age Archives - Smart Academic Writing

The Case of Andrew Age at the time of the crime: 16 (Current age 17)

Posted on December 13, 2022 | by Simon KN

The Case of Andrew

Age at the time of the crime: 16 (Current age 17)

Sex: Male

Background Information:

Andrew was born on 14th July 1996 in Abbotsford British Columbia to James and Catherine, both Canadian citizens by birth, although Andrew’s paternal parents were black French immigrants. Andrew’s family was however forced to relocate Vancouver when Andrew was just 8 years old, after the father had been arrested and charged with armed robbery in November of 2004. He was found guilty and sentenced to 6 years in prison. In a bid to protect him from the stigma that Andrew would undoubtedly be subjected to and also fend for her family, Catherine opted to move to Vancouver. Catherine, in a bid to further protect Andrew and herself, successfully filed for a divorce and full custody after the conclusion of James’ hearing in 2005. Although there were no financial problems at first, Catherine found it hard to support the family of two on her own, a situation made worse by her addiction to alcohol as from late 2008. According to Andrew, the lack of support from both his paternal and maternal grandparents, by choice in the case of the former, but as punishment in the case of the latter, due to Catherine’s choice to marry someone they did not approve of. These family dynamics combined to create a very difficult environment for Andrew. To add to a difficult environment and unbearable circumstances at home, Andrew also found fitting into his new surroundings a bit difficult, mainly due to his ethnic background (Cullen & Agnew, 2002). As a bi-racial, Andrew found it very difficult to fit in from a very early age, as in most cases, both sides of the divide feel uncomfortable associating with him. This has resulted in name calling, bullying, and at times outright discrimination. This has meant that school has been a difficult place for Andrew to be, a factor that played a key role in his decision to quit school aged just 14 in 2010 after completing his elementary education. After quitting school, he did some menial jobs before “needs” forced him into a life of crime in late 2010. Initially, Andrew claims all he did was engage in petty theft and pick pocketing, before graduating to burglary. His big career break however, came in mid 2011 when he joined the Red Scorpions gang; already an established gang at the time, after being introduced by a friend he refused to name. He then started distributing and selling drugs. Mostly he admits to selling marijuana to other school children, as well as selling cocaine on a few instances, though he claims he has never abused drugs. He was arrested and charged with possession with intent to distribute in late November 2012.

School History:

Andrew attended Abbotsford Elementary School, between 2000 and 2004, before transferring to False Creek Elementary school in Vancouver, following their move from Abbotsford. He therefore, studied the latter parts of his elementary education in False Creek, which he joined in Grade 4, leaving in Grade 8 in 2010. As part of the condition for his sentence, Andrew has been forced to rejoin high school in 2013, and is currently attending Century High School, in the hope of receiving a diploma in 2017. In the future, Andrew hopes to pursue a degree in Counseling and Psychology at Vancouver Community College.

Community Connections:

Due to difficulties fitting in as a bi-racial and part of a minority, Andrew has over the years found it very difficult to develop community connections. Although he admits to having a soft spot for basketball, the situation he encountered in elementary school made it very difficult for him to seriously participate in team sports, a phobia that he seemingly carried on into his interactions within the community. Out of shame and a need to keep their family’s affairs private due to his mother’s struggles with alcohol, and the potential involvement of child services with the discovery of the true situation at home, Andrew opted to keep a very low profile within the community. Andrew even admits to finding it very difficult to rejoin the community and develop proper connections, although he does admit that the fact that his mother successfully beat her addiction in March last year has made things a lot easier. Andrew has however joined a group within the community to help provide support to children who feel they do not fit in, in one way or another, due to race, academic performance, and appearance amongst other attributes. This step he claims was motivated by the realization of the importance of support systems and guidance, especially in the lives of those who struggle to fit in, regardless of their reasons for not fitting in.

Interpersonal Skills:

Throughout our interview, Andrew came across as a character with good listening and communication skills. Further, despite his protests, he also appeared to possess very good presentation skills. Andrew himself admits to being confident, and to possessing good listening skills, particularly active listening. Due to his experiences, Andrew claims that, he is also a very empathetic individual, a skill he claims to have developed due to the fact that he can relate to what most people go through, especially the other youths in his support group.

Areas of Improvement:

Due to his experiences as a child and growing up, Andrew admits that he finds it very difficult to trust other people: which makes it very difficult to socialize. He therefore, feels that his social skills are not as good as they should be, especially considering his level of self confidence and good communication skills.

Peer Group Dynamics:

As already indicated above, Andrew finds relating with his peers harder than it should be. While he attributes part of these difficulties to his experiences growing up, more so to the difficulties fitting in, he also credits his current legal status as a juvenile delinquent for some of the difficulties (Axelrod, 1997). He however, claims that in a way, it keeps him on his toes, as he finds it much easier to relate with the other youths in his support group.

Conflict with the Law:

Andrew was arrested and charged in November 2012 for possession with intent. He was arrested while in the process of selling marijuana to 3 students at a coffee shop. He was therefore, charged with possession with intention to distribute before a youth court. Sentencing was done using the Youth Criminal Justice Act, section 42(2)(p). This was due to the fact that it was Andrew’s first offence, as well as the fact that he was a minor going through difficult circumstances of neglect and abuse. Further, the fact that Andrew was only found with marijuana, as opposed to other hard narcotics like cocaine or heroin, also helped tremendously.

Intervention

Andrew was sentenced to a deferred custody and supervision sentence of 6 months, with the conditions being that he joins a support group, continues his studies and avoids engaging in any other criminal activity or risk serving part of the sentence in custody. These strict mandatory conditions were instituted based on subsections 105 (2) and (3). Further, a provincial director charged with supervising Andrew, to who he was to report to periodically, was assigned to him (Endres, 2004).

Outcome:

Although it is still too early to tell the exact outcome of the sentence and interventions employed, the fact that Andrew has been forced to rejoin school is definitely a step in the right direction.

Clearly, the interventions used were all aimed at ensuring rehabilitation and reintegration into the society. Further, the sentence also attempts to limit the effect the application of the tag of juvenile delinquent could do to the offender, more so considering that it was his first offence. Rehabilitation, it is hoped, will be achieved through the threat of punishment, as the sentence is deferred and any bad behavior could result in the offender being taken into custody, not to mention the fact that the offender is now answerable to the provincial director (Mccaslin, 2005). Reintegration efforts include the move to have Andrew rejoin school, as well as join a support group. The effects of these interventions are yet to be witnessed, as the interventions are barely 3 weeks old, although the most significant one of note is Andrew’s decision to rejoin high school and continue with his education.

All the problems expressed by Andrew, indicate that his delinquent behavior is the result of neglect, as well as a lack of social control. There is therefore, a need to enforce closer external control, as well as provide a role model for him to emulate, both tasks the mother must take up. In addition, encouraging the mother to resolve issues she may have with her husband, he parents in law, as well as her own parents, could go a long way towards helping resolve the family issues at the root of Andrew’s negative behavior. In line with this, perhaps the best program for Andrew and his family to participate in is the family support program provided by the John Howard Society of North Island (Vancouver Island, n.d).

References

Axelrod, P. (1997). The Promise of Schooling: Education in Canada, 1800-1914.

Cullen & Agnew (2002). Criminological Theories

Endres, K. (2004). The Youth Criminal Justice Act: The New Face of Canada’s Youth Criminal Justice System. Family Court Review. 42(3). pp. 526–539

Mccaslin, W. (2005). Justice as Healing: Indigenous Ways. Washington DC: Living Justice Press.

Vancouver Island (n.d). Youth Justice Programs. Retrieved from www.mcf.gov.bc.ca/youth…/pdf/youth_justice_booklet07.pdf

Training Title 114 Name: Ally Chen Gender: female Age: 44 years old Background

Posted on October 20, 2022 | by Simon KN

Training Title 114 Name: Ally Chen Gender: female Age: 44 years old Background: Only child, raised by parents in Philadelphia, PA. Has PhD in biology and master’s degree in high school education (8–12). Her supervisor has asked the school EAP counselor to intervene with concerns regarding potential substance use in effort to facilitate getting her help and be able to retain her. She is divorced, has a 4-year-old son who lives with his father. Appetite healthy, sleeping 9 hours/24 hrs., wakes 2-3 times during the night. Denied drug use. had DUI when she was age 21. Symptom Media. (Producer). (2018). Training title 114-2 [Video]. https://video-alexanderstreetcom.ezp.waldenulibrary.org/watch/training-title-114-2.

Training Title 114 – Alexander Street, a ProQuest Company (openathens.net)

To explore whether children of varied early age groups have different memory skills compared to later age groups

Posted on April 27, 2022 | by Simon KN

DEVELOPMENT PSYCHOLOGY

I did research proposal. I need to do review, please can you re-do my research in the sense of more research back up and design.

Document Preview:Research proposal

To explore whether children of varied early age groups have different memory skills compared to later age groups.

Rationale for the study

Childhood memory skills are important for further development in our lives. The main role in this memory development takes place in our brain. Children develop their memory at an early stage because of fast brain development. At this stage children start to show better planning abilities as well. They can start to think in the sequence and they are able to plan ahead. The ability to recall an act is developed at this stage also. With growth this ability slowly improves. Children imitate role play from their caregiver until a child is able to perform the activity without help or prompts.

Elicit imitation was used to compare childrenâs age 18, 24 and 30 months on their ability to recall a variety of tasks without any delays or mistakes. The main hypothesis is that the children in later age category have a better ability to recall tasks compared to children in an earlier age category.

Haden at al. (2009) study was used as a basis for this present study. Haden at al. study was to explore Elicit Imitation tasks and also work on memory location; finding hidden objects and learning new language skills. This present study aims to explore and compare Elicit Imitation tasks and to find the relationship between a childâs age and performance to recall sequences and language skills.

Elicited Imitation tasks are used in teaching children memory skills (Bauer, 2006). Memory is an important process where our information gets processed, stored and later retrieved. Elicited Imitation is part of the working memory and the study tasks for the children and will be based on visual-spatial sketchpad (Baddeley, 2000). Recall memory is also used to retrieve previous tasks and learned information. For example, children will be asked to re-produce a set of actions which had been shown to them…

Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code “Newclient” for a 15% Discount!
NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

Maternal age expectation mean scores for the seven competency domains in the two cultural groups.

