empirical article review

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30-minute in-class article presentation and discussion will be evaluated by your instructor. The grading breakdown is as follows:

10% Using the same article that was used for your Empirical article review and Development of a resource, you will lead an in-class discussion of the article. Present a review of the paper (including the research question, hypothesis, method, results, and conclusion) in a way that your peers can understand. You will describe why this research is important and link it to what we have been learning in class. Present videos or other resources to support your peers understanding of the research. The majority of the presentation must be your content (i.e., if you find a video online that explains your article, you cant just present that video). The presentation should be approximately 10 minutes in length.

Article summary details sufficient

5 – research question, hypothesis, method, results, and conclusion are clearly explained so that they can be understood and knowledgeably discussed by peers

3 – some information is not clearly explained in a way that could be understood by peers.

0 – summary information is lacking, incorrect, or not explained at a level that peers would understand.

Engaging format

5 – the format is engaging and appropriate for peers

3 – format was difficult to understand, did not support the content, or was not very engaging

0 – the format is not engaging

5% You will then lead a discussion of the paper by developing questions meant to spur discussion within the group. Questions may include things like: what are some alternative explanations for the results? What are some potential ethical concerns with this type of research and how can we address them? How could this research be applied by parents/teachers/&c.? How does this change your understanding of early development? The discussion should be approximately 20 minutes in length.

Please write all the discussion questions and also write what possible answers could be for the discussion questions. You can also make an interactive 10 questions Kahoot where you can ask M/C questions. Please make sure to use a very interactive template and make sure to also give a breakdown of the background of the research.

Discussion encouraged thoughtful analysis of and peer engagement with the content

5 – sufficient number and substantively interesting open-ended questions are provided to engage the class for at least 20 minutes in thoughtful discussion. At least some of the questions are not those above-listed. The presenter provides non-judgemental, supportive, knowledgeable input to encourage peers to share their thoughts.

3 – limited questions or presenter engagement.

0 – any presenter who is behaving badly towards the class (e.g., combative, abusive, does not allow for other perspectives) during the discussion will receive 0 on this component

Formulating A Diagnosis – My Nursing Experts

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Read Buckley’s 2014 article, “Back to Basics: Using the DSM-5 to Benefit Clients,” from The Professional Counselor, volume 4, issue 3, pages 159–165. This article examines how the DSM-5 can be used to formulate treatment decisions that result in the best outcomes for clients. 
 
After reading the required articles for this unit, give consideration to your own views on diagnosis. Based on your past experiences, what is the best approach to use when working with the clients at your site to formulate a diagnosis? What factors are important to assess in the diagnostic process? How do these factors drive the treatment planning process and interventions selected?
 
PART 2 OF THE ASSISGNEMENT
You will write a response to each peer’s posting which is expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature, to support your views and writings. Reference your sources using standard APA guidelines. Support the response with at least two references.
 
