Find two cases from scholarly sources, one that fits with developmental theory and one that fits with critical criminology; in 1200 words, explain the following:1. Explain how each of the cases you chose fit with the associated theories.2. Explain how principle theorists from the two theories would view the cases you chose.3. Explain how significant studies from those theorists relate to the cases chosen.Use three to five scholarly resources to support your explanations.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.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 LopesWrite.Please see reading Assignments:1.Read Chapter 11 and 13 in Introduction to Criminology: Why Do They Do It?URL:https://www.gcumedia.com/digital-resources/sage/2020/introduction-to-criminology_why-do-they-do-it_3e.php2.Watch Mind of a Rampage Killer [Video file] In Films on Demand (2013).URL:https://lopes.idm.oclc.org/login?url=http://digital.films.com/PortalPlaylists.aspx?aid=12129&xtid=586993.Read Age and the Explanation of Crime, Revisited by Sweeten, Piquero, & Steinberg, from the Journal of Youth and Adolescence (2013).URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/1356882024?accountid=73744.Read On the Evolutionary Origins of Life-Course Persistent Offending: A Theoretical Scaffold for Moffitts Developmental Taxonomy, by Boutwell, Barnes, Deaton, & Beaver, from Journal of Theoretical Biology (2013).URL:https://lopes.idm.oclc.org/login?url=http://dx.doi.org.lopes.idm.oclc.org/10.1016/j.jtbi.2013.01.0055.Read What Sort of Future for Critical Criminology? by Hil & Robertson, from Crime Law and Social Change (2003).URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/216164219?accountid=7374
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For this assignment you will select an evidence based research article from the APTA PT journal to create your presentation onPTJ: athttps://academic.oup.com/ptj?navID=47244640522)Links to an external site.Select an article from one of the journals that is evidence-based practice.Create a power point presentation, presenting the findings of the research article. Specifically highlight the following:The research question posedWhat the research is challengingWhat methods were used to analyze the dataA thorough description of the studyWhat the study foundWhat limitations were discovered during the studyHow the findings change and affect current practiceConclusions
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1For your course project, you will pair up with 34 fellow learners to conduct a virtual interview using a discussion in Unit 4. You will then use this data to complete your project. To get started, choose one of the following research questions. Be sure that it is consistent with your chosen method. Once you have chosen the research question, develop five guiding interview questions that you can use in your virtual interview. All of the questions relate to your experiences at Capella University.For this discussion:Post your chosen question from the following list.Develop and post the five interview questions that you intend to use for your virtual interview.Generic Qualitative ResearchChoose one of the following research questions for generic qualitative research:How do learners describe the educational sessions at residency?How do learners describe the characteristics of an effective online instructor?Ethnographic ResearchChoose one of the following research questions for ethnographic research:What is the culture of the Capella residency?What is the culture of the Capella courseroom?Case Study ResearchChoose one of the following research questions for case study research:What are the learning factors in the online environment at Capella University?What are the learning dimensions throughout the residency experience?Grounded Theory ResearchChoose one of the following research questions for grounded theory research:What is the process of learning in an online environment?How do learners describe the process of personal change throughout Capella residency?Phenomenological ResearchChoose one of the following research questions for phenomenological research:What is the experience of being an online learner?What is the experience of attending residency?Heuristic ResearchChoose one of the following research questions for heuristic research:What is the nature and meaning of the residency experience?What is the essence of the online learning experience?2The expanded role of women in the military to include ground combat jobs has necessitated that each branch re-examine equipment design, definitions of combat readiness, and other standards, taking differences into account to maximize safety and efficacy. For this discussion, review the articles by Bush and Savage-Knepshield et al. (linked in Resources) on women in combat.Describe the primary concerns with testing physical capability of women.Analyze key points related to individual differences and assessment.Describe how you would approach preparing and assessing women for military combat without gender discrimination and to create a level playing field.