Posted on February 27, 2022 | by Simon KN

RESEARCH REPORT BHS3000320153
https://learn.scu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_136072_1&content_id=_3754970_1 1/2
Assessments ASSESSMENT 2 LAB/
H RESEARCH REPORT
ASSESSMENT 2 LAB/
RESEARCH REPORT
LAB/RESEARCH REPORT WRITING
Writing a Lab Report by Andy Fields
An Example of a Student Lab Report
LAB/RESEARCH REPORT RESULTS
Lab/Research Report (Assessment 2) Results
The method and results are given in dot points below but you need to write this in
sentences and paragraphs for your APA lab/research report. More information about the
lab/research report is given in the Unit Overview 2015 in Blackboard under Unit Overview.
Method
Participants.
36 AngloAustralian
and 36 IndianAustralian
mothers (age range: 21 to 48 years).
All mothers currently had a child less than 10 years old.
All AngloAustralian
mothers born in Australia (data collected by Session 1 2015
students).
For the IndianAustralian
mothers: 29% had been living in Australia for 15
years,
24% for 6 to 10 years, 29% for 1115
years and 19% for 16 or more years (this
data comes from an honours student project).
The IndianAustralian
mothers were recruited through community groups and
organizations.
Questionnaires were translated and back translated into Punjabi by a PunjabiEnglish
bilingual.
myUniTtesch HelpUnit FeeLdeabrancinkg HelpmyServiceAsdam TanmnyeLr ib3r0ary
12/10/2015 ASSESSMENT 2 LAB/
RESEARCH REPORT BHS3000320153
https://learn.scu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_136072_1&content_id=_3754970_1 2/2
Results
The results for the 36 AngloAustralian
and 36 IndianAustralian
mothers on the 7
domain competencies (Education, Selfcare,
Compliance, Peer interaction,
Communication, Emotional Control and Environmental Independence) in the
developmental milestone questionnaire were compared using a series of analyses of
variance (ANOVAs). Results are presented in Table 1.
The AngloAustralian
mothers gave a significantly earlier age than
the IndianAustralian
mothers for four out of the seven
competency domains; selfcare,
compliance, peer interaction, and
emotional control.
For communication and environmental independence domains,
there was no significant difference between the two cultural
groups.
For education, the IndianAustralian
mothers had significantly
earlier age expectations than the AngloAustralians.
Table 1. Maternal age expectation mean scores for the seven competency domains in
the two cultural groups.
Domain competencies AngloAustralian
IndianAustralian
Education 4.81 3.80
Selfcare
4.65 5.75
Compliance 4.89 5.47
Peer interaction 4.92 5.73
Communication 4.84 4.98
Emotional Control 5.70 6.56
Environmental
Independence
8.28 8.58

ASSESSMENT 2: APA Lab/Research Report (45%) Guidelines 1750 words (excluding reference list and abstract)
The lab/research report is on Parental Milestone Expectations in Australian-Indian and Anglo-Australian caretakers. First, read the overview of the study on p.8. The results of this study are available on Blackboard (the Australian-Indian data was collected by an honours student and the Anglo-Australian data was collected by the students in Session 1 2015). You need to write up this study as an APA lab/research report (1750 words maximum) in your own words based on this data. Important you need to paraphrase (use your own words) with references or if it is a direct quote use quotation marks around the relevant text and a reference and page number. It is better to not use too many direct quotes though as it tends to interrupt the flow if you use too many, so preferable to paraphrase. Submit the lab report via Blackboard by Friday 18th December 2015.
Please refer to the lab/research report marking criteria (p.19) and the overview of the study (p.8), which includes useful references. The aim of the overview of the study is to help you understand the background literature and aims of the study. You need to use at least 6 academic references. Some useful references are available through e-readings for this unit and are listed on p.12. OneSearch on the library homepage is a very useful way of finding journal articles too. This is also an important research skill to acquire.
This link shows you how to use the library to find an already known reference: http://www.screencast.com/t/WEJQWe3Xe
This is the link to our online APA referencing guide:
http://libguides.scu.edu.au/content.php?pid=161580 7

Additional useful resources on how to write a Psychology lab report http://psychology.about.com/od/apastyle/p/labreport.htm
http://www.psywww.com/tipsheet/labrep.htm and
http://www.sussex.ac.uk/Users/grahamh/RM1web/AndyFieldLabReportGuide.pdf
For students who have not previously written a lab/research report we will also go over this in the tutorials. 8

BHS30003 2013 LAB/RESEARCH REPORT
OVERVIEW OF THE STUDY
DATA COLLECTION EXERCISE AND LAB/RESEARCH REPORT
Parental Milestone Expectations in Anglo-Australian and Indian-Australian Caretakers
This overview of the study is designed to help you understand the aims and background to this study.
Introduction
Parents or caretakers play a prominent role in the socialisation process as they scaffold childrens learning and through these interactions children gradually absorb the cultural values and practices of their culture. The research project aims to examine parental milestone expectations and cognitions across two cultural groups; Anglo Australian and Indian Australian. Cultures differ in the types of competence that adults encourage in children, the age at which they expect a given skill to be acquired, and the level of proficiency they want children to achieve” (Hess, Kashiwagi, Azuma, Price, & Dickson, 1980, p. 259).
First, I will review some relevant background literature to this research, which includes parental cognitions and expectations, individualism-collectivism, and multiculturalism in Australia prior to outlining the methodology that is used in the current study. (Note: You can use material from this overview for your research report but it has to be written in your own words and not just copied from here. You also need to refer to the academic references listed on p. 12).
Parental Cognitions and Expectations
Parenting cognitions concerns parents beliefs, attitudes, goals and knowledge about child rearing, socialisation practices and expectations about ages that children will achieve particular developmental milestones (Bornstein & Cote, 2006). These attitudes, values, goals and belief systems influence child rearing practices and behaviours (Bornstein & Lansford, 2010). As an example, European American mothers emphasise the development of individual autonomy in 12 to 15 month toddlers, whereas Puerto Rican mothers focus on maternal-child interdependence and connectedness (Harwood, Schoelmerich, Schulze, & Gonzalez, 1999). These values are reflected in the mothers actual behaviours with European American mothers using suggestions rather than 9

commands and other indirect means of structuring their childs behaviour. In contrast, Puerto Rican mothers use more direct means of control, i.e., commands and physical restraint. So it can be seen that parental childrearing goals are closely aligned with cultural context and socialisation practices (Bornstein & Lansford, 2010).
Of particular relevance to the current study, Sissons Joshi and Maclean (1997) compared the maternal expectations of Indian, Japanese and English mothers living in their respective countries in the competency domains of education/self-care, compliance, peer interaction, communication, emotional control and environmental independence. They found that the Indian mothers had, in general, later expectancies than either the Japanese or English mothers in all domains except environmental independence, where they were earlier than English but later than Japanese mothers.
Individualism Collectivism
One attempt to categorize different cultures has been to dichotomize groups in terms of individualism or collectivism (IC) (Kagitçibasi, 1997; Smith, Bond, & Kagitçibasi, 2006; Triandis, 1995). Both the degree of societal and personal individualism or collectivism is believed to influence child rearing practices. For example, individualists tend to value self reliance, exploration, and independence in children, whereas collectivists tend to foster interdependence, sensitivity to others, obedience, and duty. Individualist cultures typically promote an independently oriented self-construal that emphasizes the unique inner attributes of the individual (Markus & Kitayama, 1991). The individualist self is characterized as independent, self-contained, and autonomous. In contrast, the collectivist self is characterized as interdependent and interconnected with others. People from collectivist cultures, in general, learn that group goals, harmony, membership, and solidarity are important. We would typically think of Asian, Indigenous, African cultures, for example, as being more collectivist, whereas we could consider American, North European, Australian countries as being more individualist. Of course some countries are very multicultural which makes it all much more complex and interesting. It is important to note that no culture is uniformly individualist or collectivist, the degree of individualism and collectivism varies within cultures, and culture-specific characteristics are an essential consideration (Bornstein & Cote, 2001). In relation to the current study, Anglo-Australians would be considered to be relatively more individualistic than people from an Indian-Australian background. 10

Multiculturalism in Australia
Australia has the highest overseas born population proportionally than any other country, with second generation Australians accounting for more than half of its total population (Berry & Sam, 2006). Migrants face significant challenges in their transition to living in a new country and culture. These include the challenge of balancing and maintaining ethnic identity with successfully participating in the host society (Berry, 1997).
The parents acculturation style is an important mediating variable in terms of both how well families adapt to their new environment and how they raise their children in relation to the host society (Bornstein & Cote, 2009; Yaman et al., 2010). Parents who are highly acculturated generally exhibit parenting expectations and practices more closely resembling that of the host society (Savage & Gauvain, 1998). For example, Turkish mothers living in Australia who interacted more with the host culture, showed a corresponding shift in their discipline style towards those of the host culture (Yagmurlu & Sanson, 2009). Problems may arise through this process of socialization, often polarizing children and parents with a clash of cultural values.
Indian migrants have had a long history of immigration to Australia. The Indian-Australian diaspora represents Australias fourth largest migrant community with an estimated 340,604 members (Australian Bureau of Statistics, 2006). Indian labourers, in the 1860s came to work in northern New South Wales. In the 1930s the single largest flow of immigrants were Sikhs from the Japandhar district of Punjab (Naidoo, 2007). Even though Indian migrants come from different cultural backgrounds, they share certain attitudes and traditions. Families place a strong emphasis on parenting practices connected to family interdependence and delay of autonomy in their children (Bhattacharya & Schoppelrey, 2004). Child rearing is also characterized by close social relationships, indulgence and interconnectedness with other people (Keller et al., 2006; Keller et al., 2010). Traditionally, Indian families are patriarchal and have joint family residential patterns, which are considered to have a major influence on maternal expectations (Jambunathan & Counselman, 2002).
It is essential in multicultural societies, such as Australia, to build up a greater understanding of the shared as well as different perspectives on childrearing goals and practices that are held by different cultural groups. This is particularly important in relation to childcare and educational settings. So far there has been little research based on 11

the Indian-Australian immigrant diaspora and even less on how acculturation may influence parental expectations.
Aims of the Study
The research aims to investigate the cultural differences in parental expectations of childhood developmental milestones (i.e. the ages at which parents/caretakers expect specific developmental skills to be attained by children) in Anglo-Australian and Indian-Australian caretakers (Goodnow, Cashmore, Cotton, & Knight, 1984). Based on previous research on mainland Indian caretakers (Sissons Joshi & MacLean, 1997), it can be predicted that the milestone expectations of the Indian Australian mothers will be relatively delayed in comparison to the Anglo Australians in all domains, with the exception of environmental independence.
Method
Participants. The participants consisted of 36 mothers from each of the two cultural groups, Anglo- and Indian- Australian. All Anglo-Australian mothers were born in Australia (Session 1 2015 student data). For the Australian Indian mothers, 29% had been living in Australia for 1-5 years, 24% for 6 to 10 years, 29% for 11-15 years and 19% for 16 or more years (this data comes from an honours project). The Indian-Australian mothers were recruited through community groups and organizations. The questionnaire (p.16) was translated and back translated into Punjabi by a Punjabi-English bilingual.
Developmental milestone expectations questionnaire. The 43-item scale based on Hess et al. (1980) and Sissons Joshi and Maclean (1997) was used to assess parental beliefs about the age they expect children to reach particular developmental milestones of the Anglo- and Indian- Australians. The questions consisted of seven domains of competency Education, Self-care, Compliance, Peer interaction, Communication, Emotional control and Environmental independence (the questionnaire used to collect the data is on p.16). Respondents gave an age of expected achievement to each of the questions.
PLEASE look at the materials on Blackboard on how to write a research lab report and the previous example of a lab/research report. Your lab/research report is like a mini-journal article as it has the same format, so you can also use them as models. 12

