What did you learn about caring for infants? (This will be your opinion and can be more subjective in nature.) Did you see evidence of teacher observation and assessment of the children during your observation? If so, how and what did the teacher do to document children’s learning?

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Introduction

Now that you have observed in an infant classroom, you are going to share some of your thoughts and reflections on what you have learned in both Modules 2 and 3 about the Five R’s and about observation and assessment. You must maintain confidentiality at all times. You will NOT divulge the name of the center/program in which you observed. These are your thoughts on what you have learned from your observation.

The Assignment

For each of your responses to the prompts that follow, you will need to be specific about what you observed, giving examples while ensuring the confidentiality of the teachers and children.What you share here must be objective in nature. This will give you practice in writing objective statements of your observations in these classrooms. Respond to the following questions in your initial post:

  1. In what ways did you see relationship-building occur between infants and teachers?
  2. How did the environment support learning?
  3. How did the infants access the materials and toys?
  4. What kinds of conversation did you hear, and between whom? (teacher/child, teacher/teacher, teacher/parent)

You will post a second response that will be more reflective in nature.
Respond to the following questions:

  1. What did you learn about caring for infants? (This will be your opinion and can be more subjective in nature.)
  2. Did you see evidence of teacher observation and assessment of the children during your observation? If so, how and what did the teacher do to document children’s learning?
  3. One of your reading assignments was to read NAEYC’s position statement on Developmentally Appropriate Practice. Based on your reading, what aspects of DAP did you see during your observation of the infant classroom? Provide at least 3 examples of DAP or developmentally inappropriate practices from your observation. Your examples should be written objectively. Once you provide your examples, explain why each one is or is not developmentally appropriate.

Describe a social system and its impact as a technical solution to a problem. Feel free to use examples in your analysis and discussion.

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Describe a social system and its impact as a technical solution to a problem. Feel free to use examples in your analysis and discussion.

How did the process of researching influence your understanding as it relates to media literacy? Explain how you became more media literate after researching your topic.

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Here are the instructions….. (This part has already been completed)

Part 3: Final Paper  – THIS IS WHERE I NEED YOUR HELP!!!!!To do: – Read Issue 5 FROM BOOK – Page. 630- Review Part 1 and 2’s feedback (Check essay if needed). This will help in not making the same mistakes. – Follow the format- answer the questions asked – do not exceed word count This part of the Capstone Project will require you to reflect on your capstone project case and what you learned so far about media literacy.  Your final paper should be in APA style, will have 800 words and answer the following:

  • How did the process of researching influence your understanding as it relates to media literacy?
  • Explain how you became more media literate after researching your topic.
  • Expound on how your view shifted as it relates to media literacy after completing this project.
  • Describe how the project changed your perspective on how media outlets persuade you in viewing and reacting to their content.
  • What local and international organizations work on the issue of media literacy? Which of those work on themes related to your capstone project case?  How can people get involved with them?  Provide contact information and relevant projects or initiatives.  Propose an idea for a specific initiative that would increase media literacy among a specific audience around the case you analyzed for your capstone project.  (This section of your final paper will be used to assess the Global Engagement Outcome for Global Learning)

Please see notes attached.

For this week’s discussion, you will calculate a z-score based on your own height and determine whether your score is within the 95% normal range or if it is out of that range and considered unusual.

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Instructions:

The average height for all males is 69.3 inches with a standard deviation of 2.8 inches. For females, the average height is 64 inches and the standard deviation is 2.8.  These are population values. For this week’s discussion, you will calculate a z-score based on your own height and determine whether your score is within the 95% normal range or if it is out of that range and considered unusual.

  • Measure your height as precisely as possible to a tenth of an inch. For example, 5’2 ¼” would be 62.3 inches tall.
  • Calculate the z-score based on population values for males or females.  Use the formula:  z= (x-µ)/σ where x is your height in inches.
  • Calculate the normal range by creating the interval that is within 2 standard deviations of the population mean.  Multiply the population standard deviation by 2 and then add/subtract from the population mean.

In your discussion post, include the following, based on your calculations.

