Briefly compare and discuss at least two theories of intelligence and the contemporary assessment measures related to those theories

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For your initial post, you will present at least two viewpoints debating professional approaches to assessment used in psychology for your assigned age group. Please see the list below for your assigned age group. In addition to the required reading, research a minimum of one peer-reviewed article from the Ashford University Library on ability testing research at is pertains to your assigned age group.
In your initial post, you must

  • Briefly compare and discuss at least two theories of intelligence and the contemporary assessment measures related to those theories.
  • Analyze challenges related to assessing individuals in your assigned age group and describe any special ethical and sociocultural issues which must be considered.
  • Analyze and provide evidence from validation studies supporting and opposing the use of specific instruments with your assigned population.
  • Present the pros and cons of individual versus group assessment of ability.
  • Summarize the implications of labelling and mislabeling individuals in your assigned age group as a result of testing and assessment.
 
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United States History Causation Paper

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Question description

APA format, double spaced and no plagiarism

United States History
Causation Paper
Purpose:
The purpose of this paper is to introduce you to the skill of historical causation. Historical causation
involves the ability to identify, analyze, and evaluate the relationships among multiple historical causes
and effects, distinguishing between those that are long-term and proximate, and among coincidence,
causation, and correlation.
Directions:
You will research and write a 1,000-word causation paper that identifies an important event in United
States history and analyzes its long-term causes OR consequences. You will begin with a question (What
were the long-term causes of American entry into World War I? What were the long-term consequences
of the New Deal?) and seek to determine the answer through the appropriate use of primary and
secondary sources.
Guidelines:
Topic – Your topic must be from the pre-Columbian period to the end of the Civil War
Length – 1,000 words (your paper must include a word count on the first page)
Format – 1-inch margins; double-spaced
Font – Times New Roman 12 point
Sources: 5 sources minimum (at least 3 must be primary)
Citations – Chicago/Turabian footnotes or endnotes; separate bibliography required
***I will not accept papers that do not meet these requirements***
Possible Topics:  American Revolution
 First Great Awakening
 Decline of the Puritan church
 Fall of Old Mexico
 Adoption of slavery in the English colonies  Creation of the Constitution
 Rise of political parties  War of 1812
 Market Revolution
 Transportation Revolution
 Civil War  Mexican War of 1846
 Enlightenment in colonies  Any other topic with my approval
A few tips:  This is a formal paper. Writing style and grammar will be evaluated. A few prohibitions include:
personal pronouns, contractions, over-the-top rhetoric, and informal language.  Do not start with an answer and seek to prove it. Start with a question and allow the evidence to
provide the answer.  Always consider the point-of-view, purpose, author, and context of your sources, especially
primary sources.  Pick a topic that interests you. It does not have to be listed above. For example, you might
research the consequences of 19th century textile factories on women’s rights. See me if you
need help finding an appropriate topic.  Do not procrastinate. This is a demanding project that requires many hours of reading and
research before you even begin writing.  Do not plagiarize. If you approach this project appropriately, it should not be a concern.
Additional Help:
I will host a series of paper workshops during CWP. They will focus on finding and evaluating sources,
taking proper research notes, effective writing, and proper citations.

 
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In your own words define what is vulnerability and rural populations and give and discuss at least two examples of each one

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Community Nursing – Vulnerability (Rural Populations Questions)

Review the attached PowerPoint presentations.  Once done answer the following questions:

1.  In your own words define what is vulnerability and rural populations and give and discuss at least two examples of each one.                                                                           2.  Do you feel it is realistic for nurses to be able to address all the different issues that face patients today? Why or why not? How do you think you could integrate this type of assessment into the care setting without taking up too much time?

3.  If you worked in a rural area and wanted to form a task force around certain health topics, who would be important key informants to invite to the table? How would you work together to address the problems of the community? What would be some unique challenges in a rural community?                                                       4. What are some of the stereotypes about people who are homeless? Are these always true? Are they even usually true? What leads people to homelessness?