References/Bibliography
(The most relevant or useful references are indicated with ** so read these first)
Berry, J.W. (1997). Immigration, acculturation, and adaptation. Applied Psychology: An International Review, 46, 5-68. [Available through scu library]
Berry, S., & Sam, D. L. (2006). The Cambridge handbook of acculturation psychology. New York, NY: Cambridge University Press. [Available through scu library]
Bornstein, M. H., & Cote, L.R. (2001). Mother-infant interaction and acculturation: I. Behavioural comparisons in Japanese American and South American families. International Journal of Behavioural Development, 25, 349-563. [Available through scu library]
Bornstein, M. H., & Lansford, J. E. (2010). Parenting. In M. H. Bornstein (Ed.), The handbook of cross-cultural developmental science (pp. 259-277). New York: Taylor and Francis. [Not available through scu library]
Bhattacharya, G., & Schoppelrey, S. L. (2004). Preimmigration beliefs of life success, post-immigration experiences, and acculturative stress: South Asian immigrants in the United States. Journal of Immigrant Health, 6, 8392. [Not available through scu library]
Gutierrez, J., & Sameroff, A. J. (1990). Determinants of complexity in Mexican-American and Anglo-American mothers conceptions of child development. Child Development, 61, 384-394. [Available through scu library]
**Goodnow, J. J., Cashmore, J., Cotton, S., & Knight, R. (1984). Mothers developmental timetables in two cultural groups. International Journal of Psychology, 19, 193-205. [In e-readings and available through scu library]
Greenfield, P. M., Keller, H., Fuligni, A., & Maynard, A. (2003). Cultural pathways through universal development. Annual Review of Psychology, 54, 461-490. [Available through scu library]
Harwood, R, L., Schoelmerich, A., Schulze, P,A., & Gonzalez, Z. (1999). Cultural differences in maternal beliefs and behaviors: A study of middle-class Anglo and Puerto Rican mother-infant pairs in four everyday situations. Child Development, 70(4), 1005-1016. [Available through scu library]
**Hess, R, D., Kashiwagi, K., Azuma, H., Price, G, G., & Dickson, P. (1980). Maternal expectations for mastery of developmental tasks in Japan and the United States. International Journal of Psychology, 15, 259-271. [In e-readings and available through scu library]
Hofstede, G, H. (2001). Cultures consequences: Comparing values, behaviours, institutions, and organizations across nations. (2nd ed.). Thousand Oaks, CA: Sage. [Not available through scu library] 13

Jambunathan, S., & Counselman, K. P. (2002). Parenting attitudes of Asian Indian mothers living in the United States and in India. Early Child Development and Care, 172(6), 657662. [Available through e-readings]
Kagitçibasi, C. (1997). Individualism and collectivism. In J.W. Berry, M.H. Segall, & C. Kagitçibasi (Eds.), Handbook of cross-cultural psychology (2nd ed.), (Vol. 3, pp 1-49). Boston: Allyn & Bacon. [Not available through scu library]
Kagitçibasi, C. (1997). Whither multiculturalism? Applied Psychology, 46(1), 44-49. [Available through scu library]
Kagitçibasi, C. (2007). Family, self, and human development across cultures (2nd edition). Mahwah, NJ: Erlbaum. [Not available through scu library]
Keller et al. (2006). Cultural models, socialization goals and parenting ethnotheories. A multicultural analysis. Journal of Cross-cultural Psychology, http://dishlab.org/pubs/Keller et al 2006 JCCP.pdf
Keller, H., Borke, J., Chaudhary, N., Lamm, B., & Kleis, A. (2010). Continuity in Parenting Strategies: A Cross-Cultural Comparison. Journal of Cross-Cultural Psychology, 41, 391-409. [Available through scu library]
LeVine, R.A. (1988). Human and parental care: Universal goals, cultural strategies, and individual behavior. In R.A. LeVine, P.M. Miller and M.M. West (Eds.), Parental behavior in diverse societies. New directions for child development. San Francisco: Jossy-Boss. [Not available through scu library]
Markus, H.R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224253. [Available through scu library]
Matsumoto, D. (1999). Culture and Self: An empirical assessment of Markus and Kitayamas theory of independent and interdependent self construals. Asian Journal of Social Psychology, 2, 289-310. [Available through scu library]
Matsumoto, D., & Juang, L. (2008). Culture and Psychology. 4th edition. Belmont, CA: Wadsworth. [Available through scu library]
Naidoo, L. (2007). Re-negotiating identity and reconciling cultural ambiguity in the Indian immigrant community in Sydney, Australia. In A. Singh (Ed.), Indian Diaspora the 21st Century Migration, Change and Adaption, Delhi: Kamla-Raj Publishers. [Not available through scu library]
Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128(1), 3-72. [Available through scu library]
Pearson, E., & Rao, N. (2003). Socialization goals, parenting practices, and peer competence in Chinese and English preschoolers. Early Childhood Development and Care, 173(1), 131-146. [Not available through scu library] 14

Rosenthal, D. A., & Gold, R. (1989). A comparison of Vietnamese-Australian and Anglo-Australian mothers beliefs about intellectual development. International Journal of Psychology, 24(2), 179-193. http://www.tandfonline.com/doi/pdf/10.1080/00207594.1989.10600041
Rosenthal, D. A., & Bornholt, L. (1988). Expectations about development in Greek and Anglo-Australian families. Journal of Cross-cultural Psychology, 19(1), 19-34. [Available through scu library]
Savage, S. L., & Gauvain, M. (1998). Parental beliefs and childrens everyday planning in European-American and Latino families. Journal of Applied Developmental Psychology, 19(3), 319-340. [Not available through scu library]
**Sissons Joshi, M, S., & MacLean, M. (1997). Maternal expectations of child development In India, Japan and England. Journal of Cross-Cultural Psychology, 28, 219-234. [In e-readings and available through scu library]
Smith, P.B., Bond, M.H., & Kagitcibasi, C. (2006). Understanding social psychology across cultures: Living and working in a changing world. London: Sage. [Not available through scu library]
Taylor, L., Clayton, J., & Rowley, S. (2004). Academic socialization: Understanding parental influences on childrens school-related development in the early years. Review of General Psychology, 8, 163-178. http://viriya.net/jabref/resilience/academic_socialization_-_understanding_parental_influences_on_childrens_school-related_development_in_the_early_years.pdf
Triandis, H.C. (1995). Individualism and collectivism. Boulder, CO: Westview. [Not available through scu library]
Willemsen , M.E., & Van de Vijver, F.J.R. (1997). Developmental expectations of Dutch, Turkish Dutch, and Zambian mothers: Towards an explanation of cross cultural differences. International Journal of Behavioural Development, 2(4), 837- 854. http://arno.uvt.nl/show.cgi?fid=29237
Williams, P.D., Jiningsih, S., & Williams, A.R. (2000). Balinese mothers developmental timetables for young children. Western Journal of Nursing Research, 22(6), 717-735. [Available through scu library]
**Wise, S., & da Silva, L. (2007). Differential parenting of children from diverse cultural backgrounds attending child care. Australian Institute of Family Studies, 39. Available at http://www.aifs.gov.au/institute/pubs/rp39/rp39.html
**Wise, S., & Sanson, A. (2000). Child care in cultural context: Issues for new research. Australian Institute of Family Studies, 22, 124. Available at www.aifs.gov.au/institute/pubs/RP22.pdf
Winskel, H., Salehuddin, K., & Stanbury, J. (2013). Developmental milestone expectations, parenting styles and self construal in Malaysian and Australian caregivers. Kajian Malaysia, 31(1), 19-35. This is another honours student project available at https://www.academia.edu/2546418/Winskel_Salehuddin_and_Stanbury_2013_._Dev15

elopmental_milestone_expectations_parenting_styles_and_self_construal_in_Malaysian_and_Australian_caregivers
**Yagmurlu, B., & Sanson, A. (2009). Acculturation and parenting among Turkish Mothers in Australia. Journal of Cross-Cultural Psychology, 40(3), 361380. [Available through scu library]
Yaman, A. E., Mesman, J., Van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., Linting, M. (2010). Parenting in an individualistic culture with a collectivistic cultural background: The case of Turkish immigrant families with toddlers in the Netherlands. Journal of Child and Family Studies, 19(5), 617628. [Available through scu library] 16

DEVELOPMENTAL MILESTONES EXPECTATIONS QUESTIONNAIRE ABOUT CHILDRENS ABILITIES (based on Sissons Joshi & MacLean, 1997)
Note: This was used by students in Session 1 2015 to collect the data you dont need to collect data.
Your name: Student no.:
Background Information of Respondent (person who completes the questionnaire)
Gender: Female Male
Age:
Birth place:
First language spoken:
INSTRUCTIONS: Please write what age you believe a child should be able to achieve the following: (e.g. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, >12 years)
Education
1. Count to ten
2. Write alphabet
Self-care
3. Eat without help
4. Wash hands before meals
5. Use toilet without help
6. Dress alone
7. Brush teeth properly
8. Bathe alone
Compliance
9. Come or answer when called
10. Stop misbehaving when told
11. Not do things forbidden by parents
12. Do something immediately when told
13. Give up TV when asked to do something for mother
14. Keep feet off furniture
15. Give full attention to adults when they are speaking 17