  • Is your height within the normal range?  Is this what you expected?
  • Would your height be considered unusual?  Why or why not.
  • Have you encountered any challenges based on your height?  For example, someone who is shorter or taller may have a difficult time finding pants that are an appropriate length.
  • How is the concept of normality used in your field?  Example: a patient’s blood pressure is compared to a normal range of values and a financial planner may check the “average” return of a stock.
  • How does knowing what is usual help people and corporations and government organizations plan?  For example, how do airplane manufacturers use the normal height to design aircraft seating?

Please be sure to validate your opinions and ideas with citations and references in APA format.

 

Think about the following products: cell phone, automobile, clothing, and social media site. Personally, how would you determine and assess the concept of value to the customer for each of these products? Which aspects, technical or social, have the most weight? Would you say that your analysis would be legitimate for others making the same decision?

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Think about the following products: cell phone, automobile, clothing, and social media site. Personally, how would you determine and assess the concept of value to the customer for each of these products? Which aspects, technical or social, have the most weight? Would you say that your analysis would be legitimate for others making the same decision?

For this Discussion, search the internet for violent offenders, and choose two. Consider how criminal profiling might have been effective in earlier detection and apprehension of the violent offenders you selected. Next, consider specific factors that might be important to include in a criminal profile.

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While many cases have evidence that provides clues to the offender, some cases leave investigators with no apparent information at all. In these situations, criminal profilers are often assigned to the investigation. In many cases, the developed profiles may help detect, apprehend, and convict the offenders. There also are situations where the profile of an offender might be off the mark. As a result, it is important to bear in mind that while criminal profiling might be useful in tracking down offenders before they commit another crime, profiling should not be viewed as being 100% accurate. Much of the success of profiling hinges on whether profilers accurately identify key characteristics of offenders, such as age, race, gender, and lifestyle. Missing the mark on these characteristics might lead investigations down the wrong path and ultimately allow offenders to inflict additional harm on society.

For this Discussion, search the internet for violent offenders, and choose two. Consider how criminal profiling might have been effective in earlier detection and apprehension of the violent offenders you selected. Next, consider specific factors that might be important to include in a criminal profile.

Post by Day 4 of Week 5

  • Describe the two violent offenders you selected.
  • Include a citation for at least one article, website, video, or another source for each violent offender you selected.
  • Explain how criminal profiling could have been effective in earlier detection and apprehension of each violent offender.
  • Describe at least three factors for each violent offender that might be important to include in a criminal profile and explain why for each.

PLEASE USE A SOURCES FROM THE UNITED STATES! 

TURN IT IN APPROVED 

PHD LEVEL

VERY DETAILED! 

RESOURCES:

           USE THIS SOURCE- I have attached an audio recording and transcript of this video to the file. 

Laureate Education (Producer). (2018). Criminal profiling [Video file]. Baltimore, MD: Author

Note: The approximate length of this media piece is 12 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

EXTRA SOURCES

Schram, P. J. (2017). Introduction to Criminology. Thousand Oaks, CA: SAGE Publications, Inc.
Chapter 12: Feminist Theories of CrimeTime Estimate: 90 minutes

Introduction to Criminology, 2nd Edition, by Schram, P. J. Copyright 2017 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center.

Gavin, H., & Porter, T. (2014). Female aggression. Retrieved from http://ebookcentral.proquest.com

Farrell, A. L., Keppel, R. D., & Titterington, V. B. (2011, August 19). Lethal ladies: Revisiting what we know about female serial murderers. doi: http://journals.sagepub.com/doi/abs/10.1177/1088767911415938?journalCode=hsxa

Simon, Ü. G. (2015). The traits and the thrill of serial killers. Internal Security, 7(2), 33-42. doi:http://dx.doi.org.ezp.waldenulibrary.org/10.5604/20805268.1212110

Biography.com. (n.d.). Aileen Wuornos biography.com. Retrieved from: https://www.biography.com/people/aileen-wuornos-11735792
Time Estimate: 10 minutes

Required Media

FilmRise Documentaries. (2014, September 18). Aileen: Life and death of a serial killer [Video file]. Retrieved from https://youtu.be/IsgVFplffl0
Time Estimate: 90 minutes

Apply Criminological Theories to explain criminal behavior

Required Readings

Harrison, M. A., Murphy, E. A., Ho, L. Y., Bowers, T. G., & Flaherty, C. V. (2015). Female serial killers in the United States: means, motives, and makings. The Journal of Forensic Psychiatry & Psychology, 26(3), 383-406.

