Impact of Physical Changes on Psychosocial Development in Middle Adulthood

Respond to this KR Other Post from the prospective of a 54 year old female
1)    presenting original ideas
2)    contribute to the quality of the discussion without criticism
3)    150 words minimum
4)    2 to 4 citations APA
5)    Clearly written and are original ideas rather than a recap of the KR POST contributions
K.R OTHER POST
Middle adulthood comes with many physical changes and affects both men and women differently.  While men see middle adulthood around the age of 35 women do not see middle adulthood till around the age of 39( Williams, 2017).  The difference is physical changes in both men and women are notably different.  Women during this time in their lives start to transition into menopause which causes hormonal shifts, infertility, and weight gain.  Women that go through menopause early in middle adulthood ( age 40-45) run a high risk of developing heart disease, osteoporosis, and a high mortality rate ( Williams, 2017).  Both men and women are affected sexually during middle adulthood.  Women can experience an increased interest in sexual encounters while men may become less interested due to a drop in testosterone.  Both men and women during middle adulthood typically experience weight gain, so a healthy diet and exercise will help decrease the risks that accompany an unhealthy weight. 
Generativity v. stagnation is a stage in middle adulthood that theorist Erikson. Generativity …represents reaching out to others in ways that guide future generations ( Williams, 2017), while stagnation is when an individual feels like they are not an influence on others.  This means that the more involved those in middle adulthood are with the community and those around them the better off they feel about themselves.  Overall this theory helps explain the overall mental health of someone in this stage. 
If a client is in a stagnation stage, as a human service professional we should offer them different community programs that they could get involved, help gather the family together if possible, and aid them in possibly seeking therapy or counseling. 
Reference

Williams, J.B.A.C.W.L.L. R. (2017). Empowerment Series: Human Behavior in the Social Environment: A Multidimensional Perspective.

As a UC Berkeley CS student, you’re always thinking about ways to become the next billionaire in Silicon Valley.

 As a UC Berkeley CS student, you’re always thinking about ways to become the next billionaire in Silicon Valley. After hours of brainstorming, you’ve finally cut your list of ideas down to 10, all of which you want to implement at the same time. A venture capitalist has agreed to back all 10 ideas, as long as your net return from implementing the ideas is positive with at least 95% probability. Suppose that implementing an idea requires 50 thousand dollars, and your start-up then succeeds with probability p, generating 150 thousand dollars in revenue (for a net gain of 100 thousand dollars), or fails with probability 1 − p (for a net loss of 50 thousand dollars). The success of each idea is independent of every other. What is the condition on p that you need to satisfy to secure the venture capitalist’s funding?

 

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social science chapter 3 function of ideologies amp various ideologies

Function of Ideologies

1. Explain the ways in which ideology can control people’s behavior, and describe what function ideologies serve in general.

respond to these two students 5-7 sentences.

1. According to Chapter 3, “Power and Ideology”, an ideology is a combined system of ideas or beliefs that offers society and its members a guide for evaluating “rightness” and “wrongness” in their ways of life. Ideologies affect perception, what people may see around them. For example, some ideologies may highlight the importance of individual freedoms, while others prioritize the need for groups, like: communities and/or political parties. Ideologies justify a way of life. Ideologies provide normative standards to determine “rightness” and “wrongness” and have a moral component. Ideologies provide motivation for social and political act, by giving their supporters a reason to act to improve world conditions. Ideologies can have people change to a particular social or political movement and provoke them to action.

Source:“Chapter 3” Power & Society: an Introduction to the Social Sciences, by Brigid C. Harrison, Cengage Learning, 2017, pp. 43–44.

2. Ideology, a integrated system of ideas or beliefs that rationalize and justifies the exercise of power, influencing how power is exercise. There are many ways in which ideology can control people’s behavior. Ideology influence people to perceive things as they would like others to perceive things. Influence people to rationalize or justify based off others opinion. Stating what is normal and abnormal. Persuasion for political and social motives.

The function of ideologies serve as a label. It basically puts a label on everything. What is normal, or abnormal? What is right or what is wrong? Class struggle, such as economic level, lower class, middle class, or upper class. Are you liberal, moderate, or conservative. Ideology forces you to take the most populated stance to avoid the isolation of society.

In my opinion ideology is responsible for bullying and violence. The thought of fitting in is overwhelming and normalize way too much, Especially seeing how everyone is unique in there own way. No one should be labeled.

“Chapter 3” Power & Society: an Introduction to the Social Sciences, by Brigid C. Harrison, Cengage Learning, 2017, pp. 43–44.

Various Ideologies

2. Explain the ideologies of classical liberalism, modern liberalism, conservatism, communism, socialism, and facism, and describe how they compare and contrast with each other.

respond to these two students 5-7 sentences.

1. Political ideology provides a framework for thinking about politics, about policy issues, and about how active a role government should have in society. The ideologies of classical liberalism, modern liberalism, conservatism, communism, socialism, and facism can be described as the political ideology. Classical liberalism, ideology that is attacked the established power of hereditary aristocracy and asserted the dignity, worth, and freedom of the individuals, can relate to conservatism, doubts the ability of the governmental planners to solve society’s problems. Socialism, public ownership of the means of production, distribution and services, relates to classical liberalism and conservatism. Classical liberalism, conservatism, and socialism believes society has a greater chance of resolving their issues oppose to historic power, governmental planners, and not possessing collective ownership. In contrast, modern liberalism, accepts governmental power a positive force in freeing people from poverty, ignorance, discrimination, and sickness. Communism, calls for the evolutionary democratic replacement of the private enterprise system with government ownership of industry. Communism and modern liberalism share many comparisons, unlike fascism, an ideology that asserts the supremacy of a nation or race over the interest of individuals groups, and other social institutions. Fascism ideology indicates the needs of the people does not has much importance and the supremacy only matters in their eyes. In all cases of the political ideology the government, society, and importance of each play a role in the framework for thinking about politics and about policy issues.