-Assignment must be presented in an APA format word document, Arial 12 font attached to the forum on the discussion board.                                                                            -A minimum of 3 evidenced-based references.  References must be no older than 5 years.

-A minimum of 700 words is required.

– NO PLAGIARISM!

 
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STORYTELLING AND STORYBOARDS ARE AN EFFECTIVE METHOD OF COMMUNICATING AND REPORTING ON A PERFORMANCE IMPROVEMENT TEAM’S ACTIVITIES AND FINAL OUTCOMES.

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STORYTELLING AND STORYBOARDS ARE AN EFFECTIVE METHOD OF COMMUNICATING AND REPORTING ON A PERFORMANCE IMPROVEMENT TEAM’S ACTIVITIES AND FINAL OUTCOMES.

Storytelling and storyboards are an effective method of communicating and reporting on a Performance Improvement Team’s activities and final outcomes.
Storytelling and storyboards are an effective method of communicating and reporting on a Performance Improvement Team’s activities and final outcomes. You will have an opportunity to view and critique an actual storyboard, using criteria for the development of effective storyboards. How can storyboards support quality improvement in healthcare?Storytelling and storyboards are an effective method of communicating and reporting on a Performance Improvement Team’s activities and final outcomes. You will have an opportunity to view and critique an actual storyboard, using criteria for the development of effective storyboards. How can storyboards support quality improvement in healthcare? This assignment asks you to explore this question. First, study a storyboard used in performance improvement. You can search the Internet using the phrase ”quality improvement storyboard” or try the website of the . Once you have chosen a storyboard to review and critique, answer the following review questions in a 1-2 page Word document. Submit your completed assignment by following the directions linked below. Please check the for specific due dates. Save your assignment as a Microsoft Word document. (Mac users, please remember to append the ”.docx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:Jstudent_exampleproblem_101504

 

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Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry”

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Question description
Assignment 1 – Using EBP to Formulate a Clinical Question
Textbook Readings

Evidence-Based Practice in Nursing and Healthcare

  • Chapter 1: “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry”
  • Chapter 2: “Asking Compelling, Clinical Questions”
  • Chapter 3: “Finding Relevant Evidence to Answer Clinical Questions”
Title: Evidence-Based Practice in Nursing & Healthcare: A Guide to Best Practice Edition: 3rd (2014)
Author: Fineout-Overholt, Melnyk
Publisher: Lippincott Williams & Wilkins
Book ISBN: 9781451190946
Journal ReadingsPlease retrieve and read the following Journal articles from the Kaplan University Library. Articles can be located through a search in the CINAHL database, OVID database, Kaplan University Library (links to these are located under the Student Resources in Course Home) or by using the link at the end of the reference if provided.
Scott, K., & McSherry, R. (2009). Evidence-based nursing: Clarifying the concepts for nurses in practice. Journal of Clinical Nursing, 18(8), 1085–1095.
Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Igniting a spirit of inquiry: An essential foundation for evidence-based practice. The American Journal of Nursing, 109(11), 49–52.

 

Purpose:
This Assignment is helpful in developing the groundwork for understanding and integrating evidence-based practice in healthcare throughout the rest of the course. In this Assignment you will have the chance to see how the research you look for can be applied in the work you do in your practice.
Overview:
You will select a topic relevant to your practice area, post the topic to Discussion Board 2 for feedback, research the topic, and write a scholarly paper.
From the chapter readings and discussion, formulate a 3–5 page scholarly paper in APA format, providing an overview of the terms and function of EPB. An introduction, discussion and conclusion is expected in the overview on this topic
Directions:

  1. Formulate the question.
  2. Using the Cochrane database, research the question using the PICOT model and key words.
  3. Post your topic and a short summary of results for feedback from your instructor and peers by Day 5.
  4. Write a 3–5 page paper, reviewing evidence-based practice, as it relates to your practice question and integrate feedback from the instructor and/or peers.
  5. Include a minimum of three evidence-based references.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Home.
Assignment Requirements:
Before finalizing your work, you should:

  • be sure to read the Assignment description carefully (as displayed above)
  • consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary;
  • utilize spelling and grammar check to minimize errors; and

Your writing Assignment should:

  • follow the conventions of Standard American English (correct grammar, punctuation, etc.);
  • be well ordered, logical, and unified, as well as original and insightful;
  • display superior content, organization, style, and mechanics; and;
  • use APA 6th edition format
 
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Explore the meaning in any value-laden terms identified.