PEER ONE POST
The clients coming into my site are coming specifically for substance abuse. Many already come in with diagnosis, however even if they did not the counselor is not allowed to make the diagnosis; the LMHC makes the diagnosis when clients are referred to her for more mental health focused treatment. They are not required to make a diagnosis because the agency is substance abuse based and the focus is the use, any mental health concerns are handled by an outside agency. From being in the group supervision this learner found out that sometimes with insurance companies it is necessary to make a diagnosis within one or two visits in order for the client to be covered.
Important factors to consider in the diagnostic process are the differential diagnosis. Relational problems are more complex than individual problems; they have been under evaluated and have been failed to be looked at as important to disorders (Beach et al, 2006). Relational problems are considered by the clinician when the individual’s relationships affect the course, prognosis, or treatment of their mental or medical disorder (American Psychiatric Association). Relationships have been shown to have an impact on mental and medical health. The DSM-5 contains V and Z codes that are aimed at relational problems which include (1) problems related to family upbringing: parent-child relational problem, sibling relational problem, upbringing away from parents, child affected by parental relationship distress, (2) other problems related to primary support group; relationship distress with spouse or intimate partner, disruption of family by separation or divorce, high expressed emotional level within family, and uncomplicated bereavement (American Psychiatric Association). It is also important to consider, Education/Work; ex. 1. Code V62.3 (Z55.9) academic or educational problem, 2. Code 62.29 (Z56.9) other problem related to employment; Housing/Economic Problems: ex. 1. Code V60.89 (Z59.2) discord with neighbor, lodger, or landlord, 2. Code V60.6 (Z59.3) problem related to living in a residential institution; and possible medical conditions. The counselor would also need to take into consideration the clients cultural background into consideration; what might be odd from your own culture can be normal for their culture.
This learner feels that the counselor must be careful in the diagnosis because the diagnosis will shape the treatment planning process. This is why it is important to consider the factors when making a diagnosis.
During the group supervision, this week the group did regular check ins in which we all discussed intakes we had last week or on Monday. An important topic that we discussed was what happens at each member’s site when you encounter a suicide patient such as what the procedure is, protocol, and follow up process. Every group member also explained the process of note and how documentation is handled. For example, one student did all paper notes, while other scanned in a computer paper notes, and others just did everything right into the computer with the use of no paper. The group also discussed SLAP which stands for Specific, Lethal, Available, and Proximity which is a quick suicide assessment that can be used in the counseling setting. Lastly, we talked about not being afraid to bring up the topic of suicide and ask questions because you will not implant the idea in the client.
 
References:
DSM Library. (n.d) Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. American Psychiatric Association. Retrieved from: http://dsm.psychiatryonline.org.library.capella.edu/doi/full/10.1176/appi.books.9780890425596.AssessmentMeasures.
Beach, S.R.H., Wamboldt, M.Z., Kaslow, N.J., Heyman, R.E., & Reiss, D. (2006). Describing relationship problems in DSM-V: Toward better guidance for research and clinical practice. Journal of Family Psychology. 20(3), 359-368.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014). Clinical Interviewing (5th e.d). Hoboken, NJ: John Wiley & Sons Inc.
 
PEER TWO POST
This author has not gotten to a point of diagnosing a client at her site as of yet.  From what I can tell, the therapists utilize the DSM-V.  Remember back from a recent class I took, I recall taking into consideration all of the provided medical information of the client, (incl. past hx); and in this particular class we used a chart.  It was like a tree chart with symptoms and you follow the tree based on the symptoms, but you also have to utilize the DSM-V because it will be very specific of about timeframes, or how often someone would have had to have a particular set of symptoms to be diagnosed.
In my office, they utilize the DSM-V, but they code diagnosis in their system using the ICD-10.
It is this author’s belief that there are clients who want a diagnosis, because it puts a name to what they’re feeling, but there are those who do not want the stigma of being diagnosed with anything.  Diagnosing gives the clinician an idea of what he/she is treating, and what the typical protocol may possibly be for that diagnosis.  As Sommers and Flanagan puts it, “treatment can be developed for a specific diagnoses.”  (p. 399)
The Buckley (2014) in the article, Back to Basics:  Using the DSM-5 to Benefit Clients, six ideas to consider when diagnosing.  Those are:
“to what extent signs and symptoms may be intentionally produced;
“to what extent signs and symptoms are related to substances;
to what extent signs and symptoms are related to another medical condition;
to what extent signs and symptoms are related to a developmental conflict or stage;
to what extent signs and symptoms are related to a mental disorder; and
whether no mental disorder is present.”
 
These ideas to consider will help to rule out other issues that may be influencing a diagnosis.
 
This week was a very difficult week for me.  We had two faculty supervisions.   It was tough to maneuver because my time is very limited now.  On top of that this week’s faculty supervision was difficult.  We briefly discussed Suicide.  I am personally going thru some things with my son and it is taking every bit of me to hold things together.  With all of the education and training we receive, when you are personally connected to someone who is dealing with some MH issues, specifically depression and anxiety, you often second guess yourself and wonder what you should do and when.  It’s very difficult.
On another note, at the make-up faculty supervision it was good to hear Dr. Warran tell us that our focus should truly be on foundational skills and not a specialized approach.
The second supervision this week was helpful as well.  I like when Dr. Warren does a structured interactive lecture-type supervision and then move into discussing the things we’re dealing with at our site.
 
