Explain how and why individuals become involved in extremist groups.

EXPLAIN HOW AND WHY INDIVIDUALS BECOME INVOLVED IN EXTREMIST GROUPS.

Assignment 1: Discussion—Terrorism

Given the nature of terrorism, psychology has a significant role in understanding it and treating its devastating effects. Terrorists are deemed fanatics that are both willing to kill and die for their causes. Understanding terrorism is, therefore, necessary and of paramount importance, including understanding which psychological factors render terrorists to be so susceptible to extremist ideology.

  • Explain how and why individuals become involved in extremist groups.
  • Describe the function they perform within the group.
  • Identify the motivational factors that drive terrorism.

Using the readings for this module, the Argosy University online library resources, and the Internet, respond to the following:

  • Explain how and why individuals become involved in extremist groups.
  • Describe the function they perform within the group.
  • Identify the motivational factors that drive terrorism.

Write your initial response in approximately 300 words. Apply APA standards to citation of sources

 
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Angiosperm Adaptations

Angiosperm Adaptations

Angiosperms (flowering plants) are the largest Phylum in the plant kingdom Plantae. These plants have true roots, stems, leaves, and flowers. The roots grow into the soil to anchor the plant in place and take up water and nutrients. The leaves are above ground and act as the main organs for photosynthesis. Stems provide above-ground support for the plant and operate as conduits to move nutrients and water throughout the plant. Flowers contain the male and female reproductive organs of the plant.

Plants develop specialized roots, stems, leaves, and flowers to make them better adapted to their environment. With the anatomical features described above in mind, do some research to find an angiosperm that has modified leaves, stems, roots or flowers that are structurally different from the norm, do not function in the normal manner, or that function in an unusual manner. For example, a cactus has spines in place of leaves. The spines help reduce water loss that would occur through a large, expanded leaf in a desert environment, and they also help to prevent herbivory.

Recommended:

  • Browse through the pages in the following link to learn more about gymnosperms and angiosperms: Evolution of the Seed Plant.
  • Watch this video to learn more about modified roots, stems and leaves: Modification of Root, Stem and Leaf.

Complete all of the following steps:

  • Choose an angiosperm with at least 1 unusual organ, characteristic, modification, or adaptation.
  • Describe the anatomy (structure) and physiology (function) of the angiosperm you chose.
  • Explain the unusual characteristic(s) or modification(s) and how it differs from the standard root, stem, leaf, or flower.
  • What benefit does the modification provide to the plant you chose?
  • Research at least 1 other plant, or review posts made by your peers to devise a potentially advantageous new adaptation that would benefit your plant.
    • Consider the environment, potential threats, and changing climate, and then come up with an adaptation that would further benefit your angiosperm. Explain the potential concern your plant will face and how your new adaptation would benefit the plant. For example, gypsy moth is an introduced species spreading west and south from New England. The caterpillars can strip all of the leaves from a maple tree but do not eat the waxy leaves of holly that produce a toxin, theobromine. If maple trees had waxy, toxic leaves like the holly, then they would be protected from these pests.

Utilize at least 1 credible source to support the arguments presented in your post.

 
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In a two to three page paper, examine the impact malpractice has on the healthcare field

Malpractice
In a two to three page paper, examine the impact malpractice has on the healthcare field. In your analysis be sure to include mention of defensive medicine and the costs associated with this practice. Be sure to include an example of a malpractice case and the outcomes associated with the case.

Be sure to cite your references.

 
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Analyze the effects of health care policies, laws, and regulations on organizations, interprofessional teams, and personal practice.

Analyze the effects of health care policies, laws, and regulations on organizations, interprofessional teams, and personal practice.