16. Answer phone properly
17. Be polite to visiting adults
18. Not interrupt adults when talking
19. Show interest in wellbeing of relatives
Peer interaction
20. Allow others to play with his/her toys
21. Wait for turn when playing
22. Be sympathetic to feelings of other children
23. Take leadership role when playing
24. Get own way by persuading others
25. Resolve quarrels without fighting
26. Resolve quarrels without adult help
Communication
27. Answer a question clearly
28. Ask for explanation when in doubt
29. Explain why he or she feels angry
30. When asked give own opinions
31. Phone by him/herself
Emotional control
32. Not bite or throw something in frustration
33. Control anger by self
34. Not cry easily
35. Not go on and on about wanting expensive toys
36. Stand disappointment without crying
37. Not laugh at other childs misfortune 18

38. Not show disappointment with gift
39. Hide being upset at being teased by children
Environmental independence
40. Play in street without adult present
41. Go to school unaccompanied by adult
42. Stay home alone for 1-2 hours
43. Buy things on his/her own
Thank you very much! 19

Clearly and consisely gives an overview of the research, i.e. overall aim, method, results, conclusion 5 4 3 2 1
Literature review Relevant research reviewed
Prior research clearly and thoroughly reviewed
Funnelled literature review, i.e. progression from general to more relevant or specific 20 16 12 8 4
Expression at the sentence level Sentences grammatically and clearly expressed
Good paraphrasing 5 4 3 2 1
Clear linkage within paragraphs Sentences within paragraphs share a common theme or topic & logically link with other sentences within the paragraph 5 4 3 2 1
Clear linkage between paragraphs & to the overall topic Paragraphs link or follow logically 5 4 3 2 1
Research Questions/Hypotheses Logically follow on from the literature reviewed.
Clearly expressed 10 8 6 4 2
Method Clearly & concisely explained, links logically with research questions/hypotheses 5 4 3 2 1
Results Clearly and concisely written
Tables and graphs appropriately presented 10 8 6 4 2
Discussion Results systematically addressed and interpreted in relation to previous research discussed in the literature review. 20 16 12 8 4

Health History age, gender, ethnicity, past and current medical history, chief complaint, and history of present illness on admission.

Posted on February 23, 2022 | by Simon KN

Adult Health I

Required Uniform Assignment: Case Study Presentation

Case Presentation Guidelines V2 Revised

Purpose The purpose of this assignment is to help students build communication skills, utilize evidence‐based research relevant to nursing practice, and apply concepts of safety and quality in nursing care of adults. The goals of this assignment are to:

• foster teamwork and collaboration through effective communication • Utilize research evidence to promote safe and quality nursing care for adults in acute care settings.

Course outcomes: This assignment enables the student to meet the following course outcomes: CO 1. Provide effective professional nursing care for adult patients and their families in acute care settings using

the nursing process. (PO#1) CO 3. Demonstrate effective communication skills necessary for collaboration with other health care team

members and for providing professional nursing care to adult patients and their families. (PO #3) CO 4. Apply critical thinking strategies to make good clinical decisions in the adult patient clinical setting. (PO#4) CO 8. Utilize nursing research literature while providing care to adult patients and their families in acute care

settings. (PO #8)

Total points possible: 100 points

Preparing the assignment The student group must develop a case study based on an actual or potential clinical‐based situation on the adult health topics presented during the 8‐week session. The student group must present the topic and literature for the case scenario. Students must include the following information in the case study presentation:

A. Health History age, gender, ethnicity, past and current medical history, chief complaint, and history of present illness on admission.

B. Laboratory/Diagnostic Testing describe the diagnostic tests ordered/completed, pertinent results (including normal and abnormal ranges), and rationales for the use of each diagnostic test.

C. Collaborative Management provide list of medications, treatments, dietary prescriptions, and procedures that have been ordered, administered, completed, and/or pending. Additionally, provide an overview of members of the healthcare team involved in managing the care of the person and family and the interdisciplinary goals that have been set. Briefly list the role of the team member in the patients care and the ways in which the nurse collaborates to meet the interdisciplinary goals.

D. Nursing management using the nursing process, develop two plans of care ‐ 1 related to one priority physiological nursing diagnosis and 1 related to one priority psychosocial nursing diagnosis. Please include the following information in each plan of care:

• Priority nursing diagnosis • short and 1 long‐term goal • to 5 nursing interventions with rationale statements, • to 5 evaluative statements based on interventions, and • A minimum of 3 potential patient education needs for consideration.

NR324/329 Adult Health I

Required Uniform Assignment: Case Study Presentation

NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019 21

Assignment Submission Requirements: • Students must receive approval from the faculty on the selected topic for the case study presentation

assignment. The faculty will facilitate selection of topics during class. • Each student in the group must contribute to the development of the case study information. • Each student group must submit a 1‐page typed paper containing the Health History, Laboratory/Diagnostic

Testing, and Collaborative Management elements of the case study. • Each student group must submit a 1‐page typed paper of the plan of care addressing the priority

physiological nursing diagnosis and a 1‐page typed paper of the plan of care addressing the priority psychosocial nursing diagnosis. Students may choose to submit a concept map for each of the priority nursing diagnoses instead of a plan of care. Each concept map must incorporate the same information required for the plans of care.

• Each student group must submit a reference list with each members nursing care plan or concept map, formatted according to APA 6TH edition. A minimum of at least three (3) references are required for this assignment. Student must cite at least two (2) research or evidence‐based practice (EBP) sources. All resources must be within 5 years of publication.

• Each student group is required to develop and present a 15 minute presentation on a topic from the case study, the plan of care or the concept map. Each group presentation will all an additional 5 minutes for questions and answers relevant to the content of the presentation and/or the clinical experience.

* If a student in the group is absent the day of the presentation, the student group will not be penalized.

NR324/329 Adult Health I Required Uniform Assignment: Case Study Presentation

NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019 31

Grading Rubric Criteria are met when the students application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and Required Criteria

(Points possible/% of total points available)

Highest Level of Performance

High Level of Performance

Satisfactory Level of Performance

Unsatisfactory Level of

Performance

Health History (10 points/10%)

10 points 9 points 8 points 0 points

Required criteria 1. Presents pertinent and relevant information on: the

persons age, gender, ethnicity, past and current medical history, chief complaint, and history of present illness on admission.

• Comprehensively presents key/relevant Information accurately and in sufficient detail: persons age, gender, ethnicity, past and current medical history, chief complaint, and history of present illness on admission.

• Information presented in a clear, organized, and professional manner

• One of the key/relevant Information not presented: persons age, gender, ethnicity, past and current medical history, chief complaint, and history of present illness on admission.

• Key/relevant information are accurate and presented in sufficient detail.

• Information presented in a clear, organized, and professional manner

Two of the key/relevant Information not presented: persons age, gender, ethnicity, past and current medical history, chief complaint, and history of present illness on admission.

Key/relevant information may be inaccurate and/or insufficient in detail.

Information presented in a clear, organized, and professional manner

3 or more of the key/relevant Information not presented: persons age, gender, ethnicity, past and current medical history, chief complaint, and history of present illness on admission.

Key/relevant information may be inaccurate and/or insufficient in detail. • Information is not clear, organized, or professional in appearance.

Laboratory and Diagnostic Testing (10 points/10%)

10 points 9 points 8 points 0 points

Required criteria 1. Presents description of the ordered/completed

diagnostic tests, pertinent results (including normal and abnormal ranges), and rationales for each diagnostic test.

• Comprehensively presents key/relevant Information accurately and in sufficient detail: description of the ordered/completed diagnostic tests, pertinent results (normal and abnormal ranges),

• One of the key/relevant Information not presented: description of the ordered/ completed diagnostic tests, pertinent results (normal and abnormal ranges), and rationales for each diagnostic test.

• Two of the key/relevant Information not presented: description of the ordered/ completed diagnostic tests, pertinent results (normal and abnormal ranges), and rationales for each diagnostic test.

• 3 or more of the key/relevant Information not presented: description of the ordered/ completed diagnostic tests, pertinent results (normal and abnormal ranges), and rationales for each diagnostic test.

NR324/329 Adult Health I Required Uniform Assignment: Case Study Presentation

NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019 41

and rationales for each diagnostic test.

• Information presented in a clear, organized, and professional manner

• Key/relevant information are accurate and presented in sufficient detail.

• Information presented in a clear, organized, and professional manner

• Key/relevant information are accurate and presented in sufficient detail.

• Information presented in a clear, organized, and professional manner

• Key/relevant information may be inaccurate and/or insufficient in detail.

• Information is not clear, organized, or professional in appearance.

Collaborative Management (20 points/20%)

20 points 15 points 10 points 0 points

Required criteria Presents list of medications, treatments, dietary prescriptions, and procedures that have been ordered, administered, completed, and/or pending Additionally, provide an overview of members of the healthcare team involved in managing the person and family. Briefly list their role in the care provided and how nursing collaborates in meeting interdisciplinary goals.

• Comprehensive discussion of collaborative management including: list of medications, treatments, dietary prescriptions, and procedures that have been ordered, administered, completed, and/or pending. • Complete overview of members of the healthcare team involved in managing the person and family; Listed ALL key/relevant roles in the care provided and how nursing collaborates in meeting interdisciplinary goals. • Information presented in a clear, organized, and professional manner.

• Discussed collaborative management, but does not include 1of these items: list of medications, treatments, dietary prescriptions, and procedures that have been ordered, administered, completed, and/or pending

• Complete overview of members of the healthcare team involved in managing the person and family; Listed most of the key/relevant roles in the care provided and how nursing collaborates in meeting interdisciplinary goals

• Information presented in a clear, organized, and professional manner.

• Discussed collaborative management, but does not include 2 of these items: list of medications, treatments, dietary prescriptions, and procedures that have been ordered, administered, completed, and/or pending.

• General overview of members of the healthcare team involved in managing the person and family; Listed SOME key/relevant roles in the care provided and how nursing collaborates in meeting interdisciplinary goals.

• Information is not presented in a clear, organized, and/or professional manner.

• Poor/Minimal discussion of collaborative management which does not include 3 or more of these items: list of medications, treatments, dietary prescriptions, and procedures that have been ordered, administered, completed, and/or pending.

• Poor/Broad overview of members of the healthcare team involved in managing the person and family; Listed SOME of key/relevant roles in the care provided and how nursing collaborates in meeting interdisciplinary goals.

• Information is not presented in a clear, organized, and/or professional manner.