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Explore the meaning in any value-laden terms identified.

JAZI, A 59 YEAR OLD MAN WAS ADMITTED TO THE INTENSIVE CARE UNIT OF A LARGE METROPOLITAN HOSPITAL…
Jazi, a 59 year old man was admitted to the intensive care unit of a large metropolitan hospital with a diagnosis of septicaemia. Jazi was admitted to
hospital for further treatment of his leukaemia at which time his PICC line site became red and inflamed. Communication with Jazi’s doctor occurred after
48 hours of noted redness when pain and a temperature also presented. The PICC line was removed and peripheral access gained. Jazi continued to deteriorate
and at the time of admission to ICU he was pale, markedly short of breath, and had a temp of 42. After the ICU physician’s review he was immediately
commenced on a regime of intravenous antibiotics. Jazi’s medical history included severe mitral valve stenosis and chronic myeloid leukaemia.
A few hours after Jazi’s admission to ICU, the shift handover occurred for the afternoon shift. During handover, the NUM informed the nursing staff present
that she had received a phone call from the treating Oncologist advising the patient was not for resuscitation (NFR). The nurses continued with afternoon
handover however they questioned why the patient had been transferred to ICU as he was NFR. Later in the shift the Oncologist called to see Jazi and
indicated to him that the treatment plan was sorted and now the focus was to eliminate the source of infection that had occurred. The Oncologist questioned
Jazi as to how long the PICC line had been red and sore and Jazi responded that it had ‘been that way most of the time I have been in hospital, however it
did get a lot worse over the weekend.’ The Oncologist did not reply to Jazi. He continued to write up his clinical assessment report however did not
document the NFR directive which he had phoned through earlier. This oversight was later dealt with by the nursing staff writing the initials ‘NFR’ in
pencil, on the top of the nursing care plan.

 

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Compose a GCU style paper (750-1,000 words), describing your Emotional Intelligence (EQ) findings.

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Emotional Intelligence (EQ) Paper

Complete “Management Stress Assessment” located on the McGraw-Hill website (http://www.mhhe.com/business/management/buildyourmanagementskills/updated_flash/topic5a/quiz.html)

Compose a GCU style paper (750-1,000 words), describing your Emotional Intelligence (EQ) findings. Being aware of what emotional responses look like and its importance when interacting in social settings.

Compare and contrast your EQ to someone you interact with.

Please include three to four references from the readings and videos this week to support your ideas. Use appropriate citation and referencing.

Address the following in your paper:

  1. How can we be “in check” with our emotions?  What are some consequences of not being “in check” with our emotions? What are some strategies for managing our emotions?  How do we ensure that our emotional state is appropriate when interacting with our family, friends, significant others, and peers?
  2. Compare and contrast your EQ results to someone you interact with? How does this impact your relationship with that individual?

Refer to the Topic 2 readings to assist in completing this assignment.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the Student Success Center for directions.

PSY100.T2EmotionalIntelligence_1-5-15.docxMy score was 76/100 self awareness was my highest area. Please use proper template and indentations for the style of paper

Read “Characteristics of an Emotionally Healthy Person” from the Mobility Forum: The Journal of the Air Mobility Command’s Magazine (2002), located in the GCU eLibrary.  https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=8634490&site=ehost-live&scope=site

Read “Intelligence, Emotional” from Encyclopedia of Special Education: A Reference for the Education of the Handicapped and Other Exceptional Children and Adults (2006), located in the GCU eLibrary.  https://lopes.idm.oclc.org/login?url=http://search.credoreference.com/content/entry/wileyse/intelligence_emotional/0

Read:  Harmon-Jones, E., & van Honk, J. (2012). Introduction to a Special Issue on the Neuroscience of Motivation and Emotion. Motivation And Emotion, 36(1), 1-3.

