Workng Moms vs Stay-at-home Moms

Working-Moms/Stay-at-home Moms – Some people believe that moms should be at home with their children at least until they can attend kindergarten. 
The purpose of the position paper is to generate support on an issue. It describes a position on an issue and the rationale for that position. The position paper is based on facts that provide a solid foundation for your argument. In the position paper you should:
· Use evidence to support your position, such as statistical evidence, dates, events, etc.
· Validate your position with authoritative references or primary source quotations.
· Examine the strengths and weaknesses of your position.
Choose an issue where there is a clear division of opinion and which is arguable with facts and inductive reasoning. Research your issue thoroughly. The following structure is require for this position paper:
· An Introduction
· Identification of the issue
· Statement of the position
· The Body
· Background information
· Supporting evidence or facts
· A discussion of both sides of the issue
· A Conclusion
· Suggested courses of action
· Possible solutions
The introduction should clearly identify the issues and state the author’s position. It should be written in a way that catches the reader’s attention.
The body of the position paper should contain several paragraphs. Each paragraph should present an idea or main concept that clarifies a portion of the position statement and is supported by evidence or facts. Evidence can be primary source quotations, statistical data, interviews with experts, etc. Evidence should lead to the main concept or idea presented in the paragraph. The body may begin with some background information and should incorporate a discussion of both sides of the issue.
The conclusion should summarize the main concepts and ideas and reinforce, without repeating the introduction or body of the paper. It could include suggested courses of action and possible solutions.
The paper should be 5-7 pages. Make sure that you provide appropriate documentation for the information that you include!

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Mental   representations refer to information that is stored mentally.
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Reasoning and Problem-Solving
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· SOLVING PROBLEMS
Every day we need to solve problems to achieve goals. These may be simple, like deciding what to eat and who to see, or they may be complex, such as completing school assignments and resolving conflict. Problem-solving consists of identifying a goal and the steps to reach the goal, as well as how to overcome obstacles. We will now discuss four problem-solving strategies or mechanisms that children learn that enable them to process information more efficiently.
Solving Problems Using Cognitive Tools
· COGNITIVE TOOLS
· SCRIPTS
· COGNITIVE MAPS
· SYMBOLIC TOOLS
Cognitive tools or external aids, like maps, calendars and language, support intelligent action by enhancing our actions. An analogy of this is how we use tools like screwdrivers and hammers. How difficult would it be to drive screws and nails into walls without screwdrivers and hammers? It would be very difficult. We will now look at three cognitive tools that enable us to function more easily.
Solving Problems Using Deductive Reasoning
Deductive Reasoning
Piaget focused a lot on how children use logic to develop his theory of cognitive development. Deductive reasoning is a kind of logic that looks at conclusions that are based on a set of statements or premises. Syllogisms are a kind of deductive reasoning that bases conclusions on a major premise and a minor premise. For instance: All dogs are animals. All poodles are dogs. Therefore, all poodles are animals.
Transitive Reasoning
Transitive reasoning focuses on quantitative information that follows an ordered sequence – for instance, if Peter is taller than Chris, and Chris is taller than Joe, who is the tallest? Children younger than six or seven are generally unable to deduce answers from this kind of information. However, four-year olds are able to organize objects in order of size if presented in a familiar or simple form, such as in pictures (Goswami, 1995).
Hierarchical Categorization
Hierarchical categorization or class inclusion is the abstract arrangement of concepts from the specific to the general. For instance, not all dogs are poodles but all poodles are dogs. Studies have shown that children begin to develop this ability at a very young age – perhaps as young as one year (Mandler & Bauer, 1988).
Numerical Reasoning
Numerical Reasoning
Numerical reasoning enables children to use numbers to reason and solve problems, and is a particularly important aspect of schooling. Piaget’s principle of conservation is an important factor in numeracy, as it relates to how children understand that the value of a set does not change even if it appears to. Recall the video on Piaget’s developmental stages at the beginning of the lesson, in which the young girl counted the number of coins in a row, but then thought that there were more coins when the row was spread out.
Numeracy Principles
Gelman and Gallistel (1978) outlined five numeracy principles children develop. These include:
1. Each object can only be counted once.
2. A number can be assigned to represent the total of a set.
3. Numbers are always assigned in the same order.
4. Objects can be counted in any order.
5. These principles apply to any group of objects.
Children as young as three may be able to apply some of these rules, or they may only be able to apply them to a limited set of numbers – for instance from one to five. As development progresses, children are able to apply all the rules and to larger sets of numbers.
Mediators
Research confirms the role of sociocultural mediators in cognitive development. For instance, Miller, Smith, Zhu and Zhang (1995) suggest that language impacts mathematical ability, whereby Chinese children have superior mathematical skills because the numbering system in Mandarin is more easily comprehended than the numbering system in English.
Metacognition
Humans have an awareness of how we solve problems and control our cognitive processing. This knowing about knowing is referred to as metacognition. When children understand their cognitive capacity as well as the task, they are able to adapt their strategies to enhance their cognition and successfully achieve the task. For instance, older children have an awareness of how much they know, and that they will not learn well when tired or unwell.
Development of Metacognition
Knowledge about the task is one aspect of metacognition. As metacognition develops, children are able to assess their own state of knowledge in relation to the tasks they need to complete, so they can obtain the requisite knowledge. For example, younger children tend not to realize when they need more information to complete tasks, and four-year olds understand that more complex tasks take more effort (Wellman, 1978).
Knowledge about Strategies
Knowledge about strategies is a second aspect of metacognition. For instance, children know that association and external aids, such as making notes, can aid memory (Wellman, 1977). As children get older, they become more aware of which strategies are most appropriate and effective for the task at hand. Metacognition is also about being aware of when a strategy is ineffective and changing it. Interestingly, Carr and Jessup (1995) note that adults do not even always have this capacity.
Knowledge Check
1
Question 1
Please select the two correct statements.
 