Overview
Review the performance dashboard for a health care organization, as well as relevant local, state, and federal laws and policies. Then, write a 3-4 page report for senior leaders in the organization that communicates your analysis and evaluation of the current state of organizational performance, including a recommended metric to target for improvement.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
In the era of health care reform, many of the laws and policies set by government at the local, state, and federal levels have specific performance benchmarks related to care delivery outcomes that organizations must achieve. It is critical for organizational success that the interprofessional care team is able to understand reports and dashboards that display the metrics related to performance and compliance benchmarks. This assessment offers an opportunity for you to demonstrate and sharpen your ability to analyze, interpret, and evaluate performance dashboard metrics.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the effects of health care policies, laws, and regulations on organizations, interprofessional teams, and personal practice.
Analyze challenges that meeting prescribed benchmarks can pose for a heath care organization or an interprofessional team.
Competency 3: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
Advocate for ethical action in addressing a benchmark underperformance, directed toward an appropriate group of stakeholders.
Competency 4: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, for health care policies and law for patients, organizations, and populations.
Evaluate dashboard metrics with regard to benchmarks set by local, state, or federal health care policies or laws.
Evaluate a benchmark underperformance in a heath care organization or an interprofessional team that has the potential for greatly improving overall quality or performance.
Competency 6: Apply various methods of communicating with policy makers, stakeholders, colleagues, and patients to ensure that communication in a given situation is professional, clear, efficient, and effective.
Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically, with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.
Context
Maintaining standards and promoting quality in modern health care are crucial, not only for the care of patients, but also for the continuing success and financial viability of health care organizations. In the era of health care reform, health care leaders must understand what quality care entails and how quality in health care connects to the standards set by relevant federal, state, and local laws and policies. An understanding of relevant benchmarks that result from these laws and policies, and how they relate to quality care and regulatory standards, is also vitally important.
Health care is a dynamic, complex, and heavily regulated industry. For this reason, you will be expected to constantly scan the external environment for emerging laws, new regulations, and changing industry standards. You may discover that as new policies are enacted into law, ambiguity in interpretation of various facets of the law may occur. Sometimes, new laws conflict with preexisting laws and regulations, or unexpected implementation issues arise, which may warrant further clarification from lawmakers. Adding partisan politics and social media to the mix can further complicate understanding of the process and buy-in from stakeholders.
How many health care laws can you name that affect your practice in your current or future workplace? How do they impact your daily work? How many regulatory agencies oversee the types of services your health care organization provides? Which regulatory agencies apply to your workplace setting? Are you familiar with the process of complying with those agencies in order to maintain certification? You might be overwhelmed as you consider these broad questions.
Questions to Consider


 

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Homesickness and Adjustment Across the First Year of College: A Longitudinal Study

 