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Sleep Journal and Reflection ProjectDuring our forum this week, we are discussing dreams. The meaning, origin, and analysis of dreams have fascinated psychologists since the inception of the field of psychology. Sigmund Freud, often referred to as the father of psychology, focused a great deal of his theoretical energy on trying to understand and interpret dreams.Contemporary psychologists are beginning to recognize the interconnectivity of human physiology and psychology in a way not previously understood. This is in part because of new interest in holistic health and in part because of brain/body connections we are now able to see and understand for the first time due to enhanced technology. Yoga, mindfulness, healthy eating, meditation, holistic health all of these practices are gaining more traction in mainstream society and among psychological circles as we recognize how the mind and body work together. In light of this growing area of interest in psychology, for this assignment you will maintain a sleep/dream journal during weeks 3 and 4, and complete an analysis and reflection on your experience in a summary paper in week 5.Specifically, for this assignment you will:Keep a sleep/dream journal for at least 10 days throughout Weeks 3 and 4. In your journal make note of:any dreams you had, being as detailed as possibleany initial thoughts about the dream events of the day that may relate, etc.your general sleep schedule (if you have a tracker such as fitbit, include data on your sleep patterns as well wakefulness, restlessness, times asleep/awake per night, total sleep, etc.)your general eating habits by dayyour general exercise habits by dayanything else of note in your psychological or physical health (stress, excitement, changes, etc.)You may use any format you wish to record the data (notepad, computer, hardcopy spreadsheet, etc.); however, you will need to submit a copy of your data as part of your final paper submission that is in either Word or PDF format.Complete a 3-4 page reflection (not counting the original data, title or reference pages) in which you analyze the results of your sleep/dream journal. Consider how your psychological and physical health interacted. What patterns did you see? Discuss the impact that various factors such as fatigue, diet, stress and exercise had on your dreams and sleep patterns. Explain how this insight may impact your behaviors in the future to lead to better psychological and physical health.Utilize at least 2 academic resources (your text can be one of these) to support your analysis and discussion.Assignment Deadline: 11:55pm Eastern Time Sunday at the end of Week 5 of the course term. Submission should include:Title page in APA formatReflection minimum 3 pages, double spacedReference page in APA formatCopy of sleep/dream journal data in Word or as separate PDF attachment
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Second part of previous assignment.Module Eight Assignment GuidelinesOverview: This assignment will allow you to consider ways to deliver the results of an assessment in an ethical and strength-based manner. You will be using the results from a previous assignment and transforming them into a transcript that could be used with a real-life client.Prompt: Before you begin this assignment, revisit the short paper you wrote for Module Five, in which you analyzed the results of Bobs intelligence and achievement testing. Specifically, you identified his strengths and weaknesses related to the WRAT-4 and WASI-2. Elements of your paper included Bobsstrengths and weaknesses, how his strengths and weaknesses applied to his overall functioning, and suggestions or recommendations for him.For this assignment, you will be using the elements from that paper and turning them into a written or verbal transcript, as if you were delivering the results to Bob in real life. This must be done in an ethical manner, with the clients best interests at the forefront of the delivery. You will be providing a review of theresults in laymans terms, using strength-based and nonjudgmental language and focusing on the summary of results, the use of strength-based language, the summary of recommendations, and an accurate portrayal of the findings.Your assignment must be submitted as a written transcript, an audio recording, or a video. There is noPage requirement or time requirement for this assignment as long as all critical elements are visited. Remember that your intended audience is Bob and not your instructor, so remember to speak directly toBob when delivering the results. You should use the terms you, your, and yours.Specifically, the following critical elements must be addressed:I. Summary of Results: Results from Module Five Short Paper are summarized in a manner that is organized and ethical.II. Use of Strength-Based Language: Appropriate, ethical language is used to speak to the patient.III. Summary of Recommendations: Recommendations from Module Five Short Paper are summarized in a manner that is organized and ethical.IV. Accurate Portrayal of Findings: Results and recommendations are accurately portrayed to the patient.
