General Aggression Model) To Explain Factors That Could Have Contributed To The Aggressive Behavior Described In The News Report. Discuss Preventative Measures That Could Ha

Choose a recent national or international news report of an aggressive act performed by an individual or group. Research available background details on the individual or group and supporting details. In 750-1,000 words, do the following:

  1. Analyze one of the four theoretical models (biological, drive, social learning, or general aggression model) to explain factors that could have contributed to the aggressive behavior described in the news report.
  2. Discuss preventative measures that could have been employed.

Use two to three scholarly sources to support your thinking, your textbook can be used as one of the resources.
Prepare this assignment according to the 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.

 
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Statistical Measures and Population Analysis

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Statistical Measures and Population Analysis

(Statistical Measures and Population Analysis)

Please Answer Based On These Answers As They Are Listed, Each One Must Be Answered In APAform And Not Less Than 150 Words

4-The mode, median and mean tell us something about a set of observations. The mode is the only measure of center appropriate for nominal data. For example, if we were looking at the most frequently purchased food item in a certain snack bar in 1999, it make sense to say that the most frequent (modal) food purchased was mini chocolate.  The median is at the middle of an ordered data set and is a useful measure for ordinal variables, while the mean only makes sense for interval and ratio scales of measurement

 

5-A populationis is a set of persons or objects that has a common observable characteristics and a complete set of items that share at least one property in common that is the subject of a statistical analysis. An example is the people in certain locality that share a common geographic origin, language, literature, and genetic heritage, among other traits, that distinguish them from people of different nationalities.

 

6-The mean is the summary of an entire population.  Sometimes it is called the average.  It isn’t a particular individual, but rather the entire population (University, 2013).  The mean could be used to determine the average age of a population.  If you add all the ages of all the people in the population and divide by the number of individuals, it would give you the mean.  This is the “summary” of the population. The median is more centralized and would be used to explain what a “typical, normal, or average” member of the population is (University, 2013).  You could use the median to again find the median age.  This is slightly different than the mean in the way that there is only 1 answer.  The median is the middle of the data set (University, 2013), meaning it may be slightly higher or lower than the mean.  Sometimes outliers will skew the numbers, but it isn’t affected as much as the mean would be. The mode is used to calculate the number that appears the most in a set of numbers.  Going along with the ages of the individuals, we would write out all ages of the individuals in the community.  If the age of 60 showed up 18 times and was the highest amount of all the numbers, the mode would be 60.  The mode is not used very often because it is not a measure of the centre of the data in the same way that the median and mean can be.

Reference

University of Wollongong. (2013, August 12). Appropriate use of mean, median and mode.  Retrieved from http://www.uow.edu.au/student/qualities/statlit/module2/3.2mmm/UOW153116.html

 
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Testing Strategy Development: Milestone 1

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Testing Strategy Development: Milestone 1

(Testing Strategy Development: Milestone 1)

Generate a written report that includes the following components or compile a PowerPoint presentation, Capstone, computer science homework help

Question description

 INTRODUCTION TO CAPSTONE ASSIGNMENT (250 POINTS)

Testing Assignment Scenario:

You and your testing team have been tasked with testing a new benefits application that is being developed. Your company uses a flexible benefits plan, allowing company employees to customer their heal benefit plan based on personal preferences. The benefits application is expected to go live in 3 months.

Your company’s Human Resources department uses a cafeteria-style approach to provide employees with health care benefits. Each September, employees review their current benefits, modify their elections and then sign election forms. Any changes must be entered and tracked in the benefits application. For medical insurance, an employee enrolls with a preferred provider organization (PPO) or health maintenance organization (HMO). The company currently pays the monthly medical premiums for its employees. However, if an employee enrolls in a dental plan or vision plan, the employee pays a modest monthly premium for the optional plan. An employee may carry medical, dental, and/or vision coverage for one or more of his or her family members. In order to carry insurance on a family member, the employee must carry the same coverage. For example, to carry dental insurance on a spouse, the employee must also carry dental insurance on him or herself.

The benefits application must track employee information like employee ID, department ID, name, address information and office extension number. It must also track information about each insurance company to include the company number and company name. Dependent information and their relationship to the insured employee must also be tracked. An employee must be able to request an enrollment form, and Human Resources must be able to update the effective date of the health benefits on the form. In addition, the application must track the health care benefits rates for PPO and HMO, plus dental and vision rates. Benefits rates differ by employee only, employee + spouse, employee + spouse + one child, and employee + family.

Testing Assignment Description:

  • Review the testing assignment scenario.
  • Using all of the testing techniques, methods, processes and tools learned throughout the semester, complete a comprehensive plan for testing which incorporates all of the following elements:
    • User stories/requirements for testing
    • Static and dynamic testing techniques
    • Test conditions, test cases and potential test scripts
    • Test design to include white box and black box techniques
    • Exploratory testing plans
    • Functional test plan or full test plan
    • Test effort estimates.
    • Testing team roles and resources
    • Plan for incident management and reporting
    • Key metrics that you plan to measure and report on
    • Risk analysis
  • Generate a written report that includes these components or compile a PowerPoint presentation. This should be a professional and comprehensive report or presentation that you would turn into your employer.
  • Be sure to explain throughout the paper/presentation why you chose certain techniques or approaches over others. Also explain any assumptions you made as you performed the assignment.

Milestones and Deadlines:

To ensure adequate and timely effort for your course capstone testing project, Assignment 5.4, three preliminary milestones will be required before you turn in the completed comprehensive plan for testing. Requirements for these milestones are described below. Due dates for the milestones are as follows:

Milestone #1

Begin creating your written report or PowerPoint presentation.By the end of Week 6, you need to have the following elements included:

  • User stories/requirements for testing
  • Static and dynamic testing techniques

Submit as a Word document via the assignment tool.

Milestone #2

Continue developing your written report of PowerPoint presentation. By the end of Week 8, you need to have the following elements added:

  • Test conditions, test cases and potential test scripts
  • Test design to include white box and black box techniques
  • Exploratory testing plans
  • Functional test plan or full test plan

Submit as a Word document via the assignment tool.

Milestone #3:

Continue developing your written report or PowerPoint presentation. By the end of Week 10, you need to have the following elements added:

  • Test effort estimates
  • Testing team roles and resources
  • Plan for incident management and reporting
  • Key metrics you plan to measure and report on
  • Risk analysis

Submit the final, comprehensive version of your written report or PowerPoint presentation by the end of Week 11.

Grading Considerations:

The following considerations will be taken into account during the final grading of the comprehensive project:

  • 40% – Content and demonstrated understanding of QA/testing principles, tools and methods
  • 30% – Use of a variety of testing techniques, methods, etc.
  • 30% – Quality of writing, grammar/spelling, format, presentation, etc.

You Just Need to write Milestone – 1 only for now….

 
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