Homesickness and Adjustment Across the First Year of College: A Longitudinal Study
Tammy English, Department of Psychological and Brain Sciences, Washington University in St. Louis
Jordan Davis, Department of Psychology, Temple University
Melissa Wei, and Department of Psychology, Harvard University
James J. Gross Department of Psychology, Stanford University
Abstract
Homesickness can put individuals at risk for a host of adjustment difficulties. The millions of
students that leave home for college each year may be particularly susceptible to experiencing
homesickness. There is little work, however, examining individual variation in homesickness over
time and how these changes predict different outcomes in college. The present study examines
weekly levels of homesickness during the first term of college and tests the associations between
homesickness and various aspects of adjustment. Results showed that, on average, homesickness
decreased slightly across the first semester of college, but there were individual differences in
homesickness trajectories. Freshman who reported higher levels of homesickness showed worse
overall adjustment to college, even when controlling for negative emotional experience and prior
adjustment. Homesickness was associated with poorer social outcomes, but these social difficulties
were limited to interactions with others in the college environment. Academic outcomes were not
adversely impacted by homesickness. Findings suggest that homesickness is a common experience
for freshman and, despite its relatively transient nature, homesickness has important implications
for college adjustment.
Keywords
homesickness; emotion; college experience; adjustment; social functioning
Homesickness—“the distress or impairment caused by an actual or anticipated separation
from home” (Thurber & Walton, 2012, p. 1)—can be experienced by anyone. However,
college students may be particularly susceptible to homesickness given that the move to
college is often their first extended time away from home. Homesickness may place
individuals at risk for poor adjustment outcomes, such as emotional and social difficulties
Correspondence regarding this article should be addressed to Tammy English, Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MO; tenglish@wustl.edu.
HHS Public Access Author manuscript Emotion. Author manuscript; available in PMC 2018 February 01.
Published in final edited form as: Emotion. 2017 February ; 17(1): 1–5. doi:10.1037/emo0000235.
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(for review, see Stroebe, Schut, & Nauta, 2015). In the present study, we take a longitudinal
approach to examine weekly levels of homesickness experienced by students across their
first term at college, and test the effects of homesickness on various aspects of adjustment.
Prevalence of Homesickness and Change Over Time
Current estimates of the prevalence of homesickness vary greatly. Nineteen to 70% of
university students have been found to experience homesickness, depending on how
homesickness is measured and the specific populations of interest (e.g., Brewin, Furnham, &
Howes, 1989; Carden & Feicht, 1991; Fisher & Hood, 1987; Fisher, Murray, & Frazer,
1985). Longitudinal approaches can provide a better understanding of how homesickness
may change as individuals adapt to their new environment. For instance, in a sample of
college students, Bell and Bromnick (1998) found that homesickness declined from the first
week to the sixth week of the semester. In addition, in a longitudinal study of children at a
two-week overnight summer camp, 95% felt homesick for at least one day of their stay and
those who felt intensely homesick at the start of camp were more likely to have increasing
levels of homesickness (Thurber, 1999).
Overall, homesickness seems to be relatively common, but individuals differ in the intensity
and duration of their homesickness (Stroebe et al., 2015). Understanding how homesickness
changes over time is especially important given its potential impact on adjustment.
Homesickness and Adjustment in College
Homesickness may negatively affect individuals’ ability to adjust to their new social
environment. Past work has documented various psychological and physical health
consequences of homesickness (Stroebe, et al., 2015). Students that become homesick upon
entering college may have difficulty adjusting to the college setting, leading to social and
academic difficulties.
Homesickness has been linked to certain social factors, such as social anxiety and social
support (Urani et al., 2003), as well as levels of belonging (Watt & Badger, 2009). However,
homesickness has typically not been tested as a risk factor for later social problems. When
examining these potential social effects, it may be important to distinguish between
relationships with people at home versus people in the new environment. Fewer positive
interactions with peers and not fitting in may lead homesick students to seek contact and
support from family and friends at home, strengthening these outside relationships but
interfering with the development of new relationships (Tochkov, Levine, & Sanaka, 2010).
The potential for homesickness to also interfere with academics is noteworthy given the
important long-term consequences (e.g., employment prospects, graduate admissions).
Fisher (1989) proposed that the ruminative aspect of homesickness could create attentional
demands that would lead to absent-mindedness and reduce students’ academic abilities.
While some have found no evidence that homesickness is related to academic performance
(Van Vliet, 2001), others have found homesickness predicts lower concentration abilities
(Burt, 1993) and dropout (Thurber & Walton, 2012).
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Present Research
The present research addresses two main questions. First, how do levels of homesickness
change across the first term of college? Second, is homesickness a risk factor for poor