Buckley, Matthew R. (2014)  Back to Basics:  Using DSM-5 to Benefit Clients, The Professional Counselor, 4(3), pp. 159-165.
Sommers-Flanagan, John, and Sommers-Flanagan, Rita. (2017).  Clinical Interviewing, 6th Ed., WILEY AND SONS, INC.
 

Cultures of Education Policy Proposal – custom papers

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Academic institutions have policies and regulations in place to uphold educational standards as well as to ensure the safety and fair treatment of all students. While those policies are usually well intended, some policies do not work as expected because of the ways in which they are designed, phrased or implemented. The same policy may also affect different people in different ways, and some policies that are helpful for some people may not be well received by others. People who are affected by these policies might respond in a number of ways: some may accept the policies as they are and abide by them regardless of how they feel about them, while others might try to change them by persuading those in power to change or abolish the policies–or at least change the ways they are implemented. If the policies are well designed and implemented but widely misunderstood, it is also possible to communicate with those who are affected to clarify the misunderstanding, providing a different way of seeing the current situation.
The goal of this project is to address a policy issue that affects members of the campus community–students, faculty, staff and administrators. What are some of the current issues and concerns that members of your institution are discussing? What are some of the controversies that are being covered by student newspapers and other campus publications? What policies are in place–or not in place–that may be related to those issues? Who are the stakeholders being affected by those policies and in what ways? Could the situation be improved by creating a new policy, or modifying or abolishing the current policy? Could the issue be resolved by changing the ways in which current policies are implemented? Or could it be addressed by raising the awareness among the stakeholders?
Once you have identified a policy issue, find out as much information as you can about the policy. Possible sources of information could include policy documents, policy makers, people who implement or enforce the policy and people who are affected by the policy. You may choose to interview or survey some of the people involved. You may also find relevant information in local publications, such as campus newspapers and websites.
As you do your research, consider the following questions: What is the policy? Who created it and for what purpose? How effective is the policy? How is it implemented? Which members of the community are being affected by it and how? How is the policy or the implementation perceived by the members of the community? What solutions have already been proposed? What other possible solutions can you think of? If policy changes are needed, who are in the position to create, change, or abolish relevant policies?
If the issue you have chosen is not related to a current policy, but you feel that one needs to be created in order to address the problem, then think about the following questions: Does the issue really require the creation of a policy? Or can it be handled in another way? What would the policy look like? Who would be affected by it? Who has the power to take action? In other words, who might you need to convince about the need for a policy and the creation or implementation of one?
Once you have a sense of the issue that you want to address, you will need to determine what type of action needs to be taken in order to address it. Could the problem that you are focusing on be solved by the creation of a new policy or by modifying a policy that is currently in place? Or, would it be easier to solve if an existing policy was abolished or the implementation of it was improved? Upon asking yourself these questions, you should have a better idea of the type of action that needs to be taken in order to solve or alleviate the problem. Then, write a formal proposal in which you call for that action to be taken. Ideally, you should address your proposal to the person or group of people who are in the position to accept or consider it. Thus, you will want to include an overview of the problem, including reasons as to why it is an issue. After you have established the reason for your proposal, you will want to explain what it is that you are proposing, whether it is the creation, modification, or abolishment of a policy or improving the way that an existing policy is currently implemented. In other words, what is your plan? In addition to explaining your proposed course of action, you will also need to include facts and/or research to support your plan and also convince your audience why they should adopt or consider your proposal.