Nursing Management: Physiologic 15 points 12 points 8 points 0 points

NR324/329 Adult Health I Required Uniform Assignment: Case Study Presentation

NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019 51

(15 points/15%) Required criteria Utilized the nursing process to develop two plans of care: 1 physiological and 1 psychosocial nursing diagnosis Included the following information in each* plan of care:

1. Priority nursing diagnosis 2. 1 short‐term and 1 long‐term goal 3. 3 ‐ 5 nursing interventions with rationale

statements 4. 3 ‐ 5 evaluative statements based on

interventions 5. A minimum of 3 teaching considerations

Used the nursing process to develop a plan of care for physiological nursing diagnosis

All information in the plan of care included: o Priority nursing diagnosis o 1 short‐term and 1 long‐ term goal o 3 ‐ 5 nursing interventions

with rationale statements o 3 ‐ 5 evaluative

statements based on interventions

o A minimum of 3 teaching considerations

Used the nursing process to develop a plan of care for physiological nursing diagnosis

Missing 1 item of information in the plan of care: o Priority nursing diagnosis o 1 short‐ term and 1 long‐ term goal o 3 ‐ 5 nursing

interventions with rationale statements

o 3 ‐ 5 evaluative statements based on interventions

o A minimum of 3 teaching considerations

Used the nursing process to develop a plan of care for physiological nursing diagnosis

Missing 2 items of information in the plan of care: o Priority nursing diagnosis o 1 short‐term and 1 long‐ term goal o 3 ‐ 5 nursing

interventions with rationale statements

o 3 ‐ 5 evaluative statements based on interventions

o A minimum of 3 teaching considerations

Used the nursing process to develop a plan of care for physiological nursing diagnosis

Missing 3 or more items of information in the care plan: o Priority nursing diagnosis o 1 short‐term and 1 long‐ term goal o 3 ‐ 5 nursing

interventions with rationale statements

o 3 ‐ 5 evaluative statements based on interventions

o A minimum of 3 teaching considerations

Nursing Management: Psychosocial (15 points/15%)

15 points 12 points 8 points 0 points

Required criteria Utilized the nursing process to develop two plans of care: 1 physiological and 1 psychosocial nursing diagnosis Included the following information in each* plan of care:

1. Priority nursing diagnosis 2. 1 short‐term and 1 long‐term goal 3. 3 ‐ 5 nursing interventions with rationale

statements

Used the nursing process to develop a plan of care for psychosocial nursing diagnosis

All information in the plan of care included:

o Priority nursing diagnosis o short‐term and 1 long‐ term goal

o 3 ‐ 5 nursing interventions with rationale statements

Used the nursing process to develop a plan of care for psychosocial nursing diagnosis

Missing 1 item of information in the plan of care:

o o Priority nursing diagnosis o o 1 short‐term and 1 long‐ term goal

Used the nursing process to develop a plan of care for psychosocial nursing diagnosis

Missing 2 items of information in the plan of care:

o o Priority nursing diagnosis o o 1 short‐term and 1 long‐ term goal o 3 ‐ 5 nursing

Used the nursing process to develop a plan of care for psychosocial nursing diagnosis

Missing 3 or more items of information in the care plan:

o Priority nursing diagnosis o 1 short‐term and 1 long‐ term goal o 3 ‐ 5 nursing

NR324/329 Adult Health I Required Uniform Assignment: Case Study Presentation

NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019 61

4. 3 ‐ 5 evaluative statements based on interventions

5. A minimum of 3 teaching considerations

o 3 ‐ 5 evaluative statements based on interventions

o A minimum of 3 teaching considerations

o 3 ‐ 5 nursing interventions with rationale statements o 3 ‐ 5 evaluative statements based on interventions o A minimum of 3 teaching considerations

interventions with rationale statements o 3 ‐ 5 evaluative statements based on interventions o A minimum of 3 teaching considerations

Presentation (25 points/25%)

25 points 20 points 15 points 0 points

Required criteria 1. All components of the assignment guidelines

included. 2. Information presented in a logical, interesting

sequence which audience can follow. 3. Participation by all group members. 4. All presenters are professional and

demonstrated appropriate presence throughout presentation.

5. Used presentation materials and methods effectively.

6. Responded appropriately to audience questions.

• ALL required assignment components are present.

• Information is presented in a logical sequence; main ideas easy for the audience to follow.

• Participation is by all group members.

• Presenters are professional • Presenters maintained

appropriate eye contact with audience and projected voices for all audience to hear.

• Presenters addressed audience questions appropriately.

• Used presentation materials and methods effectively. • Presenters stayed within allotted 20‐minute timeframe.

• ONE required assignment component is missing.

• Information is presented in a logical sequence; main ideas easy for the audience to follow.

• Participation is by all group members.

• Presenters are professional.

• Presenters have limited eye contact OR the audience has difficulty hearing the presenters.

• Presenters addressed audience questions appropriately.

• Used presentation materials and methods effectively. • Presenters stayed within allotted 20‐ minute timeframe.

• 1‐2 required assignment components are missing.

• Information is not presented in a logical sequence, yet main ideas are still obvious.

• Participation is by all group members.

• Presenters are professional.

• Presenters have limited eye contact OR the audience has difficulty hearing the presenters.

• Presenters addressed audience questions appropriately.

• Used presentation materials and methods effectively. • Presenters stayed within 5 minutes of the allotted 20 minute timeframe.

• 3 or more required assignment components are missing.

• There is no logical sequence to presentation of material; main ideas difficult to follow.

• Some members did not participate.

• Some or ALL presenters are unprofessional.

• Presenters have limited eye contact OR the audience has difficulty hearing the presenters.

• Presenters did not address audience questions appropriately.

• Did not effectively use presentation materials and methods. • Presenters stayed within 5‐10 minutes of the allotted 20 minute time frame.

NR324/329 Adult Health I Required Uniform Assignment: Case Study Presentation

NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019 71

APA Style and Organization (5 points/5%)

5 points 4 points 2 points 0 points

Required criteria 1. References are submitted with assignment. 2. Uses appropriate APA format (6th ed.) and is free

of errors. 3. Grammar and mechanics are free of errors. 4. Used at least three (3) different sources, with at

least two (2) from research literature.

• More than 3 references used, at least 2 are research articles

• References submitted with assignment

• Citations and references are listed using APA format (6th ed.) and are free of errors.

• Exactly 3 references used, at least 2 are research articles

• References submitted with assignment

• Citations and references are listed using APA format (6th ed.), but have one type of error.

• Two (2) references used, at least 1 is a research article

• References submitted with assignment

• Citations and references are listed using APA format (6th ed.), but have two types of errors.

• One to Two references used, but are NOT research articles

• References submitted with assignment

• Citations and references are listed using APA format for citations and, but have three or more types of errors.

Purpose
Preparing the assignment
Grading Rubric

Discuss two threats of the information age.

Posted on September 26, 2021 | by Simon KN

Discuss two threats of the information age..

*All essay responses must be a minimum of 200 words, not counting references listed at the end or repeating of the question, and cited per APA guidelines. A minimum of two scholarly resources is required to support your response. There must be a minimum of 3 in text citations cited properly.
Course Text Book is Taylor, R. W., Fritsch, E. J., & Liederbach, J. (2015). Digital crime and digital terrorism (3rd ed.). Upper Saddle River, NJ: Pearson.
1. Discuss two threats of the information age. Discuss at least one specific example of each.
2. Define, discuss, and provide a detailed dialogue of an example for each of the following: information warfare, cyberterrorism, and cybercrime.
3. Discuss the four categories of computer crimes. Provide a specific example of each.
4. Discuss two trends of increased cyber victimization.
5. Discuss two specific instances of information attacks over the past ten years. How could they have been prevented?
6. Briefly explain choice theory and routine activities theory and the relevance to digital crime.
7. What is the difference between cybercriminals and hackers? How can some hackers’ actions be legal?
8. Define social process theories. Which learning theory is the most beneficial in the study of individuals who commit cybercrimes, and why?
9. Discuss two psychological theories of crime. Provide an example of each type in relation to cybercrimes. You must discuss a specific criminal for each and assign the appropriate psychological theory. This will require outside research on your part.
10. How is social media used in cybercrimes? Give at least two specific examples.
11. What is the major law making identity theft a federal crime? Explain the effectiveness of this law, and suggest more effective ways of combating identity theft.
12. Explain the four primary environments in which viruses operate.
13. What is a Trojan horse virus? Briefly summarize how they work.
14. Discuss how most viruses and malware are classified. How is exposure measured?
15. How has the Internet increased the number of people, including children, who are sexually exploited or victimized? Using specific statistics, studies, and cases, outline and discuss the evolution of Internet exploitation. Include a discussion of specific crimes and any laws enacted to combat these crimes. Are they effective? Why, or why not?
16. How do child pornographers use the Internet? How does law enforcement track and prosecute child pornographers?
17. What are some examples of domestic terrorist groups that use cyberspace? How do they use cyberspace to spread their messages and carry out their crimes?
18. Discuss the law enforcement initiatives that are trying to combat cyber-sex crimes. What are the prevalent jurisdictional issues, issues with evidence and detection, and suspect identification?
19. What is the legal definition of a hate crime? Is this definition sufficient? How would you change it, if at all? Also, define right-wing extremism and left-wing extremism. What is an example of a left-wing group? What is an example of a right-wing group? How does each group use the Internet to carry out their nefarious activities? What tools does law enforcement have to combat these groups?
20. How does one determine whether an action is a search and whether such search is reasonable? You must include a discussion of at least one relevant case.
21. What are the roles, responsibilities, and initiatives of the FTC in combating cybercrimes?
22. What are the roles, responsibilities, and initiatives of the Secret Service in combating cybercrimes?
23. What are the roles, responsibilities, and initiatives of the Department of Energy in combating cybercrimes?
24. What are the roles, responsibilities, and initiatives of the ICE in combating cybercrimes?

*All responses should be 75 words and APA format
1. Explain what a worm is and how it functions. (75 Words)
2. What is false authority syndrome, and what risks does it pose? (75 Words)
3. What is a pseudo virus expert? (75 Words)
4. Define and distinguish adware and spyware. Give an example of each. (75 Words)
5. What is a DoS attack? How does it work? (75 Words)
*The responses should be 500 words using APA format and in text citation
1. Outline and explain the evolution of ONE of the following criminal enterprises. Make sure you give a specific example of a crime perpetrated. (This response should be 500 words.)
Choose one of the following:
a .African criminal enterprises, b. Asian criminal enterprises, c. Balkan criminal enterprises, d. Eurasian criminal enterprises., e. Italian criminal enterprises., f. Middle Eastern criminal enterprises., g .Mexican and South American criminal enterprises.
2. What are some challenges that local law enforcement officers face? What do law enforcement officers need to combat computer crimes at the state and local levels?
3. Explain the process, step by step, that electronic evidence must follow to be admitted at trial. You must make reference to the necessary Federal Rules of Evidence. You should also discuss at least one illustrative case example.
4. Identify and explain at least three different federal statutes related to digital crime.