adjustment in college? We expect homesickness will predict poorer overall, social, and
academic adjustment. Social difficulties, however, are expected only for interactions in
college, not for relationships with close friends and family from home.
The current study extends previous work in several ways. We examine individual
homesickness trajectories using weekly assessments across the first ten weeks of college.
Adjustment is also tracked across this same period, allowing us to test the temporal relations
between homesickness and different aspects of adjustment. Additionally, when examining
social adjustment, we distinguish newly formed relationships with others at college from
pre-existing relationships with people outside of college. Finally, we disentangle
homesickness from global negative affect in order to ascertain the unique effects of
homesickness.
Method
Participants
Participants were 174 undergraduates (59% female) who had moved away from home for
college and completed at least four weekly reports during the first term of their freshman
year of college. They were diverse in terms of ethnicity: 6% African-American, 29% Asian-
American, 64% European-American, 13% Hispanic/Latino, 3% Native American/Indian.
Procedure
Homesickness, emotional experience, and adjustment were assessed from questionnaires
emailed to participants once a week during the first ten weeks of freshman year. Adjustment
was assessed again in a questionnaire emailed at the end of the first term of freshman year.
The data reported here were collected as part of a larger study of personality and emotion
during college (Srivastava et al., 2009) but none of the current findings have been reported
elsewhere.
Measures
Weekly homesickness—Each week participants reported how much they felt “Homesick, missing my old life” over the past week, on a scale from 0 (not at all) to 4 (extremely).
Weekly emotional experience—Each week participants reported how much they felt a list of emotions over the past week, on scale of 0 (not at all) to 4 (extremely). The negative emotion composite consisted of 5 items: “anxious, nervous,” “angry, irritated,” “tired, fatigued,” “put down, hurt, rejected by others,” and “sad, depressed, down” (α=.80).
Weekly adjustment to college—Each week participants reported on their overall adjustment to college (“How settled in (comfortable, at home) do you feel at [college] right
now?”; 1 = not at all, 7 = very), as well as their academic adjustment (“How satisfied did
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you feel with your academic life?”), and social adjustment (“How satisfied did you feel with
your social life?”; 1 = not at all, 7 = extremely).
We examined different types of social network members in order to compare new, college
relationships (roommate and friends) to pre-college, home relationships (parents and non-
college affiliated friends). For each of these four relationships, participants reported their
frequency of contact (“total number of hours that you talked with each person (or group) this week by phone, in person, by computer.”), enjoyment (1=no enjoyment, 7=great enjoyment), difficulty (1=no difficulty, 7=great difficulty), and emotional support (1=no support, 7=great support). We averaged across items for the college relationships and home relationships to create indices for frequency of contact (college contact: α=.68, home contact: α=.53) and relationship quality (enjoyment, support, and reverse-scored difficulty; college quality: α=.62, home quality: α=.68). Intraclass correlations ranged from .21 to.78 (M=.52).
End-term adjustment to college—Global adjustment to college was assessed with three items (α=.76): “How satisfied are you with this quarter?” (1=not at all, 7=extremely), “How well do you think you’ve adjusted to (this university)” (1=not very well, 7=very well), “Did you ever have thoughts of transferring to another school or quitting school? How often?” (1=never, 7=very often; reverse-scored). Social adjustment was assessed with two items (α=. 67): self-reported satisfaction in this domain (“How satisfied were you with social life at [this university]?”; 1=not at all, 7=extremely) and perceived belongingness (“I fit in really well here at [this university]”; 1=strongly disagree, 7=strongly agree). Academic adjustment was assessed with two items: self-reported satisfaction in this domain (“How satisfied were you with your own academic performance at [this university]?”; 1=not at all, 7=extremely) and grade point average (GPA); these two items were z-scored then combined (α=.72).
To control for baseline levels of adjustment, we included measures taken from the summer
before college. Global adjustment was assessed with the Satisfaction with Life Scale
(Diener, Emmons, Larsen, & Griffin, 1985; α=.85). Social and academic adjustment were assessed with the items “I am satisfied with my social life” and “I am satisfied with my
academic performance”, respectively; 1=disagree strongly, 5=agree strongly.
Data Analysis
We conducted multilevel modeling to examine trajectories of homesickness (with time
centered at week 1) and within-person associations between homesickness and adjustment.
We ran two-level models, with weeks nested within persons, using maximum likelihood
estimation to account for missing data. We examined lagged effects to test whether
homesickness predicted subsequent changes in adjustment (e.g., T2 adjustment predicted
from T1 homesickness controlling for T1 adjustment) and vice versa (e.g., T2 homesickness
predicted from T1 adjustment controlling for T1 homesickness). All predictors were person-
mean centered and negative emotional experience was included as a covariate. Semi-partial
R2 values were computed as estimates of effect size (Edwards, et al., 2008). Results are
reported in Table 1.
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What issues would you want to alert the hospital board to concerning whether this is a permissible venture, and how the HMO can use its capital funds?