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Discussion1: ConfidentialityOne of the most important concepts in clinical practice and group work is confidentiality. All members of the group sign an informed consent form in order to address the rules and parameters of the group sessions. The rules regarding confidentiality are stated in one section of the form. Although every member must sign this agreement, ensuring that all information shared in the group remains confidential can be difficult. As the group leader, the clinical social worker is responsible for developing strategies so that all members feel safe to share.For this Discussion, review the Working With Groups: Latino Patients Living With HIV/AIDS case study.· Post strategies you might prefer to use to ensure confidentiality in a treatment group for individuals living with HIV/AIDS.· Describe how informed consent addresses confidentiality in a group setting.· How does confidentiality in a group differ from confidentiality in individual counseling?· Also, discuss how you would address a breach of confidentiality in the group.References (use 3 or more)Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].Working With Groups: Latino Patients Living With HIV/AIDS (pp. 3941)Himalhoch, S., Medoff, D. R., & Oyeniyi, G. (2007). Efficacy of group psychotherapy to reduce depressive symptoms among HIV-infected individuals: A systematic review and meta-analysis. AIDS Patient Care and STDs, 21(10), 732739.Lasky, G. B., & Riva, M. T. (2006). Confidentiality and privileged communication in group psychotherapy. International Journal of Group Psychotherapy, 56(4), 455476.Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.Working With Groups: Latino Patients Living WithHIV/AIDSThe support group discussed here was created to address the unique needs of a vulnerable population receiving services at an outpatient interdisciplinary comprehensive care center. The centers mission was to provide medical and psychosocial services to adult patients living with HIV/AIDS (PLWH). Both patients and providers at the center expressed a need for a group to address the needs of the centers Latino population. At the time the group was created, 36% of the centers population identified as Latino, and 25% of this cohort identified Spanish as their primary language. The purpose of the group was twofold: 1) to reduce the social isolation felt by Latino patients at the center and 2) to create a culturally sensitive environment where Latino patients could explore common medical and psychosocial issues faced by PLWH within a cultural context.Planning for the group consisted of 1) defining a format for the group, 2) recruiting appropriate members, and 3) building an appropriate group composition. When considering the format of the group, I thought about structure, time, place, and language. The group was designated a closed group in that new patients were not admitted once the initial membership was determined. The group was held in the centers conference room, which was furnished with comfortable seating around a large conference table so that members were visible to each other during group sessions. The group met once a week for 90-minute sessions during which 60 minutes were spent on open discussion and the last 30 minutes were spent on having lunch. Given the importance of food in the Latino culture, I thought members would appreciate the opportunity to share a meal with their peers. I decided to designate the group as Spanish-speaking so that all sessions were held in Spanish. This offered members not only a sense of comfort and an opportunity to explore issues in their native tongue, but it also addressed the language barrier that often isolates Latino PLWH.I used several strategies to recruit members. I hung flyers throughout the center, and I informed my colleagues about the group during interdisciplinary staff meetings. Referrals ultimately came from physicians, social workers, and even administrative staff who had developed relationships with patients at the center. When considering group composition, I focused on creating balance in group size and the characteristics of individual members. I worked to create a group with enough members so that discussions would be fruitful and differing opinions could be presented, but at the same time, individual members would have an opportunity to discuss their unique feelings, thoughts, and opinions. When it came to member characteristics, I strove to create a balance between homogeneity and heterogeneity across such domains as age, sex, sexual orientation, socioeconomic status, etc. The goal was to create a group where no member felt isolated by uniqueness while simultaneously promoting diversity between members. Prior to being admitted to the group, potential members were interviewed/screened in person or by phone. The focus of these interviews was to 1) assess the patients ability to communicate in Spanish, 2) describe the purpose of the group, 3) discuss individual expectations for the group, and 4) answer questions about group process and function. A total of 15 patients were referred. Four declined to participate before the group started and two