*The paper should be at least two pages in length. APA format is required for all citations and references.
Project: Part 1
Throughout the Unit Lessons (now might be a good time to go back and review them) and the textbook reading in this class, we have met some pretty creepy characters. Now it is time to create and investigate your own computer criminal!
You must make this person up from scratch; do not outline a real person or case. You will invent a cybercriminal, and identify the following information:
1. Name and background (education, family, etc.)
2. Where the criminal lives
3. Where the criminal works
Now, create a fact pattern (narrative) explaining in detail this person’s crime or crimes. (Fact pattern is a term used in many areas, especially law. In law, the term fact pattern simply means the true and accurate description of what happened in a crime, or alternatively, events leading to a lawsuit.)
Include the following:
1. How do they do what they do (equipment, funding, etc.)?
2. Under what psychological theories and profiles do they fall?
3. Are they a member of any specific criminal organization?
4. What is their classification, and how are they identified as such (hacker, script kiddie, etc.)?
Next, develop a fact pattern where this person commits their ultimate crime. Walk us through the steps of the crime: how is it carried out, upon whom is it carried out, and what is the ultimate goal of the criminal? Use as much detail as possible. Do they use a virus? Are they infiltrating a company they work for? How? What kinds of systems do they use? What kind of systems do they infiltrate?

Project: Part 2
Thepaper should be at least two pages in length. APA format is required for all citations and references.
Take the criminal invented in Part 1, and complete the following tasks:
You are a law enforcement officer that has arrived on the scene, been assigned to track down, whatever the case may be, the computer criminal you created in Part I of this Project for this course.
MCJ 6374, Special Topics in Criminology and Criminal Justice 3
Summarize your answers to the following questions:
1. What is your first step? Why?
2. What agency do you work for? Why are you the correct person/agency to catch this criminal? Explain your jurisdictional authority.
3. What law or laws are applicable to this criminal and these crimes? Why?
4. How are you going to work with other agencies?
5. Locate and identify the evidence.
6. What search and seizure procedure did you follow?
7. Provide a chain of custody, tracking the evidence.
8. How do you authenticate the evidence for trial?
9. Do you catch the criminal?
10. How is he or she prosecuted? What court hears evidence, and why? What rules of evidence are used?
11. Was this project an effective exercise? Why, or why not?

Discuss two threats of the information age.

English 1302 Friends or Foes (or Both)? The Enigmatic, -Hacktivist- Truth-Deliverers of the Digital Age

Posted on September 25, 2021 | by Simon KN

English 1302 Friends or Foes (or Both)? The Enigmatic, -Hacktivist- Truth-Deliverers of the Digital Age.

English 1302
Friends or Foes (or Both)?
The Enigm:atic, -Hacktivist- Truth-Deliverers of the Digital Age

I. Overview / Theme
It was inevitable that the vacuum created by the death of journalism* would be filled by an alternative means of information dissemination—for the better or the worse of it. Individuals (i.e. “Hacktivists”) like Edward Snowden and Julian Assange, along with groups such as “Anonymous,” are committed to what they describe as a “Transparency Movement”—delivering truth to the masses and exposing corruption/lies wherever they may be found. They use their highly proficient technological savvy to essentially do what most people could never imagine—either because of the intelligence and expertise required to accomplish it, or because of the illegality and significant risk associated with these Robin hood-like tactics. These folks truly illustrate the old maxim, at least in terms of their rationale for what they do, as they believe “the ends justify the means” in all their endeavors. The existence of this new electronic voice of the people is combined with a “perfect storm” of other factors associated with the 21st century, such as the vast scope of internet communications worldwide, internet dependency among individuals and organizations, globalism (and all that globalism implies), increased surveillance, increased cases of terrorism, politicization of so many areas in society that were once free from politics, and human corruption in all shapes and sizes (which, of course, has always existed among humans beings in every age). While there are many other individuals and groups beyond Assange, Snowden, and Anonymous, these are the most popular three names on the subject.
* Professional, objective news reporting is indeed dead! The high-caliber news reporting among people like the late Walter Cronkite is non-existent in our present media climate, as genuine news has been replaced with biased/subjective editorializing and propaganda (yet still calling it news and reporting—as if).
Upon an initial investigation into these groups and individuals, a few facts become quite apparent.
First, the positive: 1.They demonstrate a remarkable degree of objectivity, as it could be said that they are “equal opportunity exposers” of ALL sensitive information, wherever it may be found, and thus are not driven by a single ideological agenda (they are driven by a philosophical principle of delivering the truth); 2. They span the globe, and are essentially individuals without borders or national identities/obligations (often, by their own self-imposed exiles); 3. They all have an impressive degree of technological brilliance, as they are all—to varying degrees—essentially sharing the highly exclusive helm of the ship we call the internet, yet without a formal invitation to do so (a position reserved for an elite club of companies like Google, governments like the U.S., and internet pioneers like Bill Gates); 4. They possess and demonstrate self-sacrificing and “heroic” qualities, which are admirable, as they seem to be driven by a much larger vision than themselves; 5. They are committed to doing that which the world of journalism and network television refuse to do: deliver the truth, the whole truth, and nothing but the truth….to the people
Now, the negative: 1. They (carelessly) jeopardize national security and/or fragile geo-political situations, without the big picture knowledge of international relations between governments or specific expertise in matters pertaining to such relations; 2. They are an egotistical lot by nature of their brilliance, and some of their exploits may be for the sole purpose of fulfilling their egos with little regard for the fallout of their actions (which is not to say that the end product of such exploits may not have greater benefit for others as a positive consequence); 3. They break the law, as hacking of any sort is ultimately an illegal activity (their opponents would argue that a nation (or nations globally) of laws cannot afford to make subjective exceptions—regardless of the corruption and the large-scale breaking of laws against the people their findings reveal); 4. They contribute to a climate of a highly volatile and dangerous internet—an electronic version of the wild west, which was a very dangerous place for everyone—by making hacking more commonplace and accessible for those less sophisticated and/or driven by the principles described in the positive section above.
Again, these are just general observations in two categories; there are many more questions to ask and factors to consider in any analysis of this new breed of “citizen journalism.” There are many more specific points to make in both the positive and the negative categories, which makes this whole subject ideal for our third paper in English 1302! This topic, like few others, absolutely requires the kind of critical thinking and analysis we’ve discussed this semester. It doesn’t allow for a thinking person to merely treat the subject as a zero-sum game—arriving at either an “all good” or an “all bad” conclusion without recognizing the difficult challenges associated with leaning either towards the good or the bad of these individuals and organizations. Such “sticky” topics like this are fertile soil in which to plant an argument, an especially one using the Toulmin method!
II. The Assignment: Write a persuasive argument using the six elements of the Toulmin structure and fully develop your argument around a clear focus on one of three claim types: of Fact, of Policy, or of Value.
A. Getting Started: Establishing a Claim
As you now know, the first indicator of a Toulmin-structured argument is the word “claim”. As part I above indicates, you are required to construct your own unique claim statement in response to the question, “what am I trying to prove?” Or, in this case, you’ll be asking: “what am I trying to specifically prove about a highly particular and focused dimension of “hacktivism,” “citizen journalism,” or the “transparency movement.” You need to answer both specifically and directly, in addition to identifying your claim statement for the particular type of claim it is (fact, value, or policy). Again, when you answer the “what am I trying to prove?” question in the form of a claim statement, you will find that it is either a claim of fact, of value, or of policy. Each claim type has its own pros and cons, so it is not advisable to structure your claim around the claim type first, which is like putting the proverbial “cart before the horse,” but rather to make the claim statement by answering the question as specifically and directly as possible and then determine what claim type you have—what claim terrain you are hiking through! Finally, regarding the claim, it should be obvious by this point in the semester that a claim needs to be debatable and/or controversial in order to be valid! In other words, when you assert your claim, you should be able to imagine a number of people in a room potentially disagreeing with you about some aspect of it—if not the whole claim altogether.
B. Identifying the “Grounds” and a “Warrant” for your Claim
Both of these important areas need to be understood before you can proceed further, as the “warrant” is the overarching principle that gives your claim logical “permission” to exist in the first place! It makes your claim make sense in a larger framework—one that is based upon a particular principle, or moral, that you believe many people embrace and/or accept already—thus paving the way for them to (hopefully) understand the logos behind your specific claim as it supports the warrant governing many related claims already out there (and those yet to emerge). Following the larger overarching principle of a warrant, the “grounds” function in a similar way insomuch as the grounds likewise give “permission” of sorts to your claim’s existence—not through a broad, generalized, and overarching principle, but rather through much more localized, detailed, and specific facts that provide a clear and logical basis for your specific claim to go forward. You might say the grounds provide a logical imperative that makes it obvious why you are trying to prove your specific claim statement is necessary to address.
C. Establishing the Necessary “Qualifiers” and “Rebuttals” for Your Argument
Even the most focused arguments are in need of establishing specific perimeters around them called “qualifiers” in the Toulmin structure. The best way to describe these qualifiers is to say they are the ways in which you tell your audience, especially a hostile audience, what your argument will and will not address—what is and is not contained in your particular claim. You could say it’s like painting lines on a soccer field that mark the boundaries for the game in order for the game to be played effectively. Or, you could say qualifiers are like rules of any game that all players understand before they begin to play: they are named, explained, described, and set in order to avoid confusion and conflict once the game gets underway. Qualifiers should be constructed with others in mind, as the writer of an argument should be able to anticipate what it is about his or her claim that may be potentially confusing—what may throw readers in a direction the author did not intend. I put “rebuttals” in the same category as “qualifiers” because they, too, depend for their effectiveness on the skills of inference and anticipation of others—namely, the audience of the argument. “Rebuttals” are an essential ingredient to deductive reasoning—to a deductive argument—because they anticipate all the points of opposition to your claim that may potentially arise in the minds of your audience members—especially among the hostile, non-neutral audience members! The job of the writer in a deductive, Toulmin argument is to both anticipate the rebuttals, or arguments against a claim and sub-claims, and to refute such rebuttals!
D. Developing “Backing” (“Evidence”) for Your Argument
In other words, “research” is required to find all the significant support for your argument, especially in light of the fact that we often argue about things that are well beyond our knowledge base or level of expertise. Thus, such evidence, or backing, not only builds the “logos” appeal for your argument, but also establishes the “ethos” appeal writers do not necessarily have within themselves. This backing may be in the form of data (facts, statistics, timelines, polls, etc) or it may be in the form of authoritative opinions and theories by experts in particular professional or academic fields; hence, articles from academic and professional journals, attained exclusively through databases found in college/university libraries, are necessary to provide this level of expertise to your discussion—as opposed to periodicals known as “popular literature” (i.e. – popular magazines, newspapers that are found in a local drugstore newsstand). For that matter, websites from .org, .gov., and .edu domains are also preferred over .com or .net domains (although all websites must undergo significant scrutiny within particular areas to determine legitimacy, such as authorship, bias, relevance, etc.).
The articles from solid academic/professional journals are your “bread and butter” for the research component of this assignment; they need to be your strongest sources, and they need to be thoughtfully considered! You also need to have one or two solid sources in this category that oppose your claim, as a way of demonstrating your credibility! In addition, and especially in light of the specific topic for this paper, I do not allow for sources that are associated with popular cable “news” channels on television nor their associated websites, such as CNN, NBC, CBS, FOX or ABC (including the so-called “academic” products NBC distributes through college libraries called “NBC Learn”). In addition, the nature of this assignment requires you to find and use highly credible websites related to the fields of journalism accountability (i.e. “watchdog” organizations) and technology—in particular, internet and/or communications technology. In general, any websites/organizations dedicated to accountability in the media, government, or even academia are all good to use in this assignment—provided they are not based upon mere, unfounded conspiracy theories (there is often a fine line between the two).
III. The Basics:
5-7 typed pages, not including the “Works Cited” page (in CORRECT MLA format)
5 sources (at least 1 documentary film can be counted as a source, while at least 3 others need to be from academic/professional journals and 2-3 others need to come from .org, .edu, and .gov websites.
A very detailed and specific OUTLINE that addresses the key components of the “Outline Guide” (see separate Word document for this on Learning Web)
Evidence of the “writing process” and an informal “Research Log”

