Learning Resources Required Readings Bartol, C. R., & Bartol, A. (2017). Crimina

/in /by

Learning Resources
Required Readings
Bartol, C. R., & Bartol, A. (2017). Criminal behavior: A psychological approach (11th ed.). Upper Saddle River, NJ: Pearson Prentice Hall
Chapter 7, “Psychopathy” (pp. 178-210)
Heilbrun, K., Marczyk, G. R., & DeMatteo, D. (2002). Forensic mental health assessment: A casebook. New York, NY: Oxford University Press.
Chapter 5, “Case 1: Competence to Be Sentenced” (pp. 85–95)
Required Media
Laureate Education (Producer). (2014c). Psychopathy [Video file]. Retrieved from https://class.waldenu.edu
Dr. Scott Duncan discusses psychopathy and how it relates to the study of criminal behavior. Consider how the measurement of psychopathy originated and the characteristics measured.
Note:  The approximate length of this media piece is 16 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
Assignment: Characteristics of Psychopaths
In this week’s Discussion, you considered the complexity of psychopathy. Despite uncertainty about how to define and classify psychopathy, there are firm characteristics that are associated with psychopaths. In your resources this week, you are introduced to the work of Robert Hare, one of the foremost psychopathy experts. Among other things, Hare created a way to measure criminal psychopathy. His tool for measurement, the Psychopathy Checklist–Revised (PCL-R), is a list of characteristics consistently associated with psychopaths that may be useful in identifying and evaluating characteristics of psychopaths. Widely used to classify psychopaths in the criminal justice system, the PCL-R is not a perfect instrument and is not the only instrument of measure for psychopathy. It is, however, a means to discover patterns of features associated with psychopaths.
For this Assignment, review the psychopathic behaviors identified by Hare and Cleckley on page 174 of the course text, and consider the characteristics of psychopaths. Then, review the forensic report case study of D.V. in Chapter 5 of Forensic Mental Health Assessment: A Casebook, focusing on the criminal behavior and personality traits present in the case. Reflect on whether the personality traits indicate that the individual in the case study is a psychopath, as well as the degree to which psychopathy fully accounts for his behavior.
Assignment (1–2 pages):
Briefly describe the criminal behavior in the case study.
Explain whether or not the individual in the case study exhibits the characteristics of a psychopath, and why or why not.
Based on the information in the case study and this week’s other resources, explain at least oneconclusion you might draw about the nature of psychopathic behavior.
Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the resources for this course.
By Day 7

The post Learning Resources
Required Readings
Bartol, C. R., & Bartol, A. (2017). Crimina appeared first on homework handlers.

n with Outline Assignment:Persuasive Presentation w/ OutlineTime limit: 6-8 minu

/in /by

n with Outline
Assignment:Persuasive Presentation w/ OutlineTime limit: 6-8 minutesPoint value:75 PointsInstructional materials:Chapter 10 – Topic Selection
Chapter 11 – Being Credible and Using Evidence
Chapter 12 – Organizing your Presentation
Chapter 13 – Delivery (pgs. 340-355)
Chapter 15 – Persuasive Presentations
Using Vivid Imagery 
Submission:See Recording Instructions below
The purpose of this assignment is to give you experience creating a formal, motivational presentation from planning to delivery. You will gain experience selecting and narrowing a topic, researching a speech, and developing speaking notes and an outline. Although this presentation is persuasive, this assignment will help prepare you to make a successful presentation of most any kind. 
A persuasive speech attempts to motivate an audience to change an attitude, belief, or behavior. For this reason, your chosen topic should be appropriate for this purpose.
How will I be graded?
Click here to open the rubric which will be used to evaluate your submission.
Instructions
Select a topic which advocates involvement with a charitable organization. The topic should relate in some way to issues within communities and/or the environment and be one in which the public can become directly involved. Possible organizations may include, but are not limited to: MADD (Mothers Against Drunk Driving), Wounded Warrior Project, Doctors Without Borders, USA, and Susan G. Komen for the Cure. 
Research your topic. You are not simply telling the audience about the organization. Your research should uncover the problems this organization aims to solve, how they are providing solutions, and how individuals can become involved.
Organize the main points of your speech using a Monroe’s Motivated Sequence (Chapter 15).
Provide adequate support for each main point by citing at least three credible sources in the speech. Incorporate examples, narratives, testimonial evidence, statistics, analogies, explanations, and/or definitions where appropriate. Sources must be cited orally in the speech. 
Create an introduction and conclusion.
Written Material
Once you have thought through each part of the speech (introduction, body, & conclusion), create a Sentence Outline of your speech (Chapter 12). Your outline should show the full content of your speech and include a list of References in MLA format. 
Create speaking notes to use during your delivery. You should not speak from your outline. Use key words and phrases in your speaking notes rather than complete sentences. Your notes should serve only as a memory aid and should not be a word-for-word manuscript of your speech.
Delivery
Practice your presentation before videoing yourself so that you can deliver the information with only occasional glances at your notes. 
Consider asking friends or family members to view your presentation before submitting. 
Sample Speeches
“Putting the Brakes on Teenage Driving”
“Blood Donation”
When Recording your final publish: After recording has started but before you begin your assignment you must verify your identity by holding a valid state- or nationally- issued picture ID to the camera so that it is visible and recognizable to our assessment staff. If you do not do this step you will be asked to resubmit. A driver’s license or passport are preferred.
Recording Instructions
Submitting for this assignment is an easy three-step process:
Record
Upload to YouTube
Submit a link to your YouTube video
You can record and save videos using software on your computer before uploading them to YouTube. The most common computer recording programs are Camera for Windows 8+ and Photo Booth for Mac OS X (a download may be required). You may also use your device manual to look up how to record videos. After saving your video to your computer, please upload it to YouTube.
An alternative approach is recording a video on mobile device (phone or tablet). Please note that this could affect the quality of your video and you will need to download the YouTube app to upload your video.