Another option you have is to employ a combination of genres to persuade your audience to create, modify, improve, or abolish the policy you choose. The genres will depend not only upon the policy that you choose, but also upon your audience. Who needs to know about this policy? Who are the individuals or institutions that can enact change? For example, you may need to write a letter to the editor, or even a letter to address the policy makers directly. In other cases, you may want to contact peers, classmates, or future students to spread awareness for the policy. You can target the public at large by writing a news article or exposé on the policy and why it necessitates change. You may choose to create a visual argument (flier, poster, advertisement, public service announcement, brochure) to publicize the policy and why it needs to be created, changed, or eliminated. Or, you can take your policy to the digital world: create a blog post, Facebook group or event, or petition (like on Change.org) that explains the policy (or lack thereof) to spread awareness of the issue and policy. If you choose this option, you will write an additional rhetorical rationale that justifies the genres you choose and the decisions you make within each genre.
Learning Objectives
In this project, you will learn to:
use argumentative strategies to persuade a particular audience
respond appropriately to different kinds of rhetorical situations
use stasis theory to conduct critical analysis of an issue
understand the relationships among language, knowledge, and power
conduct inquiry-based research and writing
identify the kind of ideological work a text undertakes and how it serves to persuade readers to accept a particular account of a specific concept or strategy as effective
Audience
The primary audience for this writing project will depend on the issue that you have chosen to address in your proposal, so you will need to do some research to determine who the “stakeholders” are. In other words, who would be affected if the issue on which you are writing were to be put into practice or adopted? Who has the power to take action? Who is it that you need to persuade? Depending on the nature of the issue, you may need to reach one particular person or multiple groups.
Genre
Proposal writing takes place is all of the different spheres–personal, academic, professional and civic. They may serve different purposes: to offer solutions to problems or issues or to request funding for a research or permission to begin a large project. Regardless of why proposals are written, they typically call for some kind of action or change; they call on an audience to come to a decision and to do something.
The proposal begins by introducing the issue or problem that is being addressed, followed by a detailed discussion of it, including evidence that it exists, reasons why it is a problem, and references to relevant research that establishes and supports the problem. Like most persuasive writing, it is important that proposals present support for the argument that is being made (or rather, the idea that is being proposed), and furthermore, persuade the reader to take action.
After the issue or problem has been discussed, the proposal then lays out the suggested plan of action or the solution. This section may be divided into several subsections depending on how complex the solution is and how long the document is. The proposed plan of action should be comprehensive so that the reader(s) can fully understand what is being proposed, how it might work, and what might be involved. This section might also explain why the plan of action or solution that has been proposed will be more effective than other alternatives. Since this is the final opportunity to persuade them, the proposal should leave them with something that makes them seriously consider the benefits of enacting whatever has been proposed.
Process Genres
Here are a few process genres that might help you develop ideas for the persuasive essay:
A list of issues. Come up with a list of issues that you or your peers see as problematic at your institution.
Stasis theory/questions. Conduct a critical analysis of the policy by answering questions that will help you discover important facts and meanings behind the policy, as well as the quality of it and what improvements might be made.
Figure out who you are trying to persuade. As previously mentioned, the main goal of a persuasive essay is to convince your audience to adopt your point of view or agree with you on a particular subject. The best way to do this is to know who your audience is and figure out which strategies will be most effective in persuading them. Once you have decided on a topic,
Free write. Write continuously for 5-10 minutes, using that time to state your case. In other words, what reasons do you have for your stance? Why should your audience listen to you? Better yet, why should they agree with you? Write down every single reason that you can think of and then go back and read your list and decide which reasons are strong enough to support your argument.
List of potential audience members. Make a list of people (or administrators) who you might need to target with your proposal.
Genre Samples:
Anonymous. “The Benefits of Learning a Second Language.” Teen Ink. n.d. Web. 26 Jul. 2012.
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Kober, Kelsey. “Should we have year-round school?” The Roundup. 24 Oct. 2011. Web. 1 Aug. 2012.