English 1302 Friends or Foes (or Both)? The Enigmatic, -Hacktivist- Truth-Deliverers of the Digital Age

With Hospitalized Patients 18 years of age and older (P) does Improved Communication of Patients Braden Score (I) compared to normal communication (C) Increase Interventions for Patients at Risk of Developing Pressure Ulcers during Hospitalization (O)

Posted on September 20, 2021 | by Simon KN

With Hospitalized Patients 18 years of age and older (P) does Improved Communication of Patients Braden Score (I) compared to normal communication (C) Increase Interventions for Patients at Risk of Developing Pressure Ulcers during Hospitalization (O).

Directions:

• submit a 3 page paper (not including the title page, reference list, and appraisal guides) on your EBP project including: • PICO clinical question ( listed above in topic ) • Recommended change in practice citing high-level evidence to support your suggested change in practice • Evaluation strategies and outcome measures • Select at least 5 sources of evidence from the following categories: (a) systematic review, (b) national clinical guidelines and/or (c) peer-reviewed quantitative / qualitative studies. Attach appraisal guides for all peer-reviewed articles. • At least 5 sources of evidence are required for your paper. Resources: Here are 3 Previously used references not sure if these qualify or meet the needed criteria listed above in directions.

Parnham, A., Pankhurst, S., & Dabell, W. (2015). Reducing avoidable pressure ulcers in the community. Nursing Standard (2014+), 29(26), 62. Stansby, G., Avital, L., Jones, K., & Marsden, G. (2014). Prevention and management of pressure ulcers in primary and secondary care: summary of NICE guidance. Bmj, 348, g2592. Tachibana, T., Imafuku, S., Irisawa, R., Ohtsuka, M., Kadono, T., Fujiwara, H., … & Ito, T. (2016). The wound/burn guidelines–2: Guidelines for the diagnosis and treatment for pressure ulcers. The Journal of dermatology, 43(5), 469-506. Paper Template: Title of the Paper This is your introductory paragraph designed to inform the reader of what you will cover in the paper. (BSN Students – Carefully follow your course-specific Grading Rubric concerning the content that is required for your assignment and the Academic Writing Expectations [AWE] level of your course.) This template’s formatting—Times New Roman 12-point font, double spacing, 1” margins, 1/2” indentations beginning of each paragraph, page numbers, and page breaks—is set for you, and you do not need to change it. Do not add any extra spaces between the heading and the text (you may want to check Spacing under Paragraph, and make sure settings are all set to “0”). The ideas in this paper should be in your own words and supported by credible outside evidence. Cite the author, year of publication, and page number, if necessary, per APA. The introductory paragraph should receive no specific heading because the first section functions as your paper’s introduction. Build this paragraph with the following elements: 1. Briefly detail what has been said or done regarding the topic. 2. Explain the problem with what has been said or done.

3. Create a purpose statement (also commonly referred to as a thesis statement) as the last sentence of this paragraph: “The purpose of this paper is to describe…”. Level 1 Heading (Name According to the Grading Rubric Required Content) This text will be the beginning of the body of the paper. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence, or topic sentence, in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph addresses only one topic. When you see yourself drifting to another idea, make sure you break into a new paragraph.

Avoid long paragraphs that are more than three-fourths of a page. Per our program recommendations, each paragraph should be at least 3-4 sentences in length and contain a topic sentence, evidence, analysis, and a conclusion or lead out sentence. In your paragraphs, synthesize your resources/readings into your own words and avoid using direct quotations. In the rare instances you do use a direct quotation of a historical nature from a source, the page or paragraph numbers are also included in the citation. For example, Leplante and Nolin (2014) described burnout as “a negative affective response occurring as result of chronic work stress” (p. 2). When you transition to a new idea, you should begin a new paragraph. Another Level 1 Heading (Name According to the Grading Rubric Required Content) Here is another Level 1 heading. Again, the topic sentence of this section should explain how this paragraph is related to or a result of what you discussed in the previous section. Consider using transitions between sentences to help readers see the connections between ideas. Be sure to credit your source(s) in your paper using APA style. The APA Manual 6th edition and the Walden Writing Center are your best citation resources. Writing Center resources are available at https://academicguides.waldenu.edu/writingcenter/apa/citations. You must appropriately and correctly cite all works used in your document.

Discussion The Complexity of Eating Disorder Recovery in the Digital Age

Posted on September 7, 2021 | by Simon KN

Discussion The Complexity of Eating Disorder Recovery in the Digital Age.

Through this week’s Learning Resources, you become aware not only of the prevalence of factors involved in the treatment of eating disorders, but also the societal, medical, and cultural influences that help individuals develop and sustain the unhealthy behaviors related to an eating disorder. These behaviors have drastic impacts on health. In clinical practice, social workers need to know about the resources available to clients living with an eating disorder and be comfortable developing interdisciplinary, individualized treatment plans for recovery that incorporate medical and other specialists.

For this Discussion, you focus on guiding clients through treatment and recovery.

To prepare: Review the Learning Resources on experiences of living with an eating disorder, as well as social and cultural influences on the disorder. Read the case provided by your instructor for this week’s Discussion. By Day 3

Post a 300- to 500-word response in which you address the following: Provide the full DSM-5 diagnosis for the client. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months. Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis. Explain why it is important to use an interprofessional approach in treatment. Identity specific professionals you would recommend for the team, and describe how you might best utilize or focus their services. Explain how you would use the client’s family to support recovery. Include specific behavioral examples. Select and explain an evidence-based, focused treatment approach that you might use in your part of the overall treatment plan. Explain how culture and diversity influence these disorders. Consider how gender, age, socioeconomic status, sexual orientation, and/or ethnicity/race affect the experience of living with an eating disorder.

Required Readings American Psychiatric Association. (2013g). Feeding and eating disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm10 Khalsa, S. S., Portnoff, L. C., McCurdy-McKinnon, D., & Feusner, J. D. (2017). What happens after treatment? A systematic review of relapse, remission, and recovery in anorexia nervosa. Journal of Eating Disorders, 5(20), 1–12. doi:10.1186/s40337-017-0145-3 Lewis, B., & Nicholls, D. (2016). Behavioural eating disorders. Paediatrics and Child Health, 26(12), 519–526. doi:10.1016/j.paed.2016.08.005 American Psychiatric Association. (2013p). Somatic symptom and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm09 Brown, P., Lyson, M., & Jenkins, T. (2011). From diagnosis to social diagnosis. Social Science & Medicine, 73(6), 939–943. doi:10.1016/j.socscimed.2011.05.031 Kaltura Media Uploader (HTML) Required Media Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptLaureate Education (Producer). (2018d). Psychopathology and diagnosis for social work practice podcast: Feeding and eating disorder and somatic symptom disorders [Audio podcast]. Baltimore, MD: Author.
TEDx Talks. (2016b, June 29). Starving for the good: An anorexic’s search for meaning and perfection | Elisabeth Huh | TedxUChicago [Video file]. Retrieved from https://www.youtube.com/watch?v=GxI0ewBJdMo TEDx Talks. (2013b, October 21). An epidemic of beauty sickness | Renee Engeln | TedxUConn 2013 [Video file]. Retrieved from https://youtu.be/63XsokRPV_Y TED Conferences, LLC (Producer). (2016). What happens when you have a disease doctors can’t diagnose [Video file]. Retrieved from https://www.ted.com/talks/jen_brea_what_happens_when_you_have_a_disease_doctors_can_t_diagnose Optional Resources Axelsson, E., Andersson, E., Ljótsson, B., Finn, D. W., & Hedman, E. (2016). The health preoccupation diagnostic interview: Inter-rater reliability of a structured interview for diagnostic assessment of DSM-5 somatic symptom disorder and illness anxiety disorder. Cognitive Behaviour Therapy, 45 (4), 259–269. doi:10.1080/16506073.2016.1161663 Marzilli, E., Cerniglia, L., & Cimino, S. (2018). A narrative review of binge eating disorder in adolescence: Prevalence, impact, and psychological treatment strategies. Adolescent Health, Medicine and Therapeutics, 2018(9), 17–30. doi:10.2147/AHMT.S148050 Vartanian, L. R., Trewartha, T., & Vanman, E. J. (2016). Disgust predicts prejudice and discrimination toward individuals with obesity. Journal of Applied Social Psychology, 46(6), 369–375. doi:10.1111/jasp.12370 Document: Suggested Further Reading for SOCW 6090 (PDF)

Note: This is the same document introduced in Week 1. Optional Media Sagey, L., & Blair, R. (Producers). (n.d.). Anorexia: What therapists and parents need to know [Video file]. Retrieved March 22, 2018, from http://www.psychotherapy.net.ezp.waldenulibrary.org/stream/waldenu/video?vid=386

The Case Study is below

The Case of Diamond

Intake Date: August 2019

DEMOGRAPHIC DATA: This was a voluntary intake for this 28-years-old single African American female. Diamond lives with a 24-years-old female roommate in New York City. She has a bachelor’s degree in Art History and is employed by a major New York museum. Diamond was born and raised in Virginia and moved to New York 4 years ago for employment.