The post n with Outline
Assignment:Persuasive Presentation w/ OutlineTime limit: 6-8 minu appeared first on homework handlers.

Discussion I – The Nurse Leader and Evidence-Based Practice Critical Thinking Ex

/in /by

Discussion I – The Nurse Leader and Evidence-Based Practice Critical Thinking Exercise (EP-SLO#3)
You are the nurse manager in the surgical intensive care unit (SICU). At a staff meeting, a nurse named Karen, asks “Why do we have limited visiting hours for families? Where I used to work, families were not restricted to when they could visit.” She further states, AACN issued a call to expand open visitation in the ICU years ago. Joe, a long tenured and informal historian on the unit states, “Well, that’s just not how we have done it here, because we are a SICU, our patients are different, besides, we tried extending our visiting hours once, but it didn’t work.” Others agree with Joe that changing unit visitation practices would not be good. You ask your team about the evidence on visitation in the SICU. Susan, who is in graduate school, says “evidence is strong for unrestricted visitation for families in general care areas, but I don’t know the SICU literature.” The team is uncertain but are now interested in learning more. You recognize current unit visitation practices are a sacred cow, an old practice habit that is considered routine and beyond dispute despite evidence for change. You realize this is potentially an EBP project that might even improve patient satisfaction or decrease falls on the unit.
How will you engage the team in this EBP project?
What are the issues for pursuing an evidenced-based, standardized practice for visitation?
Whom would you consider to be the project director to manage the project and why?
How can you help the team determine whether this is a priority for the organization?
Who are the stakeholders and potential team members?
How will you, as nurse manager, be involved in the project?
Why is a review of current literature specific to this population important?
Why is it important to adapt the practice to your unit?
How might staff learn more about patients and family preferences?
Knowing this is a sacred cow practice, what does this mean for implementing and sustaining the practice change?
After developing an evidence-based change in visitation:
a. Who needs education?
b. How can the change agent role benefit implementation?
c. What are key process and outcome indicators to measure?
d. How should the key indicators be measured?
e. Who can assist with monitoring ongoing compliance with the practice change?

The post Discussion I – The Nurse Leader and Evidence-Based Practice Critical Thinking Ex appeared first on homework handlers.