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Workman, Brock. “Year-round school is inefficient.” The Roundup. 24 Oct. 2011. Web. 1 Aug. 2012.

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Possible Readings:

Co, Alina R. “Homeschooling as an alternative to sending kids to school.” GMA News Online. 25 Apr. 2012. Web. 24 Jul. 2012.

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“Finland’s education success.” BBC World News America. 6 Apr. 2010. Web. 9 Jul. 2012.

Hollingsworth, Heather and Jessie L. Bonner. “Why single-sex education is spreading across the United States.” The Christian Science Monitor. 8 Jul. 2012. Web. 8 Jul. 2012.

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Kiley, Kevin. “No money down!” Inside Higher Ed. 2 Feb. 2012. Web. 25 Jul. 2012.

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Koebler, Jason. “U.S. Can Learn From Other Countries’ Education Systems.” U.S. News. 25 May 2011. Web. 9 Jul. 2012.

Kristof, Nikolas. “China’s Winning Schools?” The New York Times. 15 Jan. 2011. Web. 9 Jul 2012.

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Pulliam, Linda Grier. “Year-Round Schools? No Worries, Mate.” Camping Magazine. May 2005. Web. 1 Aug. 2012.

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“The benefits of vocational education and training.” The European Centre for the Development

of Vocational Training. 2011. Web. 1 Aug. 2012.

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Ullas, Sruthy Susan and Bangalore Shrangi, and Vatsala Shrangi. “New cities, new lessons.” The Times of India. 9 Jul. 2012. Web. 9 Jul. 2012.

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Winterton, Dick. “Is it time for a vocation?” The Guardian. 23 Aug. 2007. Web. 1 Aug. 2012.

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Barton Hinkle, A. “The Wrong Side Absolutely Must Not Win.” Reason.com. Reason Foundation, 20 August 2012. Web. 19 Sep. 2012.

Pergament, Robert. “Rose Hill Housing Squeeze: 318 Freshmen in Forced Triples.” TheRamOnline.com. College Media Network, 15 September 2008. Web. 28 Sep. 2012.

Link to Fordham University new student housing info: http://www.fordham.edu/student_affairs/residential_life/rose_hill/quick_links/information_for_new__19413.asp

Link to Fordham University residential housing info: http://www.fordham.edu/student_affairs/residential_life/lincoln_center/our_residential_offe/resources_for_curren/residential_life_pol_34642.asp

“School Uniforms; ‘Dressed for Success? The Effect of School Uniforms on Student Achievement and Behavior’.” Education Week 31 Aug. 2011: 4. Gale Opposing Viewpoints In Context. Web. 18 Sep. 2012.

Think about an issue that you or your peers recognize as problematic at your institution and examine it in-depth by asking yourself questions such as: What is the issue? Why is it an issue? Who is affected? How might the issue be solved? Who might be involved in coming up with, or implementing, a solution? Is there a policy at your institution that currently addresses this issue? If so, what is it? If not, do you think there is a need for one?

 

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Business law discussion post | Business & Finance homework help

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Discussion A: 

Eminent domain is a hotly contested topic in the United States. Typically, opponents see it as an unjust taking by the government, and supporters state it is needed to serve the public interest. This week, research a recent example of Eminent Domain cases or issues, and discuss the merits and implications.

Additionally, border walls and the construction of such walls is a highly polarized issue right now. Regardless of its merit, the topic does bring up an interesting legal question when using eminent domain. Discuss if you believe, based on the law, using eminent domain is allowable for the construction of border walls.

Lastly, have you or anyone in your family ever experienced an eminent domain taking at the local, state or federal level? If so, what was the outcome? Must be 100 words

Discussion B:

This week you have learned about the basic control process and methods (bureaucratic, objective, normative, concertive and self-control) to achieve to enhance performance in an organization. To demonstrate how control processes are applied in the workplace, this week’s discussion forum will involve researching an article using one of the following sources:

  • USA Today      (www.usatoday.com)
  • Wall Street Journal      (www.wsj.com)
  • New Your Times (www.nytimes.com)
  • Forbes (www.forbes.com)
  • Bloomberg Business Week (www.bloomberg.com)
  • Inc. Magazine (www.inc.com)
  • Economist (www.economist.com)
  • Entrepreneur (www.entrepreneur.com)
  • Harvard Business Review-      (www.hbr.org)

Your task is to choose a current article (published in last 60 days) from one of the above-listed sources that relate to how managers effectively control their responsibilities.

  • What does control mean for      a business?  What do companies have to do to be in control?
  • What key points in the      article support your statements?

Copy and paste the URL address of the article so it can be easily shared with your classmates.  Must be 100 Words.