Gurian, E. A. (2011). Female serial murderers: directions for future research on a hidden population. International Journal of Offender Therapy and Comparative Criminology, 55(1), 27-42.

Chan, H. C. O., Beauregard, E., & Myers, W. C. (2015). Single‐victim and serial sexual homicide offenders: Differences in crime, paraphilias and personality traits. Criminal behaviour and mental health, 25(1), 66-78.

Optional Resources

Microsoft. (n.d.). Add and delete audio in your PowerPoint presentation. Retrieved March 9, 2018, from: https://support.office.com/en-us/article/Add-or-delete-audio-in-your-PowerPoint-presentation-C3B2A9FD-2547-41D9-9182-3DFAA58F1316

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  Briceson described 3 years of “anxiety attacks” accompanied by palpitations, shortness of breath, hot flashes, sweating and parathesias, in addition to abdominal discomfort. Their onset was clearly traced to a blind date arranged by a close friend.

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Social workers take particular care when diagnosing anxiety due to its similarity to other conditions. In this Discussion, you carefully assess a client with anxiety disorder using the steps of differential diagnosis. You also recommend an intervention for treating the disorder.

To prepare: Read the case provided by your instructor for this week’s Discussion. Review the decision trees for anxiety and OCD in the Morrison (2014) text and the podcasts on anxiety. Then access the Walden Library and research interventions for anxiety.

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.
  • Discuss other disorders you considered for this diagnosis and eliminated (the differential diagnoses).
  • Describe an evidence-based assessment scale that would assist in ongoing validation of your diagnosis.
  • Recommend a specific intervention and explain why this intervention may be effective in treating the client. Support your recommendation with scholarly references and resources.

Note: You do not need to include an APA reference to the DSM-5 in your response. However, your response should clearly be informed by the DSM-5, demonstrating an understanding of the risks and benefits of treatment to the client. You do need to include an APA reference for the assessment tool and any other resources you use to support your response.

CASE of BRICESON

    Intake Date:  November 2020

Identifying Information:

A 27 year old African-American, male student was referred for a psychiatric consultation after a workup for gastrointestinal distress proved negative.  Briceson has consulted his family physician after months of feeling bloated and nauseated in anticipation of certain distressing events and circumstances.

History of Present Illness:

Briceson described 3 years of “anxiety attacks” accompanied by palpitations, shortness of breath, hot flashes, sweating and parathesias, in addition to abdominal discomfort. Their onset was clearly traced to a blind date arranged by a close friend.  On the way with his friend to pick up the girl, he suddenly felt extreme nausea and was forced to pull the car off to the side of the road.  He got out for a breath of fresh air and promptly vomited. Although his friend forced him to go through with the date, Briceson was extremely nervous and preoccupied throughout, took his date home immediately after the movie was over, and sped away without even walking her to the door.

Briceson has continued to think about this situation and feels down when thinking of what happened in the past.  Over the past several months, his mood is low and he has had trouble staying asleep at night.  Although he had previously been shy around girls, following this incident, Briceson panicked at the thought of a date.   There were girls to whom he felt attracted, but whenever he brought himself to even consider asking one out, he became symptomatic. The anticipation generalized so that he became anxious going to local basketball games, bars, and concerts with friends because he might see girls he was interested in meeting, talking to, or dating.  He frequently felt like staying home but forced himself with the help of some peer pressure to go out at least “with the boys.” More recently, he does not even want to do that.  He finds himself staying home more and eating to relax himself.

As he neared completion of his MSW program, he had to go for job interviews, these began to cause anticipatory anxiety.   He described feeling “trapped” in the interview with “no way out.”   He then developed a fear of talking on the phone to people to arrange appointments for interviews or follow-ups.  He was hired by a large municipal welfare agency and stayed mostly to himself on the job.  His telephone fear extended to conversations with clients.  Briceson finds himself being more challenged now because he is forgetting things at work and is having difficulty focusing.

conduct your own research and write a concise but thorough research paper examining the Constitutional limits on the federal government and the rationale employed by proponents of a balanced budget amendment to the United States Constitution. 