Module 2: Readings Text.png: QUANTUM LEADERSHIP Sixth Edition Nancy M. Albert Ch

/in /by

Module 2: Readings
Text.png: QUANTUM LEADERSHIP Sixth Edition Nancy M. Albert
Chapter 2: Ten Complexity Principles For Leaders Advancing Value in the Quantum Age
nstructions:
Answer the question below in a short-essay format (maximum of 10 sentences). Appropriately apply your responses to your current practice. In order to completely answer the question, please use the A.P.E. acronym:
A: Answer the question.
P: Provide specific information or evidence that supports the answer.
E: Explain how the information or evidence supports the answer to the question.
You must follow APA citation guidelines if course textbook or outside references are used to support your answer.
Grading Rubric:
In10 Rubric (100).pdfPreview the document
Question:
Describe the struggle that many health organizations have in the present time of value-driven health reform.
No file just chapter in referenced book.
Module 2: Key Points 1mportant2.jpg Factors causing healthcare workers to leave the field include: Endless change The growing social, political, and economic forces driving contemporary health reform Information is remarkably more available than in the past. Knowledge is more a utility than a capacity. Technology is changing the character and content of the service relationship. Wireless technologies now operate in a way that defies boundaries. Understanding complexity is requisite for understanding relationships. Complexity science teaches us that everything is related at some level. Living in the actual: Focus on the present. Live the experience now. Focus on good process. Key is work quality. Emphasize current activity. People focus on their own work. Living in the potential: Inclusion of coming events See the work as journey. Focus on good outcomes. Key is optimal results. Read “signposts” of change. People focus on the team. Principle 1: Wholes are not just the sum of their parts. Wholes are made up of smaller units that interact with each other to sustain the whole. Institutions: Unilateral interests/goals Nonaligned Driven by self-interest Focus on structure/function Highly competitive Survival focused Vertically integrated Systems: Multifocal interests/goals/values Strong alignment of stakeholders Collateral interests Focus on relatedness Outcomes driven Centered on thriving Horizontal/vertical linkage Everything in our society reflects a vertical orientation, including organizational hierarchies. Leaders now must complement vertical thinking, which is about control, with horizontal thinking, which is about relatedness. Both are necessary, yet leaders, because of the prevalence of vertical thinking, must concentrate on building horizontal connections. Principle 2: All health care is local. A system operates from its point-of-service outward. If healthcare providers are not directly giving care to a patient, they are serving someone who is. In a system, everything operates from the center out. Systems are organic in shape and design. The most obvious configuration for a system is a circle. That this is so indicates that systems are more about relationships and intersections than about anything else. Systems possess flow and fluidity and are more dynamic than static. They encompass interactions and relationships in a continuous and vibrant interplay that results in the fulfillment of their purposes. All activities of a system work together to help the system adapt to changes, meet its goals, and ensure its survival. Principle 3: Value is now the centerpiece of service delivery. Anything that adds value to any part of a system adds value to the whole system. Everyone in a system is obligated to add value to it. Everyone is doing something, even if it is negative. When people are not adding value, they are taking away value. Principle 4: Simple systems aggregate to complex systems. Simple systems combine with other simple systems to form more complex systems. Principle 5: Diversity is essential to life. Diversity is essential to life on every level. Principle 6: Error is essential to success. Both random error and conscious error are essential to the process of creation. In fact, error underpins all change. Error is essential to all progress. Far from being a deficit, error indicates where someone is on the journey. The only unacceptable error is the error that is repeated. Principle 7: Systems thrive when all of their functions intersect and interact. Systems thrive when their functions and dynamics intersect and interact in a continual dance of relationship and transformation. Linear thinking (Industrial Age): Vertically oriented Hierarchical Mechanistic Reductionist Compartmental Controlling Collateral thinking (Information Age): Multidirectional Horizontal Whole oriented Integrative Intuitive Relational Principle 8: Equilibrium and disequilibrium are in constant tension. There is a constant and permanent tension between equilibrium (stabilizers) and disequilibrium (challenges). In systems language, stability is another word for death. Absolute stability is the absence of life. The leader always walks a tightrope between stability and chaos, tending to favor the latter. The leader lives in the space between action and potential, anticipating the next step and translating the process for others. Principle 9: Change is generated from the center outward. Effective change generally moves from the center of a system to all other parts, influencing everything in the system. A system thrives only when those at the point-of-service own the decisions that are made there. Mosaic of decision making: Point-of-service decisions Team-based decisions Unit or service decisions System decisions When any system has too much structure, the energy of the system begins to support the structure rather than accomplish its objectives. Unnecessary structure draws resources away from the system’s services and interferes with its ability to do its work. The same holds true for unnecessary management. Principle 10: Revolution results from the aggregation of local changes. Revolution (hyper-evolution) occurs when many local changes are aggregated to inexorably alter the prevailing reality, called the paradigmatic moment. Leaders are agents of change. They bring the vision and context of change to the stakeholders so that the latter can develop the content of change.

The post Module 2: Readings
Text.png: QUANTUM LEADERSHIP Sixth Edition Nancy M. Albert
Ch appeared first on homework handlers.