 
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Explain how your changes will impact those middle income families who want and can afford premium coverage.

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Explain how your changes will impact those middle income families who want and can afford premium coverage.

You are running for the Presidency of the Unites States of America. The polls puts you neck-and-neck with the other party’s top candidate. You must now debate the extremely “hot” topic of affordable health care. You are given the opportunity to submit recommendations or changes to the Affordable Care Act. Given the number of low income families purchasing [or attempting to purchase] minimum health care coverage,

What assistance in receiving [purchasing] health care insurance would you propose for these families?
Explain how your changes will impact those middle income families who want and can afford premium coverage.
Should there be a two-tier or even three-tier health care insurance difference or other service options?
Why should the middle income family pay more [through taxes or income based insurance rates] for the same healthcare service received by low-income families?
Explore this topic only as it pertains to healthcare costs and services between low and middle income families. Use citations to support your position. Remember, your answer will affect how people vote. The only thing standing between you and the Presidency are your views on this topic. Good Luck! Your Secretary of Education [me!] awaits your response!

 

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Compare the differences in health traditions between these cultures.

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The learning activity and corresponding assignment in this topic requires students to perform a heritage assessment with families selected by students from their local communities.
Click on http://wps.prenhall.com/wps/media/objects/663/679611/box_6_1.pdf in order to access the “Heritage Assessment Tool.
Heritage Assessment Tool with 1,000-1,500 words APA Style
Interview three families from different cultures. One family should be from your own culture. (El Salvador)
Compare the differences in health traditions between these cultures.
Assess the three families using the “Heritage Assessment Tool.” In 1,000-1,500 words, discuss the usefulness of applying a heritage assessment to evaluate the needs of families and develop plans for health maintenance, health protection, and health restoration. Include the following:

  1. Perform a heritage assessment on three families. One of these families should be from your own culture.
  2. Complete the “Heritage Assessment Tool” for each of the three families interviewed and submit the three assessments to: RNBSNclientcare@gcu.edu. You are not required to include the tool in your LoudCloud submission.
  3. Identify common health traditions based on cultural heritage. Evaluate and discuss how the families subscribe to these traditions and practices. Address health maintenance, health protection, and health restoration as they relate to your assessment.

RUBRIC
Heritage Assessment

1
Unsatisfactory
0.00%		 2
Less than Satisfactory
75.00%		 3
Satisfactory
79.00%		 4
Good
89.00%		 5
Excellent
100.00%
100.0 %Content
20.0 %Discuss the Usefulness of Applying a Heritage Assessment in Evaluating the Needs of the Whole Person Discussion of the usefulness of applying a heritage assessment in evaluating the needs of the whole person is not offered. Discussion of the usefulness of applying a heritage assessment in evaluating the needs of the whole person is offered, but incomplete, lacking relevant information, or does not meet criteria for word count. Discussion of the usefulness of applying a heritage assessment in evaluating the needs of the whole person meets requirements of the assignment. Discussion of the usefulness of applying a heritage assessment in evaluating the needs of the whole person is offered in detail. Discussion of the usefulness of applying a heritage assessment in evaluating the needs of the whole person is offered in detail, while offering insight and/or reflection.
20.0 %Family Interviews Interview of three families from different cultures not offered. Interview of three families from different cultures is offered, but incomplete, lacking relevant information regarding the comparison of the differences in health maintenance, health protection, and health restoration among the cultures. Interview of three families from different cultures that provides comparison of the differences in health maintenance, health protection, and health restoration among the cultures meets requirements of the assignment. Interview of three families from different cultures that provides comparison of the differences in health maintenance, health protection, and health restoration among the cultures is offered in detail. Interview of three families from different cultures that provides comparison of the differences in health maintenance, health protection, and health restoration among the cultures is offered in detail, while offering insight and/or reflection.
20.0 %Identifying Common Health Traditions Identification of common health traditions based on your cultural heritage is not offered. Identification of common health traditions based on your cultural heritage is offered, but is incomplete, lacking relevant information. Identification of common health traditions based on your cultural heritage meets requirements of the assignment. Identification of common health traditions based on your cultural heritage is offered in detail. Identification of common health traditions based on your cultural heritage is offered in detail, while offering insight and/or reflection.
20.0 %Evaluate How Families Subscribe to These Traditions and Practices Evaluation of how family subscribes to these traditions and practices is not offered. Evaluation of how family subscribes to these traditions and practices is offered, but is incomplete, lacking relevant information. Evaluation of how family subscribes to these traditions and practices meets requirements of the assignment. Evaluation of how family subscribes to these traditions and practices is offered in detail. Evaluation of how family subscribes to these traditions and practices is offered in detail, while offering insight and/or reflection.
5.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Paragraph Development and Transitions Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
2.0 %Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.
100 %Total Weightage
 