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Research Paper: Limited Government and Balance Budget Amendment Assignment Instructions

Overview

All public budget policies and ideas ultimately arise from presumptive and foundational ideas related to the proper role and limits of government. Debates include acceptable and productive financial practices of government activity within the lives of citizens. After carefully reviewing this module’s reading assignments, you will conduct your own research and write a concise but thorough research paper examining the Constitutional limits on the federal government and the rationale employed by proponents of a balanced budget amendment to the United States Constitution.

Instructions

For this assignment, you should prepare a 5-7 pages research paper in APA format (not including title page, reference page, and any appendices). You must also include a title and reference page, citations from appropriate professional, scholarly, or other appropriate sources to fully support your assertions and conclusions. Additionally, your research paper must contain citations from the course text books, assigned readings, and a minimum of 5 additional sources which does not include the course textbooks, assigned readings, and the Bible.

The research paper’s content should:

1) fully explain what is meant by “constitutionally limited government,”

2) provide an analysis of the general limits on government that should influence government

spending/budgeting,

3) explain the relationship between constitutionally limited government and the rationale

employed by proponents of a balanced budget amendment to the United States Constitution

and

4) evaluate these issues considering a Judeo-Christian worldview.

This is a graduate-level research assignment designed to test your ability to carefully research, effectively organize, and concisely communicate a nuanced understanding of the concepts and issues raised in the assignment. While the minimum page limit is short (as is often the case in public policy/public administration briefings), students are expected to craft efficient, highly substantive papers.

You are expected to comport with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high-quality research and offer rich, well-supported analysis; mere opinion or conjecture will not suffice.

There must be no careless or simple grammatical errors such as misspellings, incomplete sentences, comma splices, instances of faulty noun/verb agreement, etc. Such errors will result in significant point deductions.

Plagiarism in any form is strictly prohibited and may result in failure of the assignment, failure of the course, and/or removal from the program. It is your responsibility to ensure that you fully understand what constitutes the various forms of plagiarism and that you avoid all forms of plagiarism.

· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.

· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.

Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.

 

  • Analyze ideas that influence public sector budgeting.
  • Evaluate concepts of public sector budgeting in light of the idea of constitutionally limited government.
  • Differentiate between competing ideas that affect public sector budgeting.
  • Evaluate ideas affecting public sector budgeting in light of a Judeo-Christian world view.

Public budgeting debates often arise from the ideas about the role and limits of government in citizens’ lives and from disagreements about moral, acceptable, wise, and productive financial practices of government.  In this module, you will explore if perpetual deficit spending leads to financial destruction for future generations.

reading :

Epstein:

  • pp. 73-85
  • pp. 145–158
  • pp. 245–266
  • pp. 274-275
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Describe a social system and its impact as a technical solution to a problem. Feel free to use examples in your analysis and discussion.

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Describe a social system and its impact as a technical solution to a problem. Feel free to use examples in your analysis and discussion.

Decide what you will do for your creative project, choosing one of the options from below or proposing your own. Write a TOPIC PROPOSAL memo that details what you plan to do.

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Unit 2: Advanced Notice – Creative Project Presentation

Midterm Creative Project Presentation

NOTE: This assignment is not due until Unit 4, with the Topic Proposal due in Unit 3. This is an important assignment, so I wanted you to have time to start thinking about it and ask questions.

Overview

At the end of Unit 4, you will present to the class a creative project you have produced. This assignment is worth 22% of your final grade, so please take it seriously.

What you will do:

  1. Decide what you will do for your creative project, choosing one of the options from below or proposing your own.
  2. Write a TOPIC PROPOSAL memo that details what you plan to do. Turn it in during Unit 3. You must address all of the following details in order to receive full credit (30 points). Please follow the traditional format of a business memo – Microsoft Word has templates for these.

Explain:

—The form your project will take

—Your aim or focus

—The readings from class that inspired your project

—Any supporting ideas and/or examples

—How the project will demonstrate your understanding of/engagement with the readings and ideas from class

—How the project will help your classmates see the reading(s) in a new way

—The sources you anticipate using

—Any questions or concerns you might have.

—Tentative timeline for completing the different aspects of your project.