REGULATORY ENVIRONMENT IN HEALTH CARE

question 1.For Profit Joint Venture.

or this assignment, complete the Problem presented on page 432-433 (also below) in the text. See page 380 for a general description of Marcus Welby Hospital .

To seek shelter from the competitive storm, Marcus Welby Hospital (MWH) is considering forming a joint venture with an existing for-profit HMO. MWH would be given 30 percent ownership of the privately held HMO, and each of its five board of trustees members would be given 1 percent ownership, in exchange for MWH contributing $10 million in capital funds, which is 35 percent of the HMO’s appraised net worth. Since the HMO already owns its own nursing home, MWH will raise the capital by selling its nursing home. MWH will receive 30 percent of whatever profit distributions the HMO board chooses to make from time to time and the trustees will receive their 1 percent shares. MWH also hopes to increase its patient base for hospital admissions and to secure a better bargaining position for reimbursements from the HMO, but the HMO is making no promises about where its subscribers will be sent for hospital care, nor how it will pay MWH for hospital services to its subscribers.

Assume that MWH has articles of incorporation similar to Queen of Angels’ only covering nursing home as well as hospital services, and that it has received only general, unrestricted gifts from donors. Also, assume there is no other management or personal connection between MWH and the HMO.

  • What issues would you want to alert the hospital board to concerning whether this is a permissible venture, and how the HMO can use its capital funds?
  • Would these parties be advised to have the HMO pledge some portion of its revenues to pay for charity care services at MWH?
  • question2.Complete the Problem on page 459 in the text. Submit your solution to your instructor. See page 380 for a general description of Marcus Welby Hospital .Marcus Welby Hospital has decided to form an HMO in which it wants to give physicians a major stake, in order to foster allegiance and encourage cost-effective treatment. You are consulted as a legal and management expert to advise the hospital on the consequences of forming the HMO as a nonprofit versus a for-profit entity. What are the relevant considerations with respect to tax exemption, the ability to raise capital, the role of physicians, and operational constraints
 
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Draft Description of Procedure

 

Draft Description of Procedure

For this post, please describe how you will collect data, the instruments used to collect the data and how the collected data will be prepared for interpretation and analysis.

  • Write your research question at the top of the post.
  • Use the research question to identify the procedure:
    1. Introduce your procedure section of the methodology by providing a rationale for the chosen data-collection strategy.
    2. Be sure that your data-collection strategy aligns with your research question, recruitment strategy, and choice of participants.
    3. Describe how data will be collected.
    4. Describe who will be collecting data.
    5. Describe where data collection will take place.
    6. Describe how long data collection will take. Will it take place one time or over a series of meetings? Will the time spent collecting data be the same or different for all participants? Will there be different time frames for various participant groups or are all participants engaged in the same data collection procedures?
    7. If testing an intervention, describe the planning and the nature of the intervention. Describe where, how long, and who is engaged in the intervention.
    8. If you are interviewing participants, describe how you will record the interviews and how you will transform recordings into transcripts or actual data.
    9. If you are observing instances of specific behaviors, describe how they will be recorded and who will record them.
    10. Include examples of your data-collection instrument. Instruments can be surveys, recording sheets, checklists, surveys, records, questionnaires, interview guides, or lists of open-ended interview questions. Explain how your instrument aligns with your research question.

Note: As you prepare this post, be sure to recognize the limitations of your study. Try to anticipate the questions a reader will have and identify problems to be researched next to extend your findings into new areas.

Additional Requirements

  • Font: New Times Roman, 12 point, double spaced.
  • APA: Use current edition APA format and style.
 
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Describe how the learning will be evaluated.

Nursing HW – Nursing homework help


Question descriptionBuilding on the work that you started in Week 2, for all three groups of learners:

  • Write several broad instructional goals for the educational experience.
  • Write several behavioral objectives based on Bloom’s taxonomy.
  • Describe the lesson content.
  • Provide a sequence for teaching activities.
  • Describe instructional methods.
  • Indicate time allotted for each activity.
  • Identify and describe the instructional resources (materials, tools, etc.) and technology to be used.
  • Describe how the learning will be evaluated.

On a separate references page, cite all sources using APA format.

  • Use this APA Citation Helper as a convenient reference for properly citing resources.
  • This handout will provide you the details of formatting your essay using APA style.
  • You may create your essay in this APA-formatted template
  • Submit your response in a 5- to 6 -page paper
 
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pply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice

 
In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.
Students will develop a 1,250-1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

  1. Background
  2. Problem statement
  3. Purpose of the change proposal
  4. PICOT
  5. Literature search strategy employed
  6. Evaluation of the literature
  7. Applicable change or nursing theory utilized
  8. Proposed implementation plan with outcome measures
  9. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
  10. Appendix section, if tables, graphs, surveys, educational materials, etc. are created
 
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Whether individual, group, or both individual and group would be appropriate to address the treatment plan

In  this assignment, you will use either a case you have recently assessed  in your own practice, or a hypothetical case that you devise yourself.  Your case study should include:

    • A brief description of the client’s demographic information

 

    • results of either the ASI or a biopsychosocial interview

 

    • Results for at least two of the following: DAST, AUDIT, and CAGE
    • A Master Problem list
    • A behavioral definition for two main problems on this li

 

  • Long term and short term goals for each of the two problems chosen
  • Appropriate therapeutic objectives for each of the two problems
  • The ASAM level you would place the client at for treatment
  • Whether individual, group, or both individual and group would be appropriate to address the treatment plan

Length: 5-7 pages

Your assignment  should demonstrate thoughtful consideration of the ideas and concepts  that are presented in the course and provide new thoughts and insights  relating directly to this topic. Your response should reflect scholarly  writing and current APA standards

Due: May 19th 6pmEST

 
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