did not show up after the first session. Of the remaining nine members, three were women and six were men. All of the men had a significant history of intravenous drug use (IVDU). Two of the men identified as gay, one identified as bisexual, and three considered themselves to be heterosexual. All of the women were heterosexual, identified a risk factor of unprotected heterosexual sex, and denied a history of IVDU. Members ages ranged from 36 to 60.The group ran successfully for 18 months. Throughout the life of the group, several recurrent themes were discussed, including 1) stigma of HIV and homosexuality, 2) disclosure of HIV status, 3) safer sex practices, 4) adherence to HIV treatment, and 5) the doctorpatient relationship. Each of these themes was discussed within a cultural context giving light to issues such as familialism, collectivism, simpatia, machismo (gender roles), and Latino cultures tendency to rely on a folk model of medicine.As in most groups, certain members adopted roles within the group. For example, Anna, a 46-year-old female member, adopted the role of the silent member. She repeatedly came to sessions and sat in silence, only responding when she was prompted by direct questions from me or other members. The challenge with Anna was that as this behavior continued, other members tended to ignore her and leave her out of the discussion. In turn, it became my role to try to engage Anna as much as possible and draw her into the discussion. Another example is Diego, a 60-year-old male, who adopted the role of the help-rejecting complainer. Throughout group sessions, Diego repeatedly presented a problem or issue and engaged the entire group by asking for help. When members responded with suggestions or solutions, he came up with a myriad of excuses why none of them would work. I will admit I was not successful at altering Diegos behavior in any way. I attempted to point out the pattern, and I tried to ask other members how it felt to constantly have their input rejected, but nothing seemed to work. Group members did express frustration and boredom with Diego. This was manifested in their body language and during group sessions when Diego was not present. When members spoke about Diego in his absence, I always encouraged them to bring these issues to his attention when he was present, but members were not able to do this because they were fearful of hurting his feelings.Ultimately, the group served as an arena for mutual support and commonality. Group members forged relationships with peers with whom they would not have had contact in the absence of the group. They also had the opportunity to reflect on their illness and personal experiences within a safe and culturally sensitive environment. While a scientific evaluation of the group was not performed, I witnessed and members reported positive outcomes from the experience.Discussion 2: Week 4 BlogRefer to the topics covered in this weeks resources and incorporate them into your blog.Post a blog post that includes:· An explanation of potential challenges for assessment during your field education experience at a military mental health clinic· An explanation of personal action plans you might take to address assessment in your field education experience at a military mental health clinicReferences (use 2 or more)Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.Chapter 6, Social Work Practice in the Field: Working with Individuals and Families (pp. 117-154)Savaya, R., & Gardner, F. (2012). Critical reflection to identify gaps between espoused theory and theory-in-use. Social Work, 57(2), 145154.
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Answer your chosen question with objective support and excellent references, cited APA style.Discussion Questions (Select one):A. Bandura makes the distinction between Personal (individual), Collective, and Proxy agency. Describe (with examples) how these three types correlate with intrinsic and extrinsic motivation.Is the integration of personality into highly functional modes of being necessarily predicated on having a spiritual life?How does reasoned judgment (A. Ellis: rational modes of thinking) and agentic self-sufficiency contribute to a stable personality?Are the being-dimensions feminine and masculine innate or learned? What are the advantages and the disadvantages of thinking of personality as being defined in terms of gender?
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Hello I have six writing reflections for Philosophy (Introduction to Ethical Theories). You can choose to write a reflection on any of Theories/Readings on the syllabus attached at the bottom. One of the six essays must be on Emotivism “A Critique of Ethics” – Ayer. Each essay must be 250- 400 words. Please follow the instructions in the Reading Reflection & Example that’s attached. I’ve also attached the Course Book, and Supplementary material. I can afford to pay $80 for all six essays. Please let me know if you can help.
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Interpret Clinical data
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Please read the instructions carefully !Let me know if you have any questions