2.



 

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School wide behavioral support plan

School Wide Behavioral Support Plan

The Final Assignment is a 4- to 6-page paper that analyzes the following case study:

Case Study

Mr. Knightly has been a Special Education teacher at Jackson Elementary School for seven years. Every five years, he must renew his teaching license and, to do that, he must complete 6-semester hours, or 90-clock hours, of Continuing Education during the five-year period. Recently, he took a course called, “Diversity in the Special Ed Classroom.” Having taught at Jackson Elementary School for so long, he felt he had a pretty good understanding of the disproportionate representation of minorities in the elementary school special education classroom. But, his professor discussed a recent Penn State study that indicated that minorities were actually underestimated in terms of being identified as needing special education services in elementary and middle school. The conflicting reports made his head spin. He decided to talk with his co-worker, Ms. Dailey.

Mr. Knightly and Ms. Dailey sat down for coffee in the teacher’s lounge to discuss this discrepancy in reports.

Ms. Dailey: “I think we need to focus on what we can do for all students instead of hoping we get it right in identifying those in need of special supports through special education. I mean, we have federal laws that provide criteria for special education services, but we are still failing to meet the needs of many students.”

Mr. Knightly: “Yeah, I know that there are students who arrive in my class that could probably have stayed in the general education classroom if help had been given in time.”

Ms. Dailey: “Have you heard about Response-to-Intervention?”

Mr. Knightly: “Actually, I just read an article about a school in Florida that has had real success with the program.”

Ms. Dailey: “You know, many of our students’ interfering behaviors impact their success with academics. We may want to consider a combination program that deals with academics, interfering behaviors, and social skills.”

Mr. Knightly: “It sounds like you’re thinking of RTI and a School-Wide Positive Behavior Support (SWPBS) program. If we could bring in a social skills program too . . . .”

Ms. Dailey: “I’d have to do some research, but I believe many SWPBS programs bring in specialized social skill programs under the “Behavior Education Program” in Tier 2.”

Mr. Knightly: “Would you want to work with me to put together a proposal for the school district on bringing in RTI, SWPBS, and social skills training?”

Ms. Dailey: “Let’s get started!”

Prepare a 4-6 page proposal (not including title and reference pages) that Mr. Knightly and Ms. Dailey can present at the next School Board meeting that covers the following topics:

Part I

Introduce the Response to Intervention (RTI) program and the School-wide Positive Behavior Support (SWPBS) program to the School Board members by defining these programs.

  • Explain the evolution of RTI and its purpose
  • Explain how RTI meets IDEA 2004 criteria for “Early Intervening Services.”
  • Explain the purpose of SWPBS
  • Relate the ways in which the combination of RTI and SWPBS can support student success in academics and promote socially acceptable behaviors conducive to learning.
  • Explain how the addition of a social skills program to Tier 2: Targeted Intervention (SWPBS) can provide an extra layer of training for socially significant behaviors in the Behavior Education Program.

After providing the School Board with basic information regarding RTI and SWPBS, and discussing the advantages of adding the social skills program to Tier 2 of the SWPBS plan, you will present a demonstration model of an RTI and SWPBS, with a social skills program, to the Board.

Part II

Develop a School-Wide Positive Behavior Support plan for Jackson Elementary School. Include the following:

A) Tier 1: Universal Interventions

    1. Devise and operationally define three (3) culturally responsive school rules.
    2. Develop positive reinforcement strategies aligned with the three (3) rules.
    3. Develop consequences for students who do not comply with the three (3) school rules.
    4. Explain how you will teach students the three (3) rules, and how students will earn positive reinforcement (and what those reinforcements will be) and what the consequences will be for not complying with the rules.
    5. Prepare data collection devices to record data from universal screening and continuous progress monitoring to make decisions regarding students’ progress.

B) Tier 2: Targeted Interventions

    1. Summarize the selection process for placing at-risk students in Tier 2.
    2. Explain how RTI can be integrated into Tier 2.
    3. Develop the Behavior Education Program:
    • Construct a reinforcement system for appropriate behaviors
    • Explain the essential elements of the Behavior Education Program
    • Select one social skills program from the following list to incorporate into the Behavior Education Program and explain the components of the program and how it will be implemented.
      • Skillstreaming
      • ACCEPTS
      • ACCESS
      • Stop and Think
      • Replacement Behavior Training
      • Social Stories
      • Videotherapy

C) Tier 3: Individualized Interventions

    1. Summarize the criteria for placement of students in Tier 3.
    2. Develop the system of supports that Jackson Elementary School will provide at this level.
    3. Explain the assessment approaches that will be used. How will the assessment results guide the selection of needed supports?
    4. Explain how wraparound services can support not only the student but also the family.

Papers should incorporate information from your readings with ideas of how those concepts can be applied to Jackson Elementary School. Your Assignment should be double-spaced; in 12-point, Times New Roman font; and in APA format. Please use your textbook as your main source for this paper, but you may include other sources as needed to support your plan.

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