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Why are some addictions more socially acceptable than other addictions?

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Schizophrenia

The term schizophrenia was coined in 1911 by the Swiss psychiatrist Eugen Bleuler from the combination of two Greek words meaning “split mind.” The term refers to the distortion of thought and emotion that are “split off” from reality. Schizophrenia is a disabling disorder characterized by perceptual, emotional, and intellectual deficits, loss of contact with reality, and inability to function in life. An estimated 3 million Americans will develop schizophrenia during their lifetime. About 100,000 patients take up 20 percent of psychiatric beds in the United States. Schizophrenia is more common in males, while other disorders, such as depression, are more common in females.

Questions To Consider To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

  • Why are some addictions more socially acceptable than other addictions?
  • Do you see mental disorders and addictions general and constant across all cultures, or are addictions and mental
disorders more culturally based? Resources
  • Suggested Resources 
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. 
Capella Multimedia 
Click the links provided below to view the following multimedia pieces: 
• Addiction and Dependence Pathways | Transcript . • The Reward Pathway | Transcript .
• The Biological Sleep Clock |Transcript . 
Show More 
Library Resources 
The following e-books or articles from the Capella University Library are linked directly in this course:
  • Edwards, G. (2012). 100 years ago in addiction science . Addiction , 107 (8), 1530–1531. doi:10.1111/ j.1360-0443.2011.03712.x
  • Ardakani, A., Seghatoleslam, T., Habil, H., Jameei, F., & Rashid, R. (2013). A pilot study of prevalence of psychiatric disorder among drug-dependent patients: A report from an addiction centre in Malaysia . International Medical Journal , 20 (5), 537–541.
  • Unger, A., Starzer, B., & Fischer, G. (2012). Addiction is a psychiatric disorder – What have we learned from history?Addiction , 107 (6), 1043–1044. doi:10.1111/j.1360-0443.2012.03786.x
  • Marmorstein, N. R., Iacono, W. G., & McGue, M. (2012). Associations between substance use disorders and major depression in parents and late adolescent-emerging adult offspring: An adoption study . Addiction , 107 (11), 1965–1973. doi:10.1111/j.1360-0443.2012.03934.x
  • Smith, P. H., Homish, G. G., Giovino, G. A., & Kozlowski, L. T. (2014). Cigarette smoking and mental illness: A study of nicotine withdrawal . American Journal of Public Health , 104 (2), e127-e133. doi:10.2105/ AJPH.2013.301502
  • Bellamy, C. D., Rowe, M., Benedict, P., & Davidson, L. (2012). Giving back and getting something back: The role of mutual-aid groups for individuals in recovery from incarceration, addiction, and mental illness . Journal of Groups in Addiction & Recovery , 7 , 223–236. doi:10.1080/1556035X.2012.705703
  • Molina, B. G., Walther, C. P., Cheong, J., Pedersen, S. L., Gnagy, E. M., & Pelham, W. E., Jr. (2014). Heavy alcohol use in early adulthood as a function of childhood ADHD: Developmentally specific mediation by social impairment and delinquency . Experimental and Clinical Psychopharmacology , 22 (2), 110–121. doi:10.1037/ a0035656
 
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