An   analogy of cognitive tools is an instruction booklet for a new appliance.
 
The   two components of metacognition are premises and conclusions.
 
The   effectiveness of an individual’s problem-solving is a function of their   reasoning, which is a function of their cognitive development.
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Conclusion
This lesson on cognitive development covered three main areas. The first area looked at Piaget’s theory of cognitive development, in which we explored the four stages of cognitive development and the various substages. Although Piaget’s theory is useful and comprehensive, we did critically analyze it. The second area we covered was Vygotsky’s sociocultural theory of cognitive development, in which the zone of proximal development is a core concept. The third area we explored was the information-processing approach. We looked at the different information-processing models and how logical and numerical reasoning are key factors in problem-solving. We lastly looked at metacognition which refers to knowing about knowing.

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3-4 pages paper

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DESCRIBE TWO COMMON MICROORGANISMS, FUNGAL INFECTIONS AND VIRAL INFECTIONS THAT CAN CAUSE WOUNDS:NB, this question is not asking for microorganisms, funguses or viruses that can infect existing wounds, only how each of these can lead to new wounds)

Describe two common microorganisms, fungal infections and viral infections that can cause wounds:
(NB, this question is not asking for microorganisms, funguses or viruses that can infect existing wounds, only how each of these can lead to new wounds)
Cause Description
Common bacterial infections _______________________________________________________________________________________________
Common fungal infections _______________________________________________________________________________________________
Common viral infections _______________________________________________________________________________________________
Answer in a separate documents and attached it to the submission space provided below:
The following are clinical manifestations of arterial or venous ulcers. Match the signs and symptoms to the correct ulcer type by writing a V for venous or A for arterial
Skin may look shiny and feel tight to touch
Select one:
a. A
b. V
Question 3
Question text
Often found on bony prominences of the foot, tips of toes or in between toes
Select one:
a. V
b. A
Question 4
Question text
Very painful on walking
Select one:
a. A
b. V
Question 5
Question text
Surrounding skin may feel warm to touch
Select one:
a. A
b. V
Question 6
Question text
The skin can feel cool to touch
Select one:
a. V
b. A
Question 7
Question text
Uneven edges, irregular shaped borders that appear moist
Select one:
a. A
b. V
Question 8
Question text
Can be found anywhere from ankle to mid-calf
Select one:
a. A
b. V
Question 9
Question text
Can have a wet, necrotic area or dry scab
Select one:
a. V
b. A
Question 10
Question text
Pale and dry with little or any granulating tissue
Select one:
a. A
b. V
Question 11
Question text
Very painful at rest
Select one:
a. V
b. A
Question 12
Question text
Can have medium to high exudate
Select one:
a. V
b. A
Question 13
Question text
Ulcers appear red in colour
Select one:
a. A
b. V
Question 14
Question text
Normally shallow wound base
Select one:
a. A
b. V
Question 15
Question text
Clean, well demarcated edges
Select one:
a. A
b. V
Describe what a “mixed ulcer” is and where it is most common on the human body:
With an A for Acute or a C for chronic, chose the correct type of wound described
Wounds that heal within a short period of time (around 6 weeks)
Select one:
a. A
b. C
Question 18
Question text
Surgical Wounds
Select one:
a. A
b. C
Question 19
Question text
Wounds that take from 6 weeks onwards and can take more than 12 months to heal
Select one:
a. A
b. C
Question 20
Question text
Sacral Pressure wounds with a sinus
Select one:
a. C
b. A
Question 21
Question text
Wounds that require Vac dressing therapy
Select one:
a. C
b. A
Question 22
Question text
Stage 1 or 2 wound with minimal exudate and no sloughy tissue present
Select one:
a. C
b. A
Question 23
Question text
Stage 3 and 4 wounds with high exudate and sloughy tissue present
Select one:
a. C
b. A
Question 24
Question text
Burns (caused by direct heat or flame)
Select one:
a. C
b. A
Question 25
Question text
Diabetic ulcers
Select one:
a. A
b. C
Question 26
Question text
Trauma
Select one:
a. C
b. A
Question 27
Question text
Tropical Ulcers
Select one:
a. C
b. A
28. Describe each of the four wound stages:
29. Commonly known as “bed sores”, describe how pressure ulcers occur, risk factors leading to pressure ulcers and how to recognise them
30. Describe the following tissue types;
a) Granulating
b) Sloughy
c) Necrotic
d) Epitheleal
31. Describe the characteristics of;
· First degree burns
· Second degree burns
· Third degree burns
32. Describe the difference between a fistula and a sinus:
33. Sandra lives with Type I Diabetes Mellitus. She has a sore on her foot that won’t heal.
a) What is this wound called?
b) Why are these common in people with DM?
34. a) List the three major body cavities that hold visceral organs?
b) Give three examples of visceral wounds that your clients may present with:
35. While moistness is a good sign in a wound, some discharges should be treated with caution, as they might indicate infection.
Define what following types of exudate look like and what they may indicate to a nurse:
· Serous drainage
· Sanguinous Exudate

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