  1. Produce the CREATIVE PROJECT, which should relate to and engage with the literature we have read in class. Please feel free to discuss the project with me at any point in your process (brainstorming, drafting, revising). You can choose to focus on broader topics, such as “Why Early Fiction is Different From Modern Fiction,” or you can choose to focus on more individual aspects of the literature, such as a single author or text, or a time period or location. If you are producing a written piece, such as a fictional narrative or creative research paper, it should be at least 4 pages. Your project must have a clear creative component. Thus, if you are doing a research paper or something similar, you will need to have a poster or visual component to explain your process and research (students in the past have researched particular authors and produced multimedia PowerPoint presentations). Remember when choosing your topic to play to your strengths – creative writing, acting or directing, painting or photography, dancing or singing, researching, cooking, or designing websites. For example, I had a student in teacher education create a children’s book about the 18th century, and a student in computer science create a video game of Frankenstein. Your project should be well-organized, neatly presented, and thoroughly edited. It should reflect significant effort and critical engagement with the readings. The creative project is worth 100 points.

Options for Project:

—Write and perform a dialogue that reflects the literature we’ve read

—Turn one or more of the texts we’ve read into a screen play or theatrical play

—Create a photo narrative with an explanation of how it reflects the literature

—Create an art piece or dance that reflects the literature

—Write a short story that imitates the form/language/themes of the literature we read in class

—Re-write a literary text from a different perspective or in a different setting

—Produce a film (fictional narrative or documentary) that reflects the literature

—Set up a website that reflects the literature

—Read and analyze more literature by an author we discussed in class

—Do in-depth research on a particular literary tradition, genre, author, or text from class and present it in a creative way

—In connection with the literature we’ve read, research a detail mentioned in the text and explain why it is so important. Present it in a creative way.

—Write a series of lesson plans to introduce the literature to children

—Put two (or more) of the authors we’ve read in conversation with one another

—Find references in modern culture to a text or texts we’ve read, analyze how and why they are being used

—Compare and analyze different translations of a text

—Suggest your own!

  1. In addition to the project itself, write a 3 page (minimum) REFLECTION about your project and process. The reflective essay is worth 90 points.

—Explain your project and how you went about creating it – What research or preparation did you have to do? What materials did you need? Who did you consult? How long did it take? What kinds of obstacles did you have to overcome to do this project? If you worked in groups, how was the work divided up? Did everyone contribute equally?

—Explain why you made the choices you did regarding your project – Why focus on that reading or that author or that theme? Why did you choose that format or medium? Why did you organize it in that way? Why choose those pictures or that music? Be specific.

—Explain the theoretical or philosophical implications of your project and its significance as it relates to this class – What did you learn about the readings/authors as you did your project? How does this project give you (and your classmates) a new perspective into the readings? How does approaching a reading through this creative angle reveal something different than if you had simply written a paper? Does the project suggest any larger ideas about literature or art or humanity in general? Or what about more narrowly – does it reveal anything about you personally?

You should also include a Works Cited page listing all the sources you used for the project.

  1. The last component of your Midterm Project is to present it to the rest of the class (30 points). You will create a short (3-5 minute) video to the class showing and explaining your project and its significance. Your video should be well-prepared, clear, and easy to understand. Things you should talk about during your video:

—What is your project? How does your project connect to our class? How does it give a new perspective or greater understanding of the literature we read? How might your project make connections across boundaries (readings, time period, nation or ethnicity, culture, gender or race or sexuality or religion, class or economic status, genre or form)? You can use your reflection piece as a guide for this part of the presentation, since presumably you will have already answered some of these questions in that essay.

—Share an excerpt or example from the project itself. For example, if you make a video, I would like you to give a brief summary of it and then show an excerpt. Similarly, if you write a short story, I would like you to give a brief summary of it and then read an excerpt.

—End your presentation with 1 discussion question for the class. The questions should link the project to our class readings and/or discussions.

Your video can be a simple one showing you speaking, or you can create a PowerPoint with voiceover, or you could do something more elaborate if you have the requisite skills.

  1. You are expected to watch as many of your classmates’ presentations as you can. The discussion questions asked at the end of each video presentation will provide an extra credit opportunity in the Unit 5 discussion.