CHIEF COMPLAINT: “My roommate suggested I go to therapy. I do not agree. I can handle my life, but she threatened to move out and I cannot afford the apartment by myself.”

HISTORY OF PRESENT ILLNESS: Diamond admitted to purging and frequent use of laxatives to try and keep her weight down. Diamond reported her weight was being monitored by a nutritionist and she had lab work done to be sure she remained healthy. Diamond reports that she was much heavier as a teenager and wants to confirm she doesn’t get like that again.

Diamond reported that she has a very stressful job. She stated that approximately one month ago she started to have difficulty concentrating at work. She had several altercations with coworkers as well. Several weeks ago Diamond reported that a coworker “said something nasty and I lost it.” Diamond reported that she was angry and “hit everything I knew I could—but that did not help.” Diamond also reported being under stress due to applying for her master’s degree in art history and difficulties with her boyfriend.

Diamond complained of depression with insomnia and sleeping only a few hours per night, feeling confused, decreased concentration, irritability, anger, and frustration. She admitted to suicidal ideation. She complained of feeling paranoid over the past few weeks and believed the police were after her and that she heard them outside her door. This was another reason her roommate wanted her to seek treatment. Diamond reported she was emotionally abused as a child and suffered from post-traumatic stress disorder, but she denied a history of flashbacks or nightmares or any avoidance of the person who she says emotionally abused her.

Diamond noted that at times over the past year she has very strange experiences of being overwhelmed with fear. At these times she begins sweating, has chest pains and chills, and thinks she is going crazy. It concerns her terribly that these may happen at inappropriate times. Reluctantly, Diamond admitted to bingeing several times per month since she was 17-years-old.

PAST PSYCHIATRIC HISTORY: Diamond denies any history of psychiatric problems in the past. Diamond admits to using alcohol periodically but rarely to excess.

MEDICAL HISTORY: Diamond is allergic to penicillin and has a lactose intolerance. She wears glasses for reading.

PSYCHOSOCIAL AND DEVELOPMENTAL HISTORY: Diamond’s parents were married when her mother was 19-years-old, and Diamond was born the following year. Two years later, Diamond’s sister was born. Diamond reports her mother stated Diamond’s personality changed; she became stubborn and difficult. Diamond’s mother said that Diamond began biting, having temper tantrums, and has been moody since then. Diamond states she “adores her father” because he was never the disciplinarian. When Diamond was 12-years-old, her parents separated for 2 weeks. Diamond reported her mother quit college after Diamond’s birth and returned to college after her sister’s birth. She said her father worked all the time, and there was a housekeeper who cared for the children.

Diamond reports that when she was in high school, her maternal aunt, who was dying of cancer, came to live with the family and this was very stressful for the family. During those years, Diamond told the school counselor that her mother was abusive, and school officials visited the family. During the visit, Diamond had a temper tantrum and there was no further investigation.

Diamond reports she was always an above-average student who rarely studied. She said she was always hyperactive and had difficulty sitting in school. Diamond stated that in college she had a 3.8 GPA and was on the Dean’s list. Diamond is currently applying for admission to graduate school and has taken some courses toward her master’s degree.

Currently, Diamond is friendly with her roommate but does not have many other friends. “I don’t trust anybody.” Diamond states that when she lived in Connecticut during college, she had many friends.

Diamond worked during summer vacation while in high school. She baby sat during college and worked as a graduate assistant. Since graduating from college, Diamond has been employed by a museum. Diamond reports she currently has financial problems due to living in New York.

MENTAL STATUS EXAMINATION: Diamond presented as a slightly overweight, somewhat disheveled, African-American female. She was relaxed but very restless during the interview. Her facial expression was mobile. Her affect during the initial interview was constricted and her mood dysphoric. Diamond’s speech was pressured, and she spoke in a loud voice. At times, her thinking was logical; and at other times, it was illogical. Diamond denied hallucinations but complained of hearing policemen outside her sometimes. She denied homicidal ideation. She initially admitted to suicidal ideation but then denied it.

Diamond was oriented to person, place, and time. Her fund of knowledge was excellent. Diamond was able to calculate serial sevens easily and accurately. Diamond repeated 7 digits forward and 3 in reverse. Her recent and remote memory was intact, and she recalled 3 items after five minutes. Diamond was able to give appropriate interpretations for 3 of 3 proverbs. Her social and personal judgment was appropriate. Diamond’s three wishes were: “To be skinny, to have a big house where I can take in all the stray cats, and for a million more wishes.” When asked how she sees herself in 5 years, Diamond replied, “Hopefully graduating from graduate school.” If Diamond could change something about herself, she would “make myself thin.”

Discussion The Complexity of Eating Disorder Recovery in the Digital Age

It is hypothesized that there is a relationship between the timing of adoption disclosure and adoptees anxiety. It is also hypothesized that adoptees who were told about their adoption at an older age

Posted on September 7, 2021 | by Simon KN

It is hypothesized that there is a relationship between the timing of adoption disclosure and adoptees anxiety. It is also hypothesized that adoptees who were told about their adoption at an older age.

For this assignment, you are being asked to prepare an APA-style research proposal on a topic in psychology. The objective of this assignment is to encourage you to think about a problem, phenomenon, or treatment of interest to you that can be tested through an empirical approach, and apply the concepts we’ve discussed all semester to design a strong research proposal. Proposals must include the following components:
1) An Introduction (i.e., literature review): This section provides the background literature and rationale for your proposed study. It should include summaries of studies related to your topic (i.e., that support the rationale for investigating your topic) with proper APA-style citations. This section should be about 4-6 pages.
2) Statement of Purpose and Hypotheses: At the end of your Introduction section, you should include a final paragraph that includes a statement describing the design and purpose of your proposed study, as well as your hypotheses (i.e., what you expect to find). For example, you might state something like: “Past research has shown … but the reasons for … remain unclear. Therefore, the purpose of the current proposal is to examine … in a (experimental or observational or survey or quasi-experimental or longitudinal, etc.) study”. You will end this section by making specific predictions: “I hypothesize that …”
3) Proposed Methods: This section of the proposal includes 3 subsections: Participants, Measures, and Procedures. The Participants section includes information about how participants will be recruited; eligibility criteria (inclusion/exclusion criteria); # of participants expected to participate; # of males/females, age range, etc; incentives for participation. The Measures section includes information about questionnaires participants would complete or equipment that they would use in the course of the study. Questionnaires should include a reference and a description of the important elements (e.g., reference to their utility/validity/reliability for the intended purpose, # of items, how it is administered; etc). If assessments involve an interview, these questions would be described here. The Procedure section includes a description of how the study would be conducted. This includes instructions to participants, how independent variables (IVs) will be manipulated, how dependent variables (DVs) will be measured, randomization procedures, descriptions of treatment, how often participants will be assessed, debriefing procedures, etc. This section should be about 4-6 pages.
4) Proposed Results: You are not collecting data for this assignment, so you have no results to report. However, in a proposed analysis section, you restate your hypotheses and explain the analyses you would use to test your hypotheses. You want to be specific about the type of analysis and which variables would be involved for each hypothesis. For example, you might say something like: “To test the hypothesis that … an Analysis of Covariance (ANCOVA) was conducted with xxx as the independent variable (levels: xxx), xxx as the dependent variable, and xxx included as covariates.” This section will be rather brief, probably >1 page.
5) Potential Limitations: Although you should try your best to design the best possible study, remember that no study is perfect, and every choice we make as researchers can limit our internal or external validity. At the end of your paper, you should include some of the possible limitations of your research design. Based on your choice of design, what might be some shortcomings or possible confounds?
6) References: References must be primary, scholarly sources (largely empirical papers/journal articles) from the past 10-15 years. Plan to include at least 5-10 references. Please follow APA style for referencing.
1
Sibrava PSY 3001
Some important notes:
1) Be sure to check out the guides on Blackboard for writing a good Introduction and Methods section. These guides will give you lots of important guidance, and if you follow them step-by-step, you will have a great proposal in no time!
2) Please follow APA style in terms of structure of the paper as well as referencing. Your textbook has good examples of APA style, and I have put some guides on Blackboard. Other resources for this include the websites I posted on Blackboard and the APA manual, which is on reserve in the library.
3) The articles you read as part of your literature review will provide additional guidance in terms of what to include in the different sections of the proposal and how the sections of your proposal should be structured.
4) Research proposals must be typed in 12-point font, double-spaced, with 1-inch margins. In terms of the page limit, most papers should be at least 10 pages in lenght (10 pages of text, not including references), but may be longer in order to accomplish all of the goals of the proposal outlined above.
5) Grading: Proposals will be graded on 1) content (accura

Tag: age

The Case of Andrew Age at the time of the crime: 16 (Current age 17)

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Training Title 114 Name: Ally Chen Gender: female Age: 44 years old Background

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

To explore whether children of varied early age groups have different memory skills compared to later age groups

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Maternal age expectation mean scores for the seven competency domains in the two cultural groups.

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Health History age, gender, ethnicity, past and current medical history, chief complaint, and history of present illness on admission.

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Discuss two threats of the information age.

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

English 1302 Friends or Foes (or Both)? The Enigmatic, -Hacktivist- Truth-Deliverers of the Digital Age

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

With Hospitalized Patients 18 years of age and older (P) does Improved Communication of Patients Braden Score (I) compared to normal communication (C) Increase Interventions for Patients at Risk of Developing Pressure Ulcers during Hospitalization (O)

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Discussion The Complexity of Eating Disorder Recovery in the Digital Age

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

It is hypothesized that there is a relationship between the timing of adoption disclosure and adoptees anxiety. It is also hypothesized that adoptees who were told about their adoption at an older age

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Legal

Other

How Our Service